面向在线学习协同知识建构的认知投入分析模型及应用

Cognitive Engagement Analysis Model for Collaborative Knowledge Construction and Its Application in Online Learning

随着信息技术与教育的深度融合,社交学习、网络知识共同体等开始成为一种重要的协作学习形态,其中的学习投入研究成为领域热点。ICAP框架将学习者的学习参与行为划分为被动、主动、建构和交互四种类型,为分析协同知识建构中的认知投入提供了重要理论基础。基于集体认知理论框架和ICAP框架,构建了面向在线学习协同知识建构的认知投入分析模型,并确定了10个可观察的显性指标。在设计的协同知识建构学习场景中应用该模型,并采用对话内容分析和编码方法,探究了协同知识建构中的认知投入情况。研究结果表明:协同知识建构中的认知投入行为,主要为主动及建构,缺乏深层次交互;采用同、异步交流工具实现组内及组间交互,有利于学习者参与学习任务;在协作学习活动中提供学习支架,有利于提升学习者的认知投入。结合研究结果,讨论了模型的应用前景并提出建议。

With the deep integration of information technology and education,social learning and online knowledge community have become an important form of collaborative learning and the study on learning engagement in these settings has become a hot topic.The ICAP framework which divides learners’cognitive engagement behaviors into four dimensions:passive,active,constructive,and interactive,provides an important theoretical basis for studying learners’learning engagement in collaborative knowledge construction.Based on the ICAP framework,this paper proposes a cognition engagement analysis model for collaborative knowledge construction in online learning,and provides ten observable indicators.The model and indicators were applied in a designed collaborative learning scenario,and the cognition engagement in collaborative learning was analyzed by using content analysis and coding method.The research results show that the group’s cognitive behaviors are mainly active and constructive,and lacks interactions.The use of synchronous and asynchronous communication tools to achieve intra-group and inter-group interactions is conducive to learners’engagement in learning tasks.Providing learning scaffolds in collaborative activities are beneficial to improve learner’s cognition engagement.Finally,this research has discussed the application prospects and suggestions for the analysis model.