如何支持慕课学习者合作学习?——活动理论和自组织理论的视角

How to Support Collaborative Learning for MOOC Learners?——From the Perspective of Activity Theory and Self-organization Theory

合作学习缺失或低水平是制约慕课教育质量提升的关键因素,破解慕课学习者的合作学习困境、建设优质慕课是推进教育数字化转型和教育高质量发展的应有之义。文章在借助活动理论和自组织理论深入剖析慕课学习者合作学习基本要素和基本过程的基础上,结合逻辑推理构建了支持慕课学习者合作学习的策略体系,包括个性化分组策略、开放性学习空间营造策略、小组共同目标创设策略、精细化学习事件设计策略、交互内容引导策略、交互活动保障策略、交互行为督导策略、反思行为触发策略,并进行了实践应用。作品分析和访谈结果证实,文章构建的策略体系及据此开展的合作学习活动能产出更优质的学习成果、提升慕课学习质量。文章的研究可以为合作学习活动在慕课中落实提供依据,助力慕课设计者积极应对数字化背景下的教育教学变革。

The lack or low level of cooperative learning is a key factor restricting the improvement of the quality of MOOC education.Cracking the cooperative learning dilemma of MOOC learners and constructing high-quality MOOC courses are the due intention to promote the digital transformation of education and the development of high quality education.Based on the in-depth analysis of the basic elements and process of cooperative learning of MOOC learners with the help of activity theory,self-organization theory,and logical reasoning,this article builds a system of eight strategies to support the cooperative learning of MOOC learners,including strategy of personalized grouping,of creating open learning space,of creating common goals for small groups,offine-grained learning event design,of guiding the interactive content,of guaranteeing the interactive activities,of supervising the interactive behavior,and of reflective behavior triggering,and puts them into practical application.The analysis of related works and interview results confirm that the strategy system constructed in the article and the cooperative learning activities carried out accordingly can produce better learning outcomes and improve the quality of MOOC learning.The study can provide a basis for the implementation of cooperative learning activities in MOOC courses,and help course designers to actively respond to the changes in education and teaching in the context of digitalization.