远程学习中的概念交互与学习评价

Conceptual interaction and learning assessment in distance learning

当前,以在线学习为主要表现形式的远程学习,因其能够完整记录学习者的学习参与过程与结果,为更加综合、全面地开展学习评价提供了便利。根据远程学习教学交互层次塔,概念交互是最高水平的交互,是评价深层次学习是否发生的重要指标。不同的学习理论指导下的概念交互和学习评价方式存在很大差异,本研究以三代远程学习教学法所对应的行为-认知主义学习、社会-建构主义学习、联通主义学习为依据,对其基本观点、概念交互特征,以及学习评价的目的、内容、方式和主体展开了逐一的分析与总结,旨在帮助研究者与实践者对远程学习中不同学习理论指导下的教学交互以及基于此开展的学习评价形成相对系统和深入的认识。

Nowadays, learners' engagement in online distance learning and their learning outcomes can be stored intact, which is conducive to a more comprehensive learning assessment. Conceptual interaction is at the top of the Instructional Interaction Hierarchical Model for distance learning and can be used as an important index of deep learning. Nevertheless, there exist differences in the ways different learning theories interpret conceptual interaction and learning assessment. This study set out to compare and contrast cognitive-behaviourist, social constructivist, and connectivist pedagogies, which are associated with the three generations of distance education respectively, in terms of basic assumptions, conceptual interaction, as well as the objective, content, mode and subject of learning assessment. The study was intended to enable researchers and practitioners to have a better understanding of instructional interaction and learning assessment based on different learning theories.