摘要
研究表明,在线临场感能够减轻在线学习过程中学习者的焦虑感和孤独感,促进学习者之间的互通与互助。为此,通过以MOOCs学习空间中在线临场感为研究对象,使用社会网络分析、访谈、问卷调查、内容分析等研究方法,收集了临场感形成过程中学习者交互行为等数据,分析了MOOCs学习空间中在线临场感的网络结构、社群关系与接近中心度。研究结果表明:学习者的先行经验对在线临场感的形成具有比较大的影响,在临场感环境中学习者的社会性学习能够自主实现,在线临场感有助于批判性思维等高阶交互方式的形成,高阶认知临场感可以增强学习者的学习粘性与自我调节能力,并促进边缘学习者向核心学习者转变。
The research shows that the online presence can alleviate the anxiety and loneliness of the learners in the process of online learning promoting learners to communicate with each other. In this paper,the online presence in MOOCs' learning cyberspace is used as the research object. The interactive behavior of the learners is collected by using interviews and questionnaires in the process of online presence. The network structure,community relations and closeness centrality of online presence are analyzed by using the social network analysis in MOOCs ' learning cyberspace. The results show that the learners ' first experience has an important influence on the formation of the online presence,and the social learning of the learners can be completed directly in an online presence environment. The online presence can enhance the density of the learners ' social network and promote the formation of high-order interactive forms of critical thinking. Online presence can enhance the learners ' engagement and self-regulation ability. A learner becomes a core participant,which will be difficult to be marginalized again.
出处
《远程教育杂志》
CSSCI
北大核心
2018年第2期96-104,共9页
Journal of Distance Education
基金
国家社会科学基金教育学一般项目"北美面向青少年的数字教育资源建设机制研究"(课题批准号:BCA150052)的阶段性成果
