同伴在线互助学习交互行为分析  

The Analysis of Interbehavior in Peer to Peer Reciprocal Learning

作　　者：李梅[1] 杨娟[1] 刘英群[1] 

机构地区：[1]清华大学教育研究院,北京100084

出　　处：《中国电化教育》2016年第5期91-97,共7页China Educational Technology

基　　金：清华大学教育技术研究所在线教育系列研究成果之一;国家社会科学基金"十二五"规划2012年度教育学一般课题"基于云计算的校际数字教育资源共享共建模式:教学组织形式和技术平台架构"(课题编号:BCA120021)资助

摘　　要：同伴交互是知识构建的有效途径,计算机和网络技术的介入,为学习中的社会互动提供了丰富的工具,然而同伴在线异步交互存在知识建构层次较低、交互质量参差不齐的问题。该文采用内容分析法对同伴在线异步交互质量进行了分析,在此基础上根据交互质量和交互数量的高低选择六个小组,使用社会交互网络分析方法对其交互模式和成员特点进行了分析。研究发现:在异步在线交互中,知识建构大多停留在较低层次,存在的高质量同伴交互体现出了以下特点与影响因素:交互数量多、交互密度大、凝聚力强,小组凝聚力对交互质量有重要的影响;组内存在意见领袖式的核心成员,对小组交流起到了组织管理与情感沟通的作用,对交互质量有重要的影响;交互质量与交互数量显著相关,交互数量是交互质量的基础,对交互质量有直接的影响。Peer interaction is an effective way to construct knowledge. Computer and network technology provides a rich tool for the social interaction in the process of learning. But the quality of knowledge construction during peer to peer online asynchronous interaction varies greatly. This study was carried on analysis to the companion of online asynchronous interaction quality by content analysis method, then six groups were selected based on the level of interaction quality and the interactive mode and characteristic of the members were analyzed by social interaction network analysis. It was found that, knowledge construction is generally stuck at a lower level in the asynchronous online interaction. Peer interaction with high quality has the following characteristics： large interactive quantity, high density and cohesion which has important influence on quality of group interaction; the core member of a group like opinion leaders play a crucial role in organizational management and emotional interaction which also influences the quality of peer interaction; the quantity of interaction is the foundation of peer interaction quality and directly affects it.

关 键 词：同伴交互 交互质量 交互行为 互助学习 在线学习 

分 类 号：G434[文化科学—教育学]