异步交互中远程学习者教学交互水平的研究

Research on distance learners' instructional interaction level in asynchronous interaction

远程教育领域的许多研究发现,在各种同步或异步的教学交互过程中,存在着大量的观望者,他们并没有积极参与教师组织的教学交互活动,只是”旁观”其他学习者的教学交互。研究者和实践者开始关心是否所有的远程学习者都能够通过精心设计的教学交互活动,实现有效的学习。本文以远程学习中的教学交互模型为理论基础,分别利用Bales的交互过程分析法和及Gunawardena的基于建构主义的线索解析模型,对比研究了异步交互活动中的“参与者”和“观望者”在异步交互中教学交互水平。同时,作者结合异步教学交互中学习者的交互形式以及活动特点,分析了造成这两类学习者教学交互水平差异的主要原因。

Many researches in the field of distance education have found out that in the process of various synchronous and asynchronous instructional interactions, there are many lurkers, who do not participate proactively in the activities of instructional interaction organized by the teachers, but merely look on the instructional interaction of other students. Researchers and practitioners come to concern whether all of the distance learners may realize effective learning through elaborately-designed activities of instructional interaction.This article has taken the instructional interaction model of distance learning as its theoretical basis and has made use respectively of Bale's Interaction Process Analysis and Gunawardena's Analysis Model for Threaded Information based on constructivism to comparatively study the instructional interaction level on the part of participants and lurkers in the asynchronous interactive activities. The authors go further to make analysis of the principal reasons to result in the differences of the two parts' instructional interaction level in the light of interactive forms and features of certain activities on the part of students. They then make further approaches on the students' preparation for participation in the discussion groups. In the end, they explore furthermore on the major issues of content analysis method for on-line discussion.