影响网络外语协作学习社区的因素分析  

A Factor Analysis of Online Collaborative Language Learning Communities

作　　者：冯雪[1] 

机构地区：[1]北京外国语大学网络教育学院

出　　处：《中国远程教育》2012年第5期74-80,96,共7页Chinese Journal of Distance Education

摘　　要：网络外语学习的过程中经常会面临缺少交流环境、感觉孤独困惑、预期的学习进度受到干扰等问题。近几十年的认知理论研究和实践证明,协作学习社区机制可以在很大程度上解决上述问题。本文首先回顾了协作学习的含义、作用以及建立成功的网络协作学习社区的要素。基于这些理论基础,我们对北京外国语大学网络教育学院的部分网络学习小组的形成和发展进行了研究分析。研究对象以发展比较成熟的小组为主,通过问卷调查和电话访谈两个方式进行数据收集,了解了这些小组在学习内容、技术和社交三个方面的成功因素。同时,我们对尚未融入协作学习社区的学生进行了随机问卷调查,与比较成功的小组进行辅助的对比论证。本研究发现,发展良好的网络外语协作学习小组与尚未很好地融入学习社区的同学相比,前者在学习内容上处理比较机动灵活,在沟通渠道方面具有多样性的特点,而且比较注重日常的沟通。但协作学习发展不是很理想的群体普遍在以上三个方面表现出茫然、机械和消极。本研究的结果展示了协作学习在网络外语学习中的应用成果和经验,同时也发现了其中的一些问题,为协作学习机制更普遍地与网络外语学习相结合提供了参考。This study set out to identify factors affecting the success of collaborative learning communities in online language learning contexts in China.The study was situated in the Institute of Online Education,Beijing Foreign Studies University(BWOL).With collaborative learning groups that had been fairly active for at least one semester at BWOL as subjects,the study examined factors related to subject matter,technology and social elements,using the research instruments of questionnaire and telephone interview.To triangulate the research results,a survey was also conducted among the students who were not so successful at collaborative learning at BWOL.Findings reveal some major differences between the more effective collaborative learning communities and the less successful ones.The former are more flexible in managing their study contents and following the group study guide,while the latter appear to be less active in making changes to suit their own needs.The more successful groups tend to make best use of a variety of modern technology to stay in touch with each other,but the unsuccessful students appear to be reluctant in reaching out of the learning environment provided by the institution.Social communication awareness is another crucial factor that makes a difference in the success of online community learning.

关 键 词：网络外语学习 协作学习 社交技能 

分 类 号：G434[文化科学—教育学]