在线环境中自我调节学习和同伴互动水平的关系研究

The Relationships Between Self-regulated Learning and Peer Interactions in Online Environments

同伴互动是在线学习环境下学习者知识构建的关键,也是提升在线学习效果的重要途径之一。自我调节学习可以影响学习者的学习行为,而同伴互动作为学习行为的一种,同样可以被其影响,由于当前缺乏对在线学习过程数据的全面挖掘并量化自我调节学习和同伴互动,导致两者之间具体关系仍然有待深入探究。该文通过采集学习者的日志数据和讨论文本数据,首先采用两阶段聚类法量化自我调节学习水平,然后通过社会网络分析、社会认知网络分析和LSTM方法全方位挖掘和量化同伴互动水平的行为水平、认知水平和情感状态三个维度,最后进一步分析自我调节学习水平和同伴互动水平不同维度之间的关联关系。结果显示,在线学习过程中大多数学习者还不具备高水平自我调节学习能力,而且同伴互动也更多停留在浅层的行为层面;在线学习过程中学习者互动时的认知结构会受到教师发布学习主题的影响;在线学习过程中学习者的自我调节学习水平对同伴互动水平有显著正向影响。

Peer interactions are not only the key of learners’ knowledge construction, but also one of the important ways to improve the online learning effect. Self-regulated learning can affect learners’ behaviors. Certainly, peer interactions, as a kind of learning behaviors, are influenced by the level of self-regulated learning. However, due to lack of mining and quantifying self-regulated learning and peer interactions, their relationships need to be further explored from online learning process data. By collecting learners’ log data and discussion texts, this paper first uses the two-stage clustering method to quantify the level of self-regulated learning, and then comprehensively identifies three dimensions of peer interaction level, including interaction level, cognitive level and emotional state by using social network analysis, social epistemic network analysis and LSTM methods. Finally, the relationships between different dimensions of self-regulated learning level and peer interaction level are explored. Results in this study show that most learners do not have a high level of self-regulated learning ability, and peer interactions also remain at surface interactions, In the process of online learning, the cognitive structure of learners’ interactions will be affected by the learning themes;The level of self-regulated learning has a significant positive impact on peer interaction.