在线学习共同体知识创新的实证分析

Empirical Analysis of Knowledge Innovation in Online Learning Community

本研究基于学习目标分类学、创造性思维等理论,形成一个综合的知识创新分析类目,然后以某师范大学分别为硕士研究生和本科生开设的"教育技术学研究方法"课程为例,对其在线学习共同体的知识创新进行了分析。研究结果表明:教师的适当引导是在线学习共同体知识创新的重要保障;学习者的广泛参与、持续关注,特别是在一段相对集中的时间内持续关注,对提高在线学习共同体知识创新程度效果明显;不同学历层次在线学习共同体在知识创新方面存在显著差异等。

This paper analyzes online learning community （ OLC ） from the perspective of knowledge innovation. Based on the six thinking theories, the author created an analysis category of knowledge innovation： and analyzed the content of posts in OLC by the category. In this study, an ＂Educational Technology Research Methods＂ course using OLC was offered to masters ＂students and undergraduates of S Normal University. This study shows that the innovation degree of OLC can be improved if learners actively participate in the community, especially in a relatively short period of time. There are significant differences in the degree of knowledge innovation to different academic levels in the OLC.