学习者积极互赖、自主学习能力和混合合作学习满意度的交互作用研究

The Reciprocal Action among Learners' Positive Interdependence, Autonomous Learning Ability and Satisfaction of Blended Cooperative Learning

文章通过混合合作学习教学实验和问卷调查,分析了学习者积极互赖、自主学习能力和混合合作学习满意度之间的交互作用。结果显示:学习者积极互赖和自主学习能力相关关联、相互作用;与目标互赖相比,资源互赖和自主学习能力、尤其是评价自主之间的交互作用更为显著;积极互赖和自主学习能力是混合合作学习满意度的有效预测变量,但自主学习能力、尤其是策略自主的预测作用更为显著。最后,文章将混合合作学习的特征总结为"目标驱动、资源促成、评价保障、策略先行",并提出了提升混合合作学习有效性的建议。

The reciprocal action among learners＇ positive interdependence, autonomous learning ability and the satisfaction of blended cooperative learning was analyzed through the techniques of teaching experiment and questionnaire survey. The results shown that there was an interactive relationship existing between learners＇ positive interdependence and autonomous learning ability. But compared with goal inter dependence, the reciprocal action between resource interdependence and autonomous learning ability, especially among the evaluation autonomy, was more remarkable. The learners＇ positive interdependence and autonomous learning ability were the powerful predictors for the satisfaction of blended cooperative learning. While the predictive effect of autonomous learning ability, especially the strategy autonomy, was more stronger. Finally, this paper summarized the characteristic of blended cooperative learning as ＂goal-driven, resource-enabled, assessment-guaranteed, strategy-initiated＂ and offered some suggestions to improve the effectiveness of blended cooperative leaming.