在线课堂知识建构效果影响因素实证研究  

An Empirical Study on the Influencing Factors of Online Classroom Knowledge Construction

作　　者：涂艳[1] 张耀杰 TU Yan;ZHANG Yao-jie(Information School,Central University of Finance and Economics,Beijing 100081,China)

机构地区：[1]中央财经大学信息学院,北京100081

出　　处：《高等教育研究学报》2020年第1期84-94,共11页Journal of Higher Education Research

基　　金：北京市教育科学“十二五”规划重点课题(ADA15165)。

摘　　要：在线课堂教育模式近年广泛普及应用,然而,在线课堂往往呈现出注册人数多、学习积极性差、课程通过率低、辍学率高等问题,导致在线课堂知识建构效果欠佳。针对该问题,本文研究基于知识建构理论提出在线课堂知识建构效果影响因素模型,通过网络问卷调查,采用结构方程模型进行实证研究,结果表明:(1)社会交互对知识共享、知识协商、知识检验存在正向影响;(2)平台的学习资源对知识检验存在正向影响;(3)学习者特征对知识建构效果存在正向影响。本研究基于实证研究结论,从在线课堂平台与学习者特征视角,提出提升在线课堂知识建构效果的具体措施,以期对在线课堂教学实践提供参考。Online classroom education model has been widely used in recent years.However,online classroom exhibits such problems as alarge number of registered students,poor learning enthusiasm,low pass rate,and high dropout rate,which ultimately leads to poor effect of knowledge construction in online classrooms.To solve this problem,this paper proposes a model of the influencing factors of knowledge construction effect for online classroom based on knowledge construction learning theory.An online questionnaire survey was conducted and the data were analyzed using structural equation model.The results show that:(1)social interaction has a positive impact on knowledge sharing,negotiation and test;(2)the learning resources have a positive impact on the knowledge test;(3)the learner characteristics have a positive impact on the knowledge construction effect.Based on the empirical research conclusions,detailed measures to improve the knowledge construction effect are proposed from the perspectives of online classroom platform and learner characteristics,in order to provide reference for online classroom teaching practice.

关 键 词：在线课堂 知识建构效果 学习者特征 影响因素 

分 类 号：G642[文化科学—高等教育学]