慕课论坛中教师回复对学生认知发展的作用——基于布卢姆认知分类学

The Effects of Teachers’Feedback on Learners’Cognitive Level in MOOC Forums:From Broom’s Taxonomy Perspective

许多研究主张教师应该作为信息时代学习活动的引导者,但是鲜有研究探讨慕课教师在认知层次方面会对学生作出怎样的引导。本课题依据布卢姆认知分类理论修订版,探究慕课论坛中教师的回复对学生认知层次的作用。研究团队通过挖掘8门慕课(2014年9月至2018年3月)的论坛数据(主题贴1077个,教师参与讨论601次),依据认知层次标识词并在专业授课教师辅助下,标定学生和教师在老师答疑区的认知层次。我们检验教师参与讨论前后,学生认知层次占比是否发生显著变化。研究发现,教师的参与能影响学生后续讨论的认知层次,主要表现在学生的“记忆”与“创造”两个认知层次的占比,相较于教师参与前发生了显著的改变。其中,“记忆”占比下降,“创造”占比上升。而在对照组中,前后分组的认知层次占比无显著改变。据此可以认为,教师的作用在宏观上表现为:引导学生从“记忆”层次偏向或迁移到“创造”层次。这也说明学生自发讨论对其自身认知层次的提升有限。研究最后总结了教师回复策略的共同特征,包括不机械重复已讲内容;把对概念的诠释放在更大的背景下;鼓励学生发表思考结果,同时指出学生没有想到的地方;营造平等讨论的氛围。文章据此对慕课教师在论坛中的回复提出了建议。

Many studies proposed that teachers play key roles in facilitating learning activities in the information age.However,little is known about how teachers affect students’cognitive level in Massive Open Online Courses(MOOCs).This study is conducted with the framework of Broom’s taxonomy of educational objectives and its revisions,to investigate possible answers to the research question:How does teachers’feedback in MOOCs’discussion forums affect students’cognitive level.By categorizing the forum posts to tags and keywords according to Bloom’s Taxonomy and the verifications of human teachers,the interaction transcripts of teachers and learners are encoded into corresponding cognitive level.A total of 8 MOOCs on new media were included in this study,with 1077 threads and 601 of teachers’feedback posts.The Jonckheere-Terpstra test was adopted as a non-parametric test to analyze ordered differences among classes.The effects of teachers on learners’cognitive level were analyzed,and learners’cognitive level distributions before and after teachers’engagements were compared.The results revealed that teachers’engagements influenced the learners’cognitive levels.More specifically,the proportions of memory level and creation level were significantly changed.The proportion of memory level was decreased,and the one of creation level was increased.These findings implied that teachers in a MOOC forum led students from memory bias to creation bias.Meanwhile,the study also disclosed that discussions among learners only had limited influence on the cognitive level improvement.The study made recommendations for feedback strategies to MOOC teachers.