摘要
组员之间的平等参与是在线协作学习有效开展的核心要素之一,当前,对于群体感知工具和适应性提示是否能有效促进平等参与存在一定的争议。为此,采用混合研究方法中的解释性序列设计来探明两者之间的影响机制:在量化研究阶段,通过对实验数据进行基尼系数分析和描述性统计分析,发现群体感知工具和适应性提示能显著促进小组内成员的发言数量;在实验结束后,对被试进行访谈,发现群体感知工具和适应性提示通过对社会感知、调节模式、条件作用、动机作用产生影响而引发组员的发言,进而促进小组内的平等参与。最后,研究结果表明,群体感知工具和适应性提示在一定程度上能有效促进在线协作学习过程中平等参与的形成,未来研究应聚焦协作技术支持与小组中个体内心层面之间的更多联系。
The effective development of online collaborative learning is a core element of equal participation among group members.At present,there is a certain controversy about whether group awareness tools and adaptive prompts can effectively promote equal participation.In this study,the explanatory sequence design in the mixed research method was used to try to explore the mechanism of influence between the two.In the quantitative research stage,we conducted Gini coefficient analysis and descriptive statistical analysis on the experimental data,and found that the group awareness tool and adaptive cue could significantly promote the number of group members’speeches.After the experiment,the participants were interviewed,and it was found that group awareness tools and adaptive prompts triggered group members’speeches by influencing social perception,regulation mode,conditioning and motivation,and thus promoted equal participation in the group.Finally,the study shows that group awareness tools and adaptive prompts can effectively promote the formation of equal participation in online collaborative learning to a certain extent.Future research should focus on more links between collaborative technical support and the inner level of individuals in groups.
作者
蒋佳东
郭俊杰
Jiang Jiadong;Guo Junjie
出处
《远程教育杂志》
CSSCI
北大核心
2023年第4期56-69,共14页
Journal of Distance Education
基金
黑龙江省哲学社会科学规划项目“在线学习环境下学习者的社会性交互研究”(项目编号:22EDB132)
哈尔滨师范大学高等教育教学改革项目“教育技术学专业学习分析方向人才培养模式与策略研究”(项目编号:XJGYW2022005)的研究成果。
关键词
协作学习
平等参与
群体感知工具
适应性提示
混合研究
Collaborative Learning
Equal Participation
Group Awareness Tool
Adaptive Prompts
Hybrid Research
作者简介
蒋佳东,在读硕士研究生,哈尔滨师范大学教育科学学院(黑龙江哈尔滨150025);通讯作者:郭俊杰,博士,教授,哈尔滨师范大学教育科学学院(黑龙江哈尔滨150025)。
