学习分析视角下在线认知水平的评价模型研究

发布时间：2018-05-27 17:33

本文选题：在线学习 + 形成性评价　；参考：《远程教育杂志》2016年06期

【摘要】：学习过程评价是在线教学的重要环节。然而,目前的学习过程评价存在三个困难:一是哪些指标能够反映在线学习的质量?二是如何及时了解在线学习过程中学习者的认知水平?三是对于学生数量较大的在线课程,是否能够实现对在线认知水平的自动评价?为此,需要以学习分析的思路,探索在线学习行为与在线认知水平之间的关系,确认能够表征在线认知能力的形成性评价指标,并尝试构建在线认知水平评价的学习分析模型。研究的对象是基于Moodle平台的一门纯网络课程,主要采用了内容分析法、社会网络分析法等,对自变量和因变量数据进行编码和量化,分析对象包括551个样本的行为数据及2459条讨论帖,并采用相关分析和多重线性回归进行数据分析。通过研究发现:(1)个体行为、交互行为、社会网络属性等三个维度的13个学习行为指标与在线认知水平显著相关;(2)"同伴回复"、"阅读帖子"、"发布帖子"等三个行为变量被纳入到表征认知能力的回归模型中,适合作为在线学习过程性评价的评价指标;(3)研究初步构建了在线认知水平的评价模型。基于这些研究结果,分别对用户画像类学习分析工具和评价类学习分析工具的设计与应用进行了讨论,以期为教师开展在线学习的过程性评价提供理论依据,为学习分析工具的设计与应用提供理论参考。
[Abstract]:The evaluation of learning process is an important link in online teaching. However, there are three difficulties in the evaluation of learning process: first, which indicators can reflect the quality of online learning? Second, how to understand the learners' cognitive level in the online learning process in a timely manner? Third, is it possible to realize the automatic evaluation of online cognitive level for online courses with a large number of students? Therefore, it is necessary to explore the relationship between online learning behavior and online cognitive level, confirm the formative evaluation index that can represent online cognitive ability, and try to construct a learning analysis model for online cognitive evaluation. The research object is a pure network course based on Moodle platform, which mainly uses content analysis method, social network analysis method and so on, to encode and quantify the independent variable and dependent variable data. The subjects included 551 behavioral data and 2459 discussion posts. Correlation analysis and multiple linear regression were used to analyze the data. Through research, we found that: (1) individual behavior, interactive behavior, Thirteen learning behavior indicators in three dimensions, including social network attributes, were significantly correlated with online cognitive level. (2) "Peer reply", "Reading posts", "posting posts" and other three behavioral variables were included in the regression model, which represented cognitive ability. The evaluation model of online cognitive level is constructed preliminarily. Based on these results, the design and application of user portrait learning analysis tools and evaluation learning analysis tools are discussed respectively, in order to provide theoretical basis for teachers to carry out online learning process evaluation. It provides a theoretical reference for the design and application of learning analysis tools.
【作者单位】：北京师范大学远程教育研究中心;广东开放大学网络信息服务中心;
【基金】：中央高校基本科研业务费专项资金资助“基于学习分析技术的在线交互质量评价的研究”(课题编号:310422101)研究成果
【分类号】：G434

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