在线学习环境中交互行为与动态认知投入分析  

Analysis of Interactions and Dynamic Cognitive Engagements in Online Learning Environments

作　　者：郭利明 杜君磊 郑勤华[1] 张瑶 GUO Liming;DU Junlei;ZHENG Qinhua;ZHANG Yao(Beijing Normal University,Beijing 100875;Wenzhou Educational Technology Center,Wenzhou Zhejiang 325000)

机构地区：[1]北京师范大学远程教育研究中心,北京100875 [2]北京师范大学基础教育大数据应用研究院,北京100875 [3]温州市教育技术中心,浙江温州325000

出　　处：《现代远距离教育》2022年第6期68-77,共10页Modern Distance Education

基　　金：科技创新2030“新一代人工智能”重大项目“混合增强在线教育关键技术与系统研究”(编号:2020AAA0108804);科技部2021年度“社会治理与智慧社会科技支撑”重点专项“大规模学生跨学段成长跟踪研究”(编号:2021YFC3340800)。

摘　　要：交互行为与动态认知投入之间存在一定的联系,对于知识的建构和生产等至关重要。虽然在线学习环境中的交互行为与动态认知投入受到了诸多研究者的重视,但是在探究不同在线交互行为、动态认知投入及其之间的序列关系以清晰理解基于群智进行协同知识建构、生产、联通的过程方面还缺乏足够的实证研究。因此,以一门在线开放课程讨论区中的文本数据为基础,采用文本挖掘与LSA相结合的方法,探究不同交互行为、动态认知投入及其之间的序列模式。结果表明,在线学习环境中学习者交互行为呈现重复性、非连续性特征,动态认知投入行为序列模式呈现重复性、非线性以及非渐进性特征;随着交互行为程度的持续加深,动态认知投入也更为复杂,反馈的高阶认知也更多。当交互行为处在浅层阶段时,学习者知识建构、生成、联通倾向反馈低阶认知和高阶认知,处在低阶认知反馈向高阶认知反馈的过渡期;当交互行为处在深层阶段时,学习者知识建构、生成、联通倾向反馈全高阶认知;当处在社会情感交互阶段时,学习者知识建构、生成、联通倾向反馈情感认知,具有积极和消极双重作用。最后,基于研究发现对学习者在线学习的知识建构、生产、联通提出一些可参考的建议。There is a relationship between interactions and dynamic cognitive engagements, which is crucial for knowledge construction and production. Although interactions and dynamic cognitive engagements in online learning environments have received much attention from researchers, there is still a lack of sufficient empirical research to clearly understand the process of collaborative knowledge construction, production and connection based on crowd intelligence through the sequence relationship between different online interactions, dynamic cognitive engagements and their relationships. Therefore, we explored the sequential patterns of interactions, dynamic cognitive engagements, and their relationship using text mining and LSA based on the text data in the discussion forum of an online open course. The results show that learners’ interaction patterns in online learning environments exhibited repetitive and discontinuous characteristics, and dynamic cognitive engagement patterns exhibited repetitive, nonlinear, and nonprogressive characteristics. As the degree of interactions continued to deepen, the dynamic cognitive engagements were more complex and more high-order cognition was feedback. When the interactions were in the shallow stage, the process of learners’ knowledge construction, generation, and connection tended to feedback low-order and high-order cognition, and it was in the transition period from low-order to high-order cognitive feedback. When the interactions were in the deep stage, full high-order cognition was tended to feedback. When learners were in the socio-emotional interaction stage, emotional cognition was tended feedback, which had both positive and negative effects. Finally, we made some referable suggestions for the knowledge construction, production and even connection in online learning based on the findings.

关 键 词：交互行为 动态认知投入 LSA 在线学习环境 序列关系 知识建构 

分 类 号：G43[文化科学—教育学]