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在线异步交流的交互分析——以《网络远程教育》在线课程为例 被引量：18

Interaction Analysis of Online Asynchronous Communication——A Case Study of "Web-based Distance Education"
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摘要 虽然异步交流已经成为在线协作的重要途径,但是在实际交流过程中,往往无法组织起深入地协作,在线的讨论也经常流于表面。为进一步研究在线异步交流的交互特征,该文以《网络远程教育》在线课程的交互文本作为研究对象,构建了一个针对在线协作的分析框架,从认知、元认知、交互、参与和社会等5个维度探讨了交互的特征,分析了在线异步交流过程中存在的问题,并对如何组织在线异步交流提供了一些建议。 Although asynchronous communication is an important way to realize online collaboration, it is difficult to organize further collaboration in the process of real communication. In order to make a deep research on online asynchronous communication, this paper constructs a analytical framework of asynchronous communication, analyses the interactive text of ＂distance education＂ from the cognitive, metacognitive, interactive, participative and social dimensions, discusses the existing problem of online communication, at last, gives some advice on how to organize effective online asynchronous communication
作者 陈向东 马金金 谢三林 骆莎
机构地区 上海师范大学
出处 《现代教育技术》 CSSCI 2008年第3期29-32,共4页 Modern Educational Technology
关键词 协作学习 异步交流 交互 内容分析 Collaborative Learning Asynchronous Communication Interaction Content Analysis
分类号 G434 [文化科学—教育技术学]
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参考文献7

  • 1Curtis D D,& Lawson M J . Exploring collaborative online learning[DB/OL]. Journal of Asynchronous Learning Networks, 2001,5(1).http://www.aln.org/alnweb/journal/.
  • 2Jonassen D H,& Kwon, H II. Communication patterns in computer mediated versus face-to-face group problem solving[J]. Educational Technology Research and Development, 2001,49(1):35-51.
  • 3Olaniran B A,Savage G T, & Sorenson, R L. Experimental and experiential approaches to teaching the advantages of face-to-face and computer-mediated group discussion[J]. Communication Education,1996,45: 244-259.
  • 4陈向东.CMC内容分析框架的利用与开发[J].开放教育研究,2007,13(3):109-112. 被引量：10
  • 5Henri F. Computer conferencing and content analysis[A].In A. Kaye(Ed.). Collaborative Learning Through Computer Conferencing[C].Berlin:Springer-Verlag,1991.117-136.
  • 6Stacey E.Social presence online: Networking learners at a distance[J]. Education and Information Technologies,2002,7(4):287-294.
  • 7Simonim ,B.L.The important of Collaborative know-how: An empirical test of the learning organization[J]. Academy of Management Journal,1994, 40(5):1150-1174.

二级参考文献17

  • 1Berelson,B.(1952).Content analysis in communication research[M].Illinois:Free Press.
  • 2Borg,W.&Gall,M.(1989).The methods and tools of observational research[A].In W.Borg&M.Gall(Eds.)Educational research:An introdnction(5^th ed)(pp,473-530)[C].London:Longman.
  • 3Campos,M.(2004).A constructivist method for the analysis of networked cognitive communication and the assessment of collaborative learning and knowledge-building[DB/OL].Journal of Asynchronous Learning Network,8(2).Retrieyed 03/27/2007 from http://www.aln.org/publications/jaln/index.asp
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  • 8Hara,N.,Bonk,C.,&Angeli,C.(2000).Content analysis of online discussion in an applied educational psychology course[J].Instructional Science,28(2),115-152.
  • 9Henri,F.(1991).Computer conferencing and content analysis[A].In A.Kaye(Ed.),Collaborative Learning Through Computer Conferencing(pp117-136)[C].Berlin:Springer-Verlag.
  • 10Hew,K.F.,&Cheung,W.S.(2003).Models to evaluate online learning communities of asynchronous discussion forums[J].Australian Journal of Educational Technology,19(2),241-259.

共引文献9

同被引文献167

引证文献18

二级引证文献111

现代教育技术
2008年 第3期

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