如何设计问题支架促进深度联通——基于问题支架类型与交互深度关系的研究

Designing scaffolding questions to promote connection:exploring the relationrelationship between scaffolding question types and interactivity

联通主义学习是在开放复杂网络环境中以教学交互为核心的一种学习。cMOOCs教学设计与xMOOCs的教学设计非常不同,主要采用问题支架的方式促进学习者深度交互和联通,但当前对于问题支架促进交互深度规律的研究还十分匮乏。本研究从课程设计者视角出发,运用主题分析法、内容分析法和统计分析法对国内首门cMOOC"互联网+教育:理论与实践的对话"4.0主题学习周中的35个问题支架以及围绕问题支架的278篇博文和786条讨论区回帖数据开展分析,构建了联通主义学习中基于认知参与度的交互深度多层级分析指标,探究了问题支架类型与学习者交互深度之间的关系。研究发现:在情境式、比较式、头脑风暴式、总结反思式和情感态度式五类问题支架中,情境式问题支架更有助于学习者深度交互;学习者基于博客问题支架的交互深度高于论坛问题支架,博客更适用于情境式和总结反思式问题支架,而论坛更适用头脑风暴式支架;问题支架编排应由浅入深、内在联系、螺旋上升,避免学习者交互停留在浅层次。研究对c MOOCs的课程交互深度提升、相关课程教学设计提供了实证依据。

Instructional interaction is core to connectivist learning in an open,complex and networked environment.c MOOC is a case of connectivist learning which typically uses scaffolding questions to enhance in-depth learner interaction.Nevertheless,the relationship between scaffolding questions and interaction remains an under-researched topic.This study set out to investigate this issue from the perspective of course designers,based on China’s first c MOOC 4.0“Internet plus education:Dialogue between theory and practice”.Thematic analysis,content analysis and statistical analysis were employed to examine 35 scaffolding questions in the thematic study week,278 blogs surrounding these questions,and 786 posts on the discussion forum.Findings show that of the five types of scaffolding questions,namely situational,comparative,brainstorming,summative reflection,and emotional attitude,the situational type is conducive to promoting in-depth interaction.It is found that interaction around blogs is more in-depth than interaction around discussion posts while blogs are more suitable for situational and summative reflection scaffolding questions and discussion post for brainstorming scaffolding questions.Finally,it is suggested that scaffolding questions should be inter-related,with simple questions followed by more complicated one,so that learners can move beyond superficial interaction.