在线学习中教学临场感子维度对认知临场感各阶段的影响机制研究

Influential Mechanism of Teaching Presence on Cognitive Presence in Community of Inquiry

教学临场感是探究社区理论框架的核心要素,研究发现教学临场感对认知临场感有重要影响。然而,两种临场感内涵丰富,已有研究缺乏教学临场感三个子维度对认知临场感四个阶段影响机制的深入探讨。细化研究教学临场感对认知临场感的影响机制既可丰富在线教育理论,又有助于思考教学如何才能促进学生认知临场感的发展。本研究以探究社区量表为数据收集工具,以1186名学生为研究对象进行数据收集,采用相关分析和多元回归分析方法分析数据,探究教学临场感三个子维度分别对认知临场感四个阶段的影响机制及影响差异。研究发现:教学临场感第一个子维度“教学设计与组织”对认知临场感“触发事件”和“整合”两个阶段有显著影响,但对认知临场感“探究”和“解决”两个阶段无显著影响,而教学临场感“促进对话”和“直接教学”对认知临场感“触发事件”“探究”“整合”“解决”四个阶段均有显著影响。另外,在教学临场感的三个子维度中,“促进对话”对认知临场感各子维度的影响都最大,是影响认知临场感的核心要素;“直接教学”对认知临场感四个阶段的影响次之,而“教学设计与组织”对认知临场感的影响相对最小。基于研究发现,提出了通过教学临场感针对性促进学生认知临场感发展的相关建议,以期对在线教育教学实践以及相关研究提供借鉴。

Teaching presence is the core element of Community of inquiry,which has an important impact on cognitive presence.However,these two presences have rich connotations.There is a lack of research on the mechanism of the three sub-dimensions of teaching presence on the four sub-dimensions of cognitive presence in the existing domestic and foreign related studies.Detailed research on the influence mechanism of teaching presence on cognitive presence helps to think about what kind of teaching can promote the development of students’cognitive presence.The CoI scale was used to collect data,and data collected from 1,186 students participating in blended learning,then correlation analysis and multiple regression analysis were used to analyze the data,to explore the mechanism of the three sub-dimensions of teaching presence on the four sub-dimensions of cognitive presence.The results shows that the design and organization of teaching presence has a significant impact on both triggering event and integration of cognitive presence,but has no significant impact on the inquiry and resolution stages of cognitive presence.The facilitating discourse and direct instruction both have a significant impact on the triggering event,inquiry,integration and resolution of cognitive presence.In addition,this research also found that among the three sub-dimensions of teaching presence,facilitating discourse is the core which has a biggest impact on all the four sub-dimensions of cognitive presence.Direct instruction has a significant impact on the four stages of cognitive presence,while design and organization only have a significant impact on the two stages of cognitive presence.Based on the findings,this study puts forward suggestions on how to promote the development of students’cognitive presence through the pertinence of teaching presence,to provide reference for online education teaching practice and related research.