网络学习平台和移动学习平台协作学习效果比较研究——基于社会网络分析的视角

A comparison of collaborative learning outcomes in the blended learning setting: a social network analysis

为了探究学习者在网络学习平台和移动学习平台上的协作学习效果,本研究构建了基于MOODLE平台和微信平台的协作学习新模式。以某高校78名大学三年级学生为研究对象,采用社会网络分析法对MOODLE平台和微信平台上学生协作互评所形成的交流网络进行比较分析,采用问卷调查法了解学生协作学习情况。研究结果如下:不同学习平台影响着学习者交流的活跃程度,与微信平台相比,MOODLE平台能更好地促进协作交流与互动;无论是在MOODLE平台还是在微信平台,都有核心学生充当着小组协作中的关键角色,发挥着重要的组织和引导作用;与微信平台相比,MOODLE平台上协作小组团结度更高,凝聚力更强;两种学习平台促进协作学习的效果不同,MOODLE平台在对协作学习的帮助作用、有用性和易用性方面较理想。研究结论表明,MOODLE平台对于加强学生有效协作学习具有重要的促进作用,MOODLE平台充分体现了交互式协作学习的优势。

This article proposes a new blended model of collaborative learning based on Moodle and We Chat with the purpose of investigating collaborative learning outcomes in the blended learning setting. 78third-year university students were involved in the study which used social network analysis to compare the communication networks of students' peer review on Moodle and Wechat and administered a questionnaire survey to examine the participants' collaborative learning. There are several key findings from the study. First, different learning platforms had different impacts on learners' engagement in interaction,with Wechat comparing favourably with Moodle. Second, there were students who played a key role in group collaboration on both platforms. Third, Moodle compared favourably with We Chat in terms of group solidarity and cohesiveness. Last, different platforms had different effects on collaborative learning. Moodle was conducive to collaborative learning in terms of helpfulness, usefulness and usability. The article concludes by arguing that Moodle can play an important role in facilitating effective collaborative learning, allowing full play to its advantage of interactive collaboration.