在线协作学习过程中社会临场感的社会网络分析

A Social Network Analysis of Social Presence in the Online Collaborative Learning Process

已有的研究和实践证明,社会临场感有助于降低学习者在线学习过程中的孤独感、提升学习满意度和促进虚拟学习社区的建立。社会临场感与交互的关系十分密切,以往研究者主要借助内容分析方法或调查问卷来分析两者之间的关系,注重测量个体的意见和主观的感知,但无法反映社会临场感随时间发展变化的动态特征。社会网络分析(SNA)的中心度、密度、中心势、派系等参数能够较为合理地表征在线协作学习中师生的交互过程特征,为研究这一问题提供了新的思路。通过对一门网络课程实施期初、期中和期末三个阶段师生在线论坛中的交互过程与行为进行定量和可视化的社会网络分析,结果显示:学习者在不同学习阶段的社会临场感存在显著差异,交互和社会临场感之间具有十分紧密的联系,个体的社会临场感会随时间的发展而变化。社会网络分析有助于理解在线学习环境中社会临场感的形成和发展变化,有助于教师改进教学,提升网络教学的质量。

Existing researches and practices have proved that social presence can help reducing online learners＇ loneliness in the learning process,enhance learning satisfaction and promote the establishment of virtual learning community.Social presence is closely related to interaction,but previous researches mainly analyzed the relationship between them by means of content analysis or questionnaires,focusing on measuring the opinions and subjective perception of individuals,which were unable to reflect the dynamic characteristics of social presence over time.The parameters of social network analysis（SNA）,such as centrality,density,central potential and factions,can reasonably characterize the interaction of teachers and students in the online collaborative learning process,providing a new way of thinking.The implementation of a three-stages quantitative and visualized social network analysis of the teacher and students interaction behavior in an online course forum shows that significant differences exist in learners＇ social presence of different learning stages;that interaction and social presence are closely related and individual＇s social presence changes over time.Social network analysis helps to understand the formation and development of social presence in online learning environment,helps teachers to improve their teaching and enhance online teaching quality.