混合学习视角下在线临场感教学模型研究

发布时间：2018-06-22 08:59

本文选题：混合学习 + 在线课程　；参考：《中国电化教育》2017年08期

【摘要】：在线学习"社会属性"的缺失导致了学习者孤独感与焦虑感的出现,这不仅制约着在线课程的教学效果,也使得课堂教学与在线学习之间呈现弱连接状态。该研究从学习者社会属性分析入手,在Co I模型的基础上,利用在线临场感促进学习者与教育者、同伴之间的互动交流,研究将在线临场感划分为教学、社会、情感、学习、认知等构成要素,并利用它们彼此间的作用关系,构建了在线临场感TSCEL模型,设计了混合学习下在线临场感的实施路径,并在"电视教材编导与制作"等课程中进行了实证研究。研究结果表明:在线临场感通过聚焦学习者的学习过程,提升了混合学习的教学效果,其中情感化存在能促进学习者的自我调节,有效减轻学习者在线学习过程中的焦虑感和孤独感,学习性存在是在线临场感的调节器,对于高阶思维能力培养具有直接的促进作用。
[Abstract]:The absence of "social attributes" in online learning leads to the emergence of loneliness and anxiety for learners, which not only restricts the teaching effect of online courses, but also leads to a weak connection between classroom teaching and online learning. This study starts with the analysis of learners' social attributes, on the basis of the Co I model, promotes the interactive communication between learners, educators and peers by using online presence, and divides online feeling into teaching, society, emotion and learning. Based on the relationship between them, the TSCEL model of online telepresence is constructed, and the implementation path of online telepresence under mixed learning is designed. And carried on the demonstration research in the TV textbook compilation and the production and so on curriculum. The results show that online presence enhances the teaching effect of mixed learning by focusing on learners' learning process, and emotional existence can promote learners' self-regulation. It can effectively reduce the anxiety and loneliness of learners in the process of online learning. Learning existence is the regulator of online telepresence, and it can directly promote the cultivation of higher-order thinking ability.
【作者单位】：东北师范大学计算机科学与信息技术学院;沈阳师范大学教育技术学院;
【基金】：国家社会科学基金教育学一般项目“北美面向青少年的数字教育资源建设机制研究”(项目编号:BCA150052) 教育部在线教育研究基金(全通教育)重点课题“中国在线课程学分认定及运营管理机制的实践研究”(课题编号:2016ZD307) 东北师范大学专项教改项目“BB平台课程建设标准、评价与应用推进策略”的阶段性成果
【分类号】：G434

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