浅谈网络条件下的主动学习策略——美国北亚利桑那大学教育学院网络课程的个案研究

Brief Discussion about Web-Based Active Learning Strategies Case Studies of Online Course from College of Education,NAU

根据格来宾哥和邓拉普（Grabinger＆Dunlap，2000）提出的“主动学习的增润环境理论”，采用定性研究中的个案研究方法，调查研究美国北亚利桑那大学（以下简称NAU）教育学院职前教师参与“课堂中的技术”（课程代码：ETC447）这门网络课程的网络学习经验。研究结果表明网络学习需要重新建构师生角色，师生关系和教学与学习的方式方法。NAU学生的在线学习经验表明，无论在面授环境中还是网络环境中，学生在参与网络学习之前，需要教师对其进行主动学习策略和协作学习策略的指导。在网络学习过程中，教师需要明确学生的学习期望，了解学生的学习动机以及学生的个性特征，以支持学生的主动学习。同时，教师的引导和帮助以及学习同伴的支持与协作也有助于促进主动学习的产生。

The paper employs case studies to investigate the distance learners＇online learning experiences in NAU. The investigation adopts Rich Environments for Active Learning theory. The findings of this studies illuminate that reconstruction of roles and relationships between teachers and learners, teaching and learning methods reorgnizations are required in the online learning contexts. The students＇experiences of NAU also indicate that the students have to accept active learning and collaborative learning strategies training before they are involved in either face-to-face or online learning. The teacher needs to explain the performance, know the students＇motivation and personality to support students＇ active learning. Also, the guide and facilatating of teachers and peers can promote active learning.