[1]王 靖,崔 鑫.如何支持与评价协作学习中的共享调节?——基于2007-2020年国内外共享调节研究的系统性文献综述[J].远程教育杂志,2020,(06):086-95.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.009]
 Wang Jing,Cui Xin.How to Support and Evaluate Socially Shared Regulation in Collaborative Learning: A Systematic Literature Review of Socially Shared Regulation Studies at Home and Abroad from 2007 to 2020[J].Distance Education Journal,2020,(06):086-95.[doi:10.15881/j.cnki.cn33-1304/g4.2020.06.009]
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如何支持与评价协作学习中的共享调节?——基于2007-2020年国内外共享调节研究的系统性文献综述()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年06期
页码:
086-95
栏目:
学习新论
出版日期:
2020-11-22

文章信息/Info

Title:
How to Support and Evaluate Socially Shared Regulation in Collaborative Learning: A Systematic Literature Review of Socially Shared Regulation Studies at Home and Abroad from 2007 to 2020
作者:
王 靖; 崔 鑫
江南大学 “互联网+教育”研究基地,江苏无锡 214122
Author(s):
Wang Jing; Cui Xin
Research Center of Internet + Education, Jiangnan University, Wuxi Jiangsu 214122
关键词:
共享调节协作学习系统性文献综述干预工具评价方法
Keywords:
Socially Shared Regulation Collaborative Learning A Systematic Literature Review Intervention Tool Evaluation Method
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.06.009
文献标志码:
A
摘要:
协作学习是跨越个体、小组、社区等多个层面,涉及认知、元认知、行为、情感动机等多个维度的复杂过程。协作成员需要共同监控协作学习中的各种障碍与挑战,协商选择解决策略,调整认知、行为、情感动机等状态,即通过共享调节,不断推进有效的协作。然而,共享调节往往难以有效发生,需要对其进行引导与干预。因此,如何设计与开发干预工具以引导共享调节的发生,如何测量与评价共享调节是否发生,是协作学习与共享调节领域的关键问题。为此,对2007-2020年国内外共享调节的高水平实证研究成果进行系统性文献综述,并讨论与分析了共享调节干预工具的类型、特性、应用现状与共享调节的评价取向。研究发现,共享调节干预工具包括脚本工具、感知工具与系统化环境三种类型。不同类型的干预工具对共享调节的阶段性、适应性、多维性、循环性机制有不同程度的支持。脚本工具是目前共享调节的主流干预工具,系统化环境以及脚本工具与感知工具的组合使用呈上升趋势。基于行为日志与讨论文本的共享调节行为评价、基于多模态数据的共享调节事件评价,是共享调节的主要评价取向。未来建议在干预层面充分支持共享调节的内在特有属性,充分考虑共享调节学习者的特征;在评价层面解释与共享调节事件相关的多模态数据,分析共享调节多个维度间的相互关系。
Abstract:
Collaborative learning is a complex cognitive, metacognitive, motivational, and emotional process, spanning multiple levels of individuals, groups and communities. Group members need to jointly monitor various challenges in collaborative learning, negotiate and choose solutions, and regulate cognitive, social, motivational, and emotional states. In other words, socially shard regulation contributes to an important extent to successful collaborative learning. However, socially shard regulation cannot automatically be established when students learn collaboratively without supporting. Therefore, how to design and develop intervention tools to guide the occurrence of socially shared regulation and how to capture the occurrence of socially shared regulation are the key issues in the field of collaborative learning research. A systematic literature review was conducted on the high-level empirical research of socially shared regulation at home and abroad from 2007 to 2020. This study reviews and analyzes the types, characteristics, application of intervention tools and evaluation methods in socially shared regulation research. It is found that there are three types of intervention tools: scripting, group awareness tools and system. Different types of intervention tools have different degrees of support for the mechanism of socially shared regulation. Scripting is currently the mainstream intervention tool. System and the combination of scripting and group awareness tools are on the rise. The socially shared regulation behavior based on log and discussion text and the socially shared regulation events based on multi-modal data are the main evaluation orientation. In the future, it is suggested design multiple intervention tools to fully support the intrinsic and unique attributes of socially shared regulation and consider the characteristics of socially shared regulation learners; it is suggested to further explain multi-modal data and analyze the relationship between multiple dimensions of socially shared regulation.

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备注/Memo

备注/Memo:
基金项目:本文系国家社会科学基金“十三五”规划教育学青年课题“跨学科教育中的协同概念转变研究”(项目编号:CCA190260)的研究成果。
更新日期/Last Update: 1900-01-01