摘要
合作学习一直是混合学习研究的基础和热点。目前混合学习领域中合作学习的策略原则、模式设计和技术应用等已被广泛研究,但学习团队这一关乎混合学习效果的重要合作学习要素却很少被关注。合作学习效果受到团队成员属性的影响,因此可从学习者的学习力和学习效能感两个角度切入。按照类型学研究范式对E大学的113个混合学习团队进行实证分析发现:(1)混合学习中的团队可划分为理想型、自信型、潜力型和消极型四种,其中消极型团队占比最高;(2)四类团队在学习成绩、学习投入、学习满意度和合作学习体验等学习效果维度上存在显著差异(其中自信型与潜力型在学习成绩方面的差异接近显著水平),并且均表现为理想型>自信型>潜力型>消极型;(3)学习者对自我、合作和集体的效能感是划分团队类型的有效指标,且均对学习效果有显著影响;(4)学习力各子维度中仅有创造力、好奇心、学习能动性以及希望与乐观具有较高的团队类型识别度,但其对学习效果的影响面各不相同。因此,可通过针对不同的团队类型转换教师角色,调控学习力和学习效能感中影响学习效果的重要因素,以及采用适当分组策略降低消极型团队占比等策略,提升混合学习的学习效果。
Cooperative learning has always been the foundation and hot spot of blended learning research.The strategic principles,model design and technology application of cooperative learning in the field of blended learning have been widely studied,but the learning team,an important cooperative learning element related to the effect of blended learning,has received little attention.And the effect of cooperative learning is affected by the attributes of team members.Therefore,from two perspectives of learners'learning power and learning efficacy,an empirical analysis was conducted on 113 blended learning teams in E University according to the taxonomy research paradigm,found as follows.Teams in blended learning can be classified into four types,the ideal one,the confident one,the potential one,and the negative one,with negative teams accounting for the highest percentage.The four types of teams differ significantly in learning performance,learning engagement,learning satisfaction,and cooperative learning experience dimensions(the difference between the confident type and the potential type in learning performance is close to the significant level),and the significance of these types can be ranked as“ideal type>confident type>potential type>negative type”.Learners’self-efficacy,collaborative efficacy,and collective efficacy are effective indicators for classifying team,and all of them have significant effects on learning performance.Only creativity,curiosity,mindful agency,and hope and optimism among the sub-dimensions of learning power have high team type identification,but their impact facets on learning performance are different.Therefore,in order to improve the learning performance of blended learning,we can change the teacher’s role for different team types,regulate the important factors affecting learning performance in learning power and learning efficacy,and use appropriate grouping strategies to reduce the proportion of negative teams.
作者
彭红超
赵佳斌
PENG Hongchao;ZHAO Jiabin
出处
《现代远程教育研究》
CSSCI
北大核心
2022年第6期102-111,共10页
Modern Distance Education Research
基金
中央高校基本科研业务费项目华东师范大学青年预研究项目“智慧教育中教师与AI协同的教学决策策略研究”(2021ECNU-YYJ030)。
关键词
混合学习
合作学习
团队类型
学习力
学习效能感
学习效果
Blended Learning
Cooperative Learning
Team Type
Learning Power
Learning Efficacy
Learning Effects
