联通主义学习中交互行为驱动的多群体学习者注意力研究——基于集体注意力流网络的分析视角  

Exploring the Multi-group Attention in Connectivist Learning through Interactive Behaviors:Insights from A Perspective of Collective Attention Flow Network

作　　者：高明 张婧婧[2] 张江 陈丽[2] Gao Ming;Zhang Jingjing;Zhang Jiang;Chen Li

机构地区：[1]上海师范大学教育技术系,上海200234 [2]北京师范大学远程教育研究中心,北京100875 [3]北京师范大学系统科学学院,北京100875

出　　处：《远程教育杂志》2023年第4期79-91,共13页Journal of Distance Education

基　　金：国家自然科学基金项目“在线教育中的集体注意力研究”(项目编号:61907004)的研究成果。

摘　　要：联通主义学习是一种面向数字时代的新型学习方式,其核心与关键是交互。通过挖掘与分析联通主义学习交互的特征,可以揭示数字时代学习新规律,转变教学理念与教学方式,推动教育数字化转型实践。从开放系统的视角出发,以c MOOC课程“互联网+教育:理论与实践的对话”第五期课程为例,通过集体注意力的流动探究联通主义学习情境中的学习交互,发现:在cMOOC课程中,存在“浏览型学习者”“点赞型学习者”“均衡型学习者”“评论型学习者”和“分享型学习者”五类学习群体。从集体注意力流网络的视角来看,不同学习群体集体注意力在课程学习资源上的流量分布和消费特征具有显著性差异。五类学习群体的注意力流量在课程学习资源上呈现上、中、下三层分布,并且他们的注意力在周报、博客、论坛帖子、伙伴空间和个人空间类学习资源上表现出流动的趋同现象;五类学习群体在各类学习资源上的差异化注意力流动,揭示了群体间截然不同的注意力消费意愿和价值判断,赋予了联通主义学习新的开放内涵。理清集体注意力的流量分布和消费特征,有利于更好地促进联通主义学习在线课程的交互设计,推动在线教育的创新与发展。Connectivist learning is an innovative approach to study in the digital age,emphasizing interaction as a core element.Understanding the dynamics of interaction in connectivist learning is crucial for uncovering new principles of learning in the digital era,reshaping teaching concepts and methods,and advancing educational digital transformation.This study focuses on the cMOOC course“Internet+Education:A Dialogue between Theory and Practice”as a case study to explore collective attention flow via learning interactions,adopting an open systems perspective.Five distinct learning groups are identified within the case course:“browsing learners”“liking learners”“balanced learners”“commenting learners”and“sharing learners”.Notable disparities in the flow distribution and consumption patterns of collective attention are observed across these learning groups within the course’s learning resources.Furthermore,the attention flow of the five learning groups demonstrates a top-down distribution across the three levels of course learning resources,with convergence observed in various learning resources such as weekly reports,blogs,forum posts,partner spaces,and personal spaces.The differentiated attention flows in different learning resources highlight significant variations in attention consumption intentions and value judgments among the groups,thereby imbuing connectivist learning with a fresh open perspective.Understanding the flow distribution and consumption characteristics of collective attention will facilitate the enhancement of interaction design in online courses rooted in connectivism,fostering innovation and progress in the realm of online education.

关 键 词：联通主义学习 cMOOC 集体注意力 学习交互 开放系统 

分 类 号：G420[文化科学—课程与教学论]