联通主义学习中学习者社会网络特征研究  

Social network characteristics of learners in connectivist learning

作　　者：郭玉娟[1] 陈丽[1] 许玲[1] 高欣峰 Yanyan Li;Yu Peng;Jia Kang;Haogang Bao;You Su

机构地区：[1]北京师范大学远程教育研究中心

出　　处：《中国远程教育》2020年第2期32-39,67,76,77,共11页Chinese Journal of Distance Education

基　　金：国家自然科学基金重点课题“‘互联网+’时代教育改革与创新管理研究”(项目编号:71834002)的研究成果

摘　　要：联通主义理论揭示了"互联网+"时代教与学的新规律,学习者社会网络的形成是联通主义学习的重要过程,因此,深刻认识联通主义理论中的社会网络规律显得尤为重要。该研究使用社会网络分析法对国内第一门cMOOC微信群中的交互数据进行收集与分析,探究了联通主义学习情境中的社会网络特征。研究发现:在宏观层面,整个课程微信群交互形成的社会网络是一个多中心的复杂网络;在中观层面,内部子结构形成了8个凝聚子群;在微观层面,度数中心性和中间中心性较高的节点(参与者)在网络中发挥着重要的联通作用。最后,从三个方面进行了总结:联通主义学习中教师是引导者、促进者,符合联通主义课程的教师观;自组织是联通主义理论的重要特征;联通主义学习者的网络地位可以反映其联通主义学习的情况。The theory of connectvism unweils the new law of teaching and learning in the era of "Internet plus" and the formation of the learner’s social network is an important process of connectivist learning. This study uses the social network analysis method to collect and analyze the interactive data in the first cMOOC WeChat group in China, and explores the characteristics of the social network in the connectivist learning environment. The results show that at the macro level, the social network formed by the interaction of the whole course WeChat group is a multi-centerd complex network, at the middle level, there are 8 cohesive subgroups in the internal substructure, and at the micro level, the nodes(participants)with higher degree centrality and betweenness centrality play an important role in connectivity in the network. The study concludes that the teacher is the guide and promoter in connectivist learning, self-organization is an important feature of the theory of connectivism, and the network status of a learner reflects his or her performance in the connectivist learning environment.

关 键 词：联通主义 慕课 在线学习 在线学习者 社会网络 社会交互 “互联网+教育” 微信群 

分 类 号：G420[文化科学—课程与教学论]