云端学习环境下论坛交互行为分析研究

发布时间：2018-06-28 08:31

本文选题：论坛异步交互 + 云端学习环境　；参考：《华中师范大学》2017年硕士论文

【摘要】：论坛是云端学习环境中一种重要的异步交互工具。学习者能够通过论坛提问或回复、评论他人的观点,从而促进其知识的理解和构建、批判性思维的形成。然而研究表明,在线课程论坛的使用情况不尽如人意。有些课程论坛学习者讨论很活跃,而有些课程却很荒凉。甚至同一个论坛,一些主题拥有长时间的热度及关注,而其他主题生命周期非常短暂。那么,如何吸引学习者积极参与论坛交互活动,提升交互质量,改善交互效果是本文着重研究的问题。本文研究对象包括七个学期,共计23589名学习者和1631门在线课堂,及超过百万条论坛交互数据。基于这些数据,本文紧密围绕“交互行为一般特性”、“影响交互质量的相关因素”、“交互行为规则与成绩关系”三个研究问题层层递进,综合探究云端学习环境下的论坛交互行为。首先,通过对整体数据分析,从课程、学习者、主题三个维度分析了论坛交互行为的一般特性。实验分析表明不同专业课程、年级、性别、专业的学习者、以及不同类型主题都会影响学习者论坛发帖行为。相比于理科课程,文科课程中学习者回复主题更加活跃;大二年级文史类女生学习者发帖积极性高于其他的学习者;同时,与课程内容相关的主题比其他主题更容易吸引学习者回复。进而,基于论坛一般特性,本文进一步研究了论坛交互质量及影响因素。在文献综述的基础上提出一种评价交互质量的方法,并将其作为评价基准,分析教师组织行为及主题呈现形式对交互质量的影响。研究结果表明教师积极组织讨论,能有效提高交互质量,总结式发言比引导性发言回帖数更少;含有特殊符号的主题标题能有效吸引学习者的关注,促进高质量的交互行为。最后,基于交互行为分析及影响因素的研究,本文进一步探究了学习者交互行为与学习成绩相关性,具体包括学习者发帖量、响应时间,发帖字数三种交互行为。研究结果表明.不同回帖行为的学习者的学习成绩存在显著差异;发帖字数与学习成绩呈现负相关关系,但学习者不同的响应时间与学习成绩不存在显著差异。总之,本文从理解交互行为特性,评价交互质量,探究交互效果三个方面对云端学习环境下论坛交互行为进行了研究和实践。本文研究结论可以为教师及教学管理者提供良好的参考,以促进学习者的学习体验和最终学习效果。
[Abstract]:Forum is an important asynchronous interaction tool in cloud learning environment. Learners are able to comment on other people's views through questions or responses in forums, thus promoting the understanding and construction of their knowledge and the formation of critical thinking. However, research shows that the use of online course forums is unsatisfactory. Some course forums are lively for learners, while others are desolate. Even in the same forum, some topics have a long period of heat and attention, while others have a very short life cycle. Therefore, how to attract learners to actively participate in forum interaction activities, improve the quality of interaction, improve the interaction effect is the focus of this paper. The subjects include seven semesters, 23589 learners, 1631 online classrooms, and more than one million forums. Based on these data, this paper closely revolves around "general characteristics of interaction behavior", "relevant factors affecting interaction quality" and "relationship between interaction behavior rules and achievement". Explore the Forum interaction behavior in the cloud learning environment. Firstly, the general characteristics of forum interaction are analyzed from three dimensions: course, learner and topic. Experimental analysis shows that different major courses, grades, gender, major learners, and different types of topics will affect the behavior of learners' forum posting. Compared with science courses, students in liberal arts courses are more active in subjects of reply; female students in senior two are more motivated to post than other students; at the same time, Topics related to the content of the course are more attractive to learners than other topics. Furthermore, based on the general characteristics of the forum, this paper further studies the quality of the forum interaction and its influencing factors. On the basis of literature review, a method of evaluating interaction quality is proposed, which is used as a benchmark to analyze the influence of teachers' organizational behavior and theme presentation on interaction quality. The results show that teachers can organize discussion actively and improve the quality of interaction effectively. The conclusion speech can attract learners' attention and promote high quality interactive behavior effectively, and the topic titles with special symbols can attract learners' attention and promote high quality interaction behavior. Finally, based on the analysis of interaction behavior and the study of influencing factors, this paper further explores the correlation between learners' interaction behavior and learning achievement, including three kinds of interactive behaviors: the amount of posts posted, the response time, and the number of words posted. The results show that. There were significant differences in learning achievement among learners with different response behaviors, but there was no significant difference between response time and learning achievement. In a word, this paper studies and practices the interaction behavior in the cloud learning environment from three aspects: understanding the interaction behavior, evaluating the interaction quality and exploring the interaction effect. The conclusion of this paper can provide a good reference for teachers and teaching administrators in order to promote learners' learning experience and ultimate learning effect.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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