联通主义学习中教学交互研究的价值与关键问题

Value and Key Issues of Instructional Interaction Research on Connectivist Learning

联通主义作为开放网络学习时代最核心的学习理论,一经提出就受到国际社会的普遍关注。联通主义学习以教学交互和知识创新为核心,目前国际上对联通主义学习中的教学交互研究还未开始,因为并没有解决联通主义学习究竟是如何发生的这一根本性问题,由此导致实践中缺乏有效深入的联通主义教学与实践,以及网络课程和MOOCs建设忽视教学过程中生成性内容的重要价值等问题。理论创新是推动网络教育教与学方式变革的关键。联通主义学习中的教学交互研究为破解当前我国网络教学实践中教学方法、教学模式、学习支持、技术融合等方面的诸多问题提供了契机和思路。对联通主义学习中教学交互的研究能实现远程教育教学交互理论的实质性创新,丰富和发展远程教育基本理论体系,为在线教育提供坚实的教学论基础。为实现这一目标,有四个关键问题亟需重点解决:一是如何建构反映联通主义学习中教学交互规律的理论模型;二是如何设计适应联通主义学习情境的教学交互分析方法与框架;三是如何追踪和收集分布式网络环境中的大数据;四是如何开展联通主义学习中教学交互所支持的知识创新过程研究。

Connectivism, as the core learning theory in the open network age, has got worldwide attention after it was proposed. Connectivist learning focuses on instructional interaction and knowledge creation. However, there is little research on it. The unsolved key issue how connectivist learning occurred leads to some problems such as the lack of effective connectivist learning and teaching practice, and the neglect of the value of generated content in online courses and MOOCs. Since theory innovation is the key to promoting the innovation of teaching and learning methods, the research on instructional interaction in connectivist learning can provide opportunities and ideas to solve problems in our online instruction practice, such as the instructional method, the instructional model, learning supports and technology integration. In addition, the research can not only achieve the substantive innovation of instructional interaction theory in distance education, but also enrich and develop the basic theory system of distance education and provide a solid foundation for online education. To achieve this goal, this study proposed four key issues to be solved, including （1） how to build a theoretical model which reflects the principle of instructional interaction in connectivist learning; （2） how to design the interaction analysis method and framework adjusted to the connectvist learning context; （3） how to track and collect the big data in a large distributed network environment; （4） how to conduct the research on the knowledge creation process in connectivist learning supported by instructional interaction.