基于社会认知理论的网络学习空间知识共享行为研究  

The Study of Knowledge Sharing Behavior in Online Learning Spaces Based on Social Cognitive Theory

作　　者：赵呈领[1] 梁云真[1] 刘丽丽[1] 蒋志辉[1] ZHAO Cheng-ling LIANG Yun-zhen LIU Li-li JIANG Zhi-hui

机构地区：[1]华中师范大学教育信息技术学院,湖北武汉430076

出　　处：《电化教育研究》2016年第10期14-21,41,共9页E-education Research

基　　金：河南省教育厅人文社科一般项目"网络学习社区中促进协作知识建构的对话机制研究"(项目批准号:2017-ZZJH-417);湖南省哲学社科基金2015年度项目"湖南省中小学校教育信息化现状与对策研究"(项目批准号:15YBA030)

摘　　要："三通两平台"是实现教育信息化的关键路径,其中"网络学习空间人人通"是促进教学方式与学习方式变革的核心所在。因此,研究网络学习空间中知识共享行为及其机制具有重要的理论与实践价值。文章以华中师范大学使用网络学习空间的学生为研究对象,采用问卷调查法,重点从学生知识共享行为、学生个体因素、网络学习空间的氛围等三个维度开展研究。研究发现网络学习空间中的知识共享行为以浏览、下载较多,而主动提问、发帖、回复相对较少;知识共享的自我效能感、成长型期望、评价顾忌程度较高,心理型期望程度相对较低;经济型信任水平高于情感型信任水平;自我效能、结果预期、信任与知识共享行为间均呈显著正相关;评价顾忌与知识共享行为之间呈低度负相关;年级对各测试维度均无显著影响;性别与专业对各测试维度的影响也很有限。＂Three Connected and Two Platforms＂ is the critical pathway to realize educational informationization. ＂Everyone is connected to online learning space＂ is the key to idaange teaching and learning methods. Therefore, studying knowledge sharing behavior and its mechanism in online learning space has important theoretical and practical values. Employing online students from the Central China Normal University as research participants, this study used survey research method to examine students＇ knowledge sharing behavior, their personal factors, and the online learning atmosphere. This study found that： there were relatively more browsing and downloading behavior in online learning space, while there were relatively less behaviors of asking questions, posting notes, and replying notes; students＇ perceived self-efficacy, growth expectations, and evaluation hesitation in knowledge sharing were relatively while their psychological expectation levels in knowledge s trust level was higher than their affective trust level; haring was relatively students＇ perceived low; students＇ economic self-efficacy, outcome expectations, trust, and knowledge sharing behavior were significantly and positively correlated; evaluation hesitation and knowledge sharing behavior have minor negative correlation; students＇ grade （year of learning） were not correlated to any tested variables; the influences of students＇ gender and their major on each tested variable were very limited.

关 键 词：社会认知理论 网络学习空间 知识共享 自我效能 

分 类 号：G434[文化科学—教育学]