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作 者:田浩[1] 武法提[2] TIAN Hao;WU Fati(Nanjing University of Information Science&Technology,Nanjing Jiangsu 210044;Beijing Normal University,Beijing 100875)
机构地区:[1]南京信息工程大学,江苏南京210044 [2]北京师范大学,北京100875
出 处:《现代远距离教育》2024年第4期71-83,共13页Modern Distance Education
基 金:国家社会科学基金教育学一般课题“基于人机智能协同的精准学习干预研究”(编号:BCA200080);2023年度江苏省教育科学规划青年专项课题“基于多层网络融合的大学生协作学习质量评估与干预策略研究”(编号:C/2023/01/87)。
摘 要:协作问题解决能力被视为智能时代学习者的关键素养之一,要求每位共同体成员投入必要的认知努力。尽管该领域的相关研究已广泛开展,但对于协作问题解决中认知投入的过程机理,特别是成员平等参与如何影响认知投入的作用机制尚未充分阐释。以某高校178位大学生作为研究对象,探究协作问题解决中不同平等参与程度的小组在认知投入方面的差异。通过分析小组绩效和参与均衡度,将小组划分为四种类型,并采用内容分析及过程挖掘技术比较各类小组在认知投入水平、过程模式和典型序列上的差异。结果显示,高绩效小组倾向于观点整合,而高均衡小组则更多地展现出同伴支持。小组绩效与参与均衡度的交互作用表明,在参与均衡的小组中,与任务相关的知识水平是促进认知投入的关键因素;而在参与不均衡的小组中,主导者的角色则对认知投入有显著影响,其中“引导者”角色相较于“独行者”更能促进良好的认知投入。研究结果丰富了智能时代下协作问题解决中认知投入过程机制的理解,也为针对不同类型小组的有效学习干预提供了理论依据。Collaborative problem-solving ability is regarded as one of the key competencies for learners in the intelligent era,demanding the necessary cognitive effort from every community member.Although extensive research has been conducted in this field,the process mechanisms of cognitive engagement in collaborative problem solving,especially how equal participation among members affects the mechanism of cognitive engagement,have not been fully explained.This study,involving 178 university students from a certain college,explores the differences in cognitive engagement processes among groups with varying degrees of equal participation in collaborative problem solving.By analyzing group performance and participation equilibrium,this study categorizes groups into four types and uses content analysis and process mining techniques to compare differences in cognitive engagement levels,process models,and sequences among these groups.The results show that high-performance groups tend to integrate viewpoints,while high-equilibrium groups exhibit more peer support.The interaction between group performance and participation equilibrium indicates that in groups with balanced participation,the level of task-related knowledge is a key factor in promoting cognitive engagement;in groups with unbalanced participation,the role of the dominator has a significant impact on cognitive engagement,where the“guide”role promotes better cognitive engagement compared to the“soloist”.The findings enrich the understanding of the process mechanisms of cognitive engagement in collaborative problem solving in the intelligent era and provide a theoretical basis for effective learning interventions for different types of groups.
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