[1]董利亚,冯 锐.在线学习社区培育与发展模型构建及其策略研究[J].远程教育杂志,2016,(02):098-105.[doi:10.15881/j.cnki.cn33-1304/g4.2016.02.013]
 Dong Liya,Feng Rui.Research on Model and Strategies for Fostering and Developing of Online Learning Community[J].Distance Education Journal,2016,(02):098-105.[doi:10.15881/j.cnki.cn33-1304/g4.2016.02.013]
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在线学习社区培育与发展模型构建及其策略研究()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2016年02期
页码:
098-105
栏目:
学术视点
出版日期:
2016-03-23

文章信息/Info

Title:
Research on Model and Strategies for Fostering and Developing of Online Learning Community
作者:
董利亚;冯 锐
1.南京金陵汇文学校,江苏南京 210036;2.扬州大学 新闻与传媒学院,江苏扬州 225001
Author(s):
Dong Liya;Feng Rui
1.Jinling Huiwen School, Nanjing Jiangsu 210036;2. School of Journalism and Communication, Yangzhou University, Yangzhou Jiangsu 225001
关键词:
在线学习社区互联网+社交网络社交型学习认知临场感社会临场感教学临场感
Keywords:
Online learning community Internet + Social network Social learning Cognitive presence Social presence Teaching presence
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2016.02.013
文献标志码:
A
摘要:
随着“互联网+”教育的深度融合,在线学习社区成为了一种具有典型社交特性的学习形态,正逐渐受到教育领域专家的热切关注,它是依托互联网创建的一种学习环境,有共同学习意愿的学习者能够聚集在这里一起建构知识、交流情感。在线学习社区不同于现实环境下的学习社区,它具有虚拟性、教育性和社会性等特征。兰迪?加里森等人对探究性学习社区进行了深入的探究,提出了认知临场感、社会临场感和教学临场感等观点,这些观点对在线学习社区培育和发展具有很好的指导意义:一是社会临场感是在线学习社区形成和存在的心理基础,它是以社区成员之间的交互为基础,社区成员交互程度越高,社会临场感则越强。二是教学临场感是促进和引导社区成员认知与社交过程的催化剂,它直接影响着社区教与学目标的达成。三是认知临场感体现了社区成员在社区中建构知识意义的程度,它反映着学生的认知水平。这三种临场感理论,不仅为在线学习社区的培育与发展模型构建提供了强有力的学理支持,其中也蕴含着许多在线学习社区培育与发展的有效策略。
Abstract:
With the deep integration of“Internet+”and education, online learning community has become a kind of typical social characteristics of learning form, which is gradually being concerned by educational experts. Relying on the Internet, online learning community creates a learning environment where learners with common learning willingness gather together to construct knowledge and share feelings. Online learning community which is virtual, educational and social is different from real learning community environment. D.Randy Garrison and others propounded a theory contain cognitive presence, social presence and teaching presence. The theory has great significance for the cultivation and development of online learning community. Firstly, the social presence is the basis of the formation of online learning community which rely on the interaction between community members, the higher the degree of interaction, the stronger the social presence is. Secondly, teaching presence promotes and guides community members to perceive and interact, which directly affects the teaching and learning of the community on goals achieving. Thirdly, cognitive presence reflects the degree of the knowledge constructing and the cognitive level of students. The theory not only provides a strong theoretical support for the construction model of online learning community, but also contains a number of effective strategies for fostering and developing online learning communities.

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备注/Memo

备注/Memo:
基金项目:本研究为教育部在线教育研究中心重点项目“在线专题教育社区评价体系的构建(2016ZD313)”和中央电教馆委托项目的阶段性研究成果。
更新日期/Last Update: 2016-03-23