在线协作环境中集体认知责任的干预框架:设计与实践  

Intervention Framework for Collective Cognitive Responsibility in CSCL:Design and Practice

作　　者：高丹丹 鲁梁秀 陈向东 王海燕[2] Gao Dandan;Lu Liangxiu;Chen Xiangdong;Wang Haiyan(Department of educational information technology,Faculty of Education,East China Normal University,Shanghai 200062;Teachers Education College of Ningbo University,Ningbo 315211)

机构地区：[1]华东师范大学教育学部教育信息技术学系,上海200062 [2]宁波大学教师教育学院,浙江宁波315211

出　　处：《远程教育杂志》2022年第1期91-102,共12页Journal of Distance Education

基　　金：教育部人文社会科学研究规划基金项目2017年度课题“教师在线协作反思中的情感研究”(课题编号:17YJA880071)的阶段性研究成果。

摘　　要：培养学习者的集体认知责任,既是提高知识建构水平的前提,也是CSCL实践亟待解决的问题。为此,基于知识建构理论与分析框架,构建了培养学生集体认知责任的五类干预策略,包括集体认知责任概念图、在线讨论参与社会网络图、在线协作情况反思表、小组学习契约、对话类型与发言规则。并通过一个大学本科课程班的研究案例,考察这些干预策略在协作讨论不同阶段中应用的效果。案例运用社会网络分析、对话文本的内容分析、问卷调查、访谈等方法,对参与学生的知识贡献意识、互补的知识贡献和知识贡献的广泛参与三方面,进行了分析。研究表明:五类集体认知责任干预策略的应用,都能够促进学生更积极主动地阅读并回复小组成员的观点,平等参与讨论,其中“对话类型与发言规则”在提升集体认知责任和学生知识建构水平方面的干预效果最为显著,可以在较大程度上提高学习者观点的认知复杂度和科学复杂度,促进更高水平的知识建构与对话。这一研究发现,可以为学生集体认知责任与协作能力的培养提供策略支持,也可以为开展线上协作学习活动提供案例参考。Developing learners’Collective Cognitive Responsibility is both a prerequisite for improving knowledge building and a pressing issue for CSCL practice.Based on a theoretical and analytical framework of Knowledge Building,propose five types of intervention strategies for fostering students’Collective Cognitive Responsibility,including a Conceptual Map of Collective Cognitive Responsibility,a Social Network Map of Online Discussion Participation,an Online Collaborative Reflection Form,a Group Learning Contract,and Dialogue Types and Speaking Rules.The effectiveness of these intervention strategies applied in different stages of collaborative discussions is examined through a research case of an undergraduate class.The case study used social network analysis,content analysis of dialogue texts,questionnaires,and interviews to analyze three aspects of participating students’Awareness of Contribution,Complementary Contributions,and Distributed Engagement.The study shows that the application of five types of collective cognitive responsibility intervention strategies can promote students to read and respond to group members’opinions more actively and participate in the discussion equally.“Dialogue Types and Speaking Rules”has the most significant effect in improving collective cognitive responsibility and students’knowledge building,greatly improving the cognitive complexity and scientific complexity of learners’views,and promoting a higher level of knowledge building and dialogue.This study can provide strategic support for the development of students’collective cognitive responsibility and collaborative skills,as well as a case study for the development of online collaborative learning.

关 键 词：集体认知责任 CSCL 干预策略 对话类型与发言规则 

分 类 号：G420[文化科学—课程与教学论]