摘要
在线协作学习活动中应用群体感知工具能够促进有效的协作互动,然而研究者对于“群体感知工具如何影响学习者的协作互动过程”这一问题尚未进行深入探索。为此,文章综合运用统计分析、内容分析、认知网络分析等方法分析不同自我调节组协作互动的特征、网络与网络发展轨迹,结果表明:相较于低自我调节组,高自我调节组呈现出更多与社交互动有关的协作特征,且呈现了更多的积极情绪;高自我调节组始终与关系调节联系紧密,而低自我调节组在工具提供前期与关系调节联系紧密,但在工具提供中、后期与任务调节联系紧密;高自我调节组的协作互动网络发展轨迹始于关系表现、止于关系调节,而低自我调节组的协作互动网络发展轨迹始于关系表现、止于任务调节。文章的研究可为教师设计与应用群体感知工具、促进学习者开展有效的协作互动提供理论参考,并为优化协作互动过程提供新思路、为在线协作学习活动的开展提供实践指导。
The application of group awareness tools in online collaborative learning activities can promote effective collaborative interaction.However,the question of“how group awareness tools affect learners’collaborative interaction process”has not been deeply explored.Therefore,this paper comprehensively used statistical analysis,content analysis,and epistemic network analysis to analyze the characteristics of collaborative interaction,networks,and network development trajectories of different self-regulation groups.The results showed that compared with the low self-regulation groups,the high self-regulation groups presented more collaborative characteristics related to social interaction and had more positive emotions.At the same time,the high self-regulation groups were consistently tightly associated with relationship regulation,whereas the low self-regulation groups were closely associated with relationship regulation in the pre-tool provision period,while closely related with task regulation in the mid-and late-tool provision periods.The collaborative interactive network development trajectory of the high self-regulation groups began with relationship performance and ended with relationship regulation,while the collaborative interactive developmental trajectory of the low self-regulation groups began with relationship performance and ended with task regulation.The research of this paper can provide theoretical reference for teachers to design and apply group awareness tools,promote learners to carry out effective collaborative interaction,and provide new ideas for optimizing the collaborative interaction process,and practical guidance for the implementation of online collaborative learning activities.
作者
张思
李红慧
郭桐羽
陈锋娟
张津铭
ZHANG Si;LI Hong-hui;GUO Tong-yu;CHEN Feng-juan;ZHANG Jin-ming(Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan,Hubei,China 430079)
出处
《现代教育技术》
CSSCI
2023年第9期78-88,共11页
Modern Educational Technology
基金
2020年度国家自然科学基金面上项目“面向大规模在线教育的学习者协作会话能力评估模型及干预机制研究”(项目编号:62077016)
华中师范大学“人工智能+教育”教学创新研究项目“基于‘小雅’平台学情数据分析赋能混合教学模式创新的研究与实践”(项目编号:2022XY025)的阶段性研究成果。
关键词
群体感知工具
协作互动
自我调节
认知网络分析
网络发展轨迹
group awareness tool
collaborative interaction
self-regulation
cognitive network analysis
network development trajectory
