学习者了解在线协作学习吗?——在线协作学习感知分析

Are Learners Aware of Online Collaborative Learning? Analysis of Awareness about Online Collaborative Learning

当前在线学习以学生独立自主学习为主,协作学习活动类型少,协作过程也不显著,与互联网时代互通融合的特点不尽一致。为深入了解原因,本研究利用协作学习感知要素框架,根据在线学习的实际,拟定了在线协作学习感知分析框架。研究基于设计研究的思路,在实际在线学习项目中设计和组织实施了两次协作学习活动,并对在线协作学习感知进行了观察与分析,综合使用调查法和观察法探研两千多名学习者的在线协作学习过程。通过对有效发生在线协作学习的68组学习者在线学习过程和资料进行交互行为和协同写作行为编码、基本统计分析和交互分析等,得到以下结论:1)虽然任务感知对协作学习的有效开展存在正面影响,但在线学习者的任务感知却不积极和主动,通常仅限于个人明确,缺乏集体认同和协调;2)社会感知对协作学习的发生也具有积极作用,学习者对此大多能形成积极和主动的感知;3)在线学习者工作空间感知存在偏差,这既由于他们对技术应用的不确定性,也源自其内心对技术"排斥"的惯性;4)在线学习者概念感知中新知识的感知较强,新旧知识关联感知有待进一步深入研究了解。

At present,independent learning is still the main approach for online learning. Collaborative learning has not played a significant role for online learning even though social networking and Internet-based social contacts have been so popular and accepted. To figure out the reason,this research adopted a framework of collaborative learning awareness from Gutwin and Zhong and reformed an awareness framework of online collaborative learning according to features of online learning. Using approach of design-based research,the researchers planned and organized an online brainstorm activity and a collaborative writing activity for more than two thousands online learners,kept on observing their collaborative process and recording content of dialogue and writing behavior for more than one month. After that,all the material of learning process was encoded and quantified based on the framework of awareness,and then quantitative data was used in statistical analysis and interaction analysis. Via data of 68 groups which had effective online collaborative learning,the researchers draw the following conclusions. Although task awareness has a negative influence of online collaborative learning,learners ＇ task awareness is not active and positive enough. And usually,their task awareness tends to be personal and lack of collective confirming and converting. Social awareness has an active influence to online collaborative learning obviously,and learners can form it actively and positively. Biases of learners＇ workspace awareness come from both learners＇ uncertainty and rejection about technological application. Although learners can achieve explicit awareness of new knowledge,the awareness of connecting new and old knowledge need further investigation.