学习分析作为元认知反思支架的效能研究

Study on Effectiveness of Learning Analysis as a Metacognitive Reflective Scaffold

学习分析是以教育大数据为基础的技术应用,能够增进我们对教学规律和学习特征的认识。但是,在进一步发挥学习分析的应用价值,评估学习分析在促进学习者认知和元认知发展的成效方面缺乏研究。文章在理论分析的基础上,提出学习分析可以作为学习者元认知反思支架的观点。以大学生数字文献阅读为情境的实验研究发现,学习分析及其反馈能够有效地激发学习者元认知反思意识,进而促进学习行为调整和优化,主要表现在学习时间管理、阅读速度、干扰控制等能力指标上;学习者可能需要持续的元认知反思支持,主要体现在撤去学习分析支持后,部分学习者会恢复到惯常的行为模式;基于学习分析的元认知反思支持在短时间内难以对学习成绩产生显著影响。

Learning analysis is a technology application based on educational big data, which can improve our understanding of teaching laws and learning characteristics. However, there is not much research on the application value of learning analysis and on assessing the effectiveness of learning analysis in promoting learners＂ cognitive and metacognitive development. This study proposes that learning analysis can be used as learners＂ metacognitive reflective scaffold, and the experiment is conducted on the basis of college students＂ digital literature reading activities. The study finds that learning analysis and its feedback can effectively stimulate learners＂ awareness of metacognitive reflection, and then promote the adjustment and optimization of learners＂ learning behaviors, which mainly manifests in study time management, reading speed, interference control and so on. Learners may need continuous metacognitive reflection support, for some learners will turn back to the habitual behaviors after the learning analysis support is withdrawn. Moreover, it is difficult for the metaeognitive reflective scaffold based on learning analysis to have a significant impact on learners＂ academic performance in a short period of time.