[1]张 思,何晶铭,上超望,等.面向在线学习协同知识建构的认知投入分析模型及应用[J].远程教育杂志,2020,(04):095-104.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.010]
 Zhang Si,He Jingming,Shang Chaowang,et al.Cognitive Engagement Analysis Model for Collaborative Knowledge Construction and Its Application in Online Learning[J].Distance Education Journal,2020,(04):095-104.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.010]
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面向在线学习协同知识建构的认知投入分析模型及应用()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年04期
页码:
095-104
栏目:
学习新论
出版日期:
2020-07-14

文章信息/Info

Title:
Cognitive Engagement Analysis Model for Collaborative Knowledge Construction and Its Application in Online Learning
作者:
张 思; 何晶铭; 上超望; 夏 丹; 胡 泉
1.华中师范大学 教育信息技术学院;2.华中师范大学 湖北省教育信息化研究中心,湖北武汉,430079
Author(s):
Zhang Si; He Jingming; Shang Chaowang; Xia Dan; Hu Quan
1.School of Educational Information Technology, Central China Normal University, Wuhan Hubei 430079;2. Hubei Research Center for Educational Informationization, Central China Normal University, Wuhan Hubei 430079
关键词:
社交学习CSCL在线学习学习投入协同知识建构ICAP框架认知投入多模态认知
Keywords:
Social Learning CSCL Online LearningLearning Engagement Collaborative Knowledge Construction ICAP Framework Cognition Engagement Multimodal Cognition
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.04.010
文献标志码:
A
摘要:
随着信息技术与教育的深度融合,社交学习、网络知识共同体等作为一种重要的协作学习形态,其中的学习投入研究成为领域热点。ICAP框架将学习者的学习参与行为划分为被动、主动、建构和交互四种类型, 为分析协同知识建构中的认知投入提供了重要理论基础。基于集体认知理论框架和ICAP框架构建了面向在线学习协同知识建构的认知投入分析模型,并确定了十个可观察的显性指标。在设计的协同知识建构学习场景中应用该模型,并采用对话内容分析和编码方法探究了协同知识建构中的认知投入情况。研究结果表明,协同知识建构中的认知投入行为主要为主动及建构,缺乏深层次交互;采用同、异步交流工具实现组内及组间交互有利于学习者参与学习任务;在协作学习活动中提供学习支架有利于提升学习者的认知投入。最后,讨论了模型的应用前景及建议。
Abstract:
With the deep integration of information technology and education, social learning and online knowledge community have become an important form of collaborative learning and the study on learning engagement in these settings has become a hot topic. The ICAP framework which divides learners’ cognitive engagement behaviors into four dimensions: passive, active, constructive, and interactive, provides an important theoretical basis for studying learners’ learning engagement in collaborative knowledge construction. Based on the ICAP framework, this paper proposes a cognition engagement analysis model for collaborative knowledge construction in online learning, and provides ten observable indicators. The model and indicators were applied in a designed collaborative learning scenario, and the cognition engagement in collaborative learning was analyzed using content analysis and coding method. The research results show that the group’s cognitive behaviors are mainly active and constructive, and lacks interactions. The use of synchronous and asynchronous communication tools to achieve intra-group and inter-group interactions is conducive to learners’ engagement in learning tasks. Providing learning scaffolds in collaborative activities are beneficial to improve learner’s cognition engagement. Finally, this research has discussed the application prospects and suggestions for the analysis model.

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备注/Memo

备注/Memo:
基金项目:本文系国家自然科学基金项目“信息生命周期视角下教育大数据隐私泄露的风险评估与追溯消解机制研究”(61977036);“在线学习社区知识共享内在机理及动态奖励机制研究”(61907021);华中师范大学中央高校基本科研业务费项目“教师虚拟学习社区中的用户知识共享行为研究”(项目编号:CCNU20A06023)的研究成果。
更新日期/Last Update: 1900-01-01