契合度:生态视角的网络学习环境质量评价新观

Learners-Environment Fit: Ecological Perspective on Evaluation of Online Learning Environments

当前关于网络学习的质量评价标准大多关注课程本身,忽视环境和学习者的交互作用,缺乏适应性和弹性。从生态学的视角看,环境的给养与学习者的契合才是影响学习效果的关键所在。"契合度"的概念正是从学习者与学习环境互动的整体角度描绘了网络学习环境质量评价的目标,突破了以往评价标准更多关注课程本身的局限,可以作为衡量网络学习环境设计质量的准绳。契合度是一个动态值,随着学习者与学习环境的动态耦合过程而不断发生变化。高质量的、生态化的设计旨在创设一种学习环境与学习者相契合的状态。为了将契合度的概念具体化,可以从教育给养、社会给养、技术给养三个维度搭建契合度的结构,并进一步细化倾向于高契合度的环境给养的典型设计特征,从而为网络学习环境的给养设计和质量评价提供参考。

Most of current quality evaluation criteria of online learning just focus on the course itself, ignoringthe interaction between learners and learning environments, with a lack of adaptability and flexibility. From theperspective of ecological psychology, the key to excellent online learning is the fit between learning environments’ affordances and leaners. Therefore, from the whole angle of the interaction between learners and learningenvironments, the concept'Learners-Environment Fit(L-E fit)'was proposed to illustrate the match betweenlearners and learning environments and it can be regarded as the quality criterion of environments design. The L-Efit degree is changing with the dynamic coupling process between learners and learning environments. Thehigh-quality and ecological design is to create a situation in which the learning environments fit learners. In order tospecify the concept'L-E fit', the structure of L-E fit can be constructed from three dimensions: pedagogyaffordance-learner fit, social affordance-learner fit, and technology affordance-learner fit. The typical designfeatures of High L-E fit affordance should also be further elaborated, to provide reference for the criteria ofaffordance design and the quality evaluation in online learning environments.