提升在线讨论参与度的策略研究

发布时间：2018-11-03 13:26

【摘要】：随着知识与技术的迅猛发展,传统学习模式受到前所未有的挑战。而在线学习得到了普遍的关注和应用,其不仅能够克服时间、地点、空间的限制,也可以为学习者提供优质的网络学习资源、多样化学习工具、自由广泛的学习空间等三位一体的全新学习环境,更好的满足学生学习需求,有利于促进终生学习的实现。在线讨论是在线学习中学习者信息交流和知识共享的重要途径,是支持在线学习交互过程和协作过程的重要形式,能够促进学习者新知识建构、高级认知活动。然而,依据大量实验结果显示,目前在线讨论效果并不理想,学生参与讨论的积极性不高,讨论质量较低。因此,采取何种措施能够有效提高在线讨论中学生的参与度已成为在线学习中非常关键的问题。学生在线讨论的参与度是对参与的效果进行评价,是复杂且难以直接量化的。目前,国内研究者主要集中于在线学习参与度的模型、理论以及策略等方面的研究,而缺少对提高学生在线讨论参与度的策略研究。因此,本文基于已有研究理论和方法,设计相应的策略,促进学生在在线讨论中的参与度。具体的研究工作包括:第一,提升在线讨论参与度的策略设计。通过对在线讨论参与度相关文献的梳理,结合相关理论和原则,从教师和学生的视角,提出促进学生在线讨论参与度的策略;并从激发学生参与动机、提供参与支持、促进参与交互以及督促与反馈四个维度对策略的具体措施进行阐释。第二,基于教学交互活动的策略实施。以华师云课堂的《色彩信息魅力》课程为例,利用云课堂论坛与QQ工具,设计基于课程任务的教学交互活动,并将任务进行分解,以每个任务为主题内容,分别组织两个班级学生进行多次在线讨论,将部分干预策略应用于学生的在线讨论过程中,引导学生深入交互。第三,策略有效性检验:采用准实验研究法,验证实验策略的有效性。收集策略实施以后学生的讨论文本和情感体验结果,以此作为实验分析依据,从行为参与、认知参与和情感参与三个维度对学生在线讨论参与度进行评价,其中行为参与是对学生发言、回复等行为的量化分析,认知参与则是对学生之间交互网络结构和讨论内容的认知编码结果进行分析,情感参与则是采用情感体验量表对学生进行问卷调查分析。最后,通过比较学生在两种策略(实验策略和传统策略)实施以后在线讨论参与度的评价结果,检验实验策略对提高学生参与度的影响,最后得出结论。研究结果表明:在行为参与方面,学生主动发言、回复等行为数量明显提升,学生参与的积极性得到极大提高,有效发言的数量显著增加;但是存在学生积极反馈他人的行为低于主动发言的行为,说明很多学生处于单向交流。因此,在线讨论过程中除了提高学生发言的积极性以外,更要注重促进学生之间的双向交流,增加学生相互反馈的行为。在认知参与方面,学生较高认知维度的活动得到明显的提升,而较低认知维度和中等认知维度的活动并没有显著差别。在情感参与方面,学生的情感参与度明显降低,学生的消极情感参与度明显降低,且同时存在消极与积极的情感体验。通过以上策略设计与实施过程、学生在线讨论参与度的量化分析方法,希望为教师制定教学交互活动的策略和方法提供参考与借鉴,从而有效提高学生在线讨论参与度。
[Abstract]:With the rapid development of knowledge and technology, the traditional learning mode has been challenged unprecedented. The online learning has gained universal attention and application, which not only can overcome the limitation of time, place and space, but also can provide the learner with a new learning environment, such as high-quality network learning resources, diversified learning tools, free and wide learning space, and the like, Better meet the student's learning needs and contribute to the realization of lifelong learning. Online discussion is an important way of information exchange and knowledge sharing in online learning. It is an important form of supporting online learning interaction process and collaborative process. It can promote new knowledge construction and advanced cognitive activities of learners. However, according to a large number of experimental results, the online discussion effect is not ideal, the enthusiasm of students participating in the discussion is not high, and the discussion quality is lower. Therefore, how to effectively improve online discussion of middle school students' participation has become a key problem in online learning. The participation of students in online discussion is an evaluation of the effect of participation, which is complex and difficult to quantify directly. At present, domestic researchers mainly focus on the research of online learning participation model, theory and strategy, but lack the strategy research on improving students' participation in online discussion. Therefore, based on existing research theories and methods, this paper designs corresponding strategies to promote students' participation in online discussion. Specific research work includes: First, improve online discussion engagement strategy design. By combing the relevant literature on online discussion, combining the relevant theories and principles, the author puts forward a strategy to promote students' participation in online discussion from the perspective of teachers and students. To promote participation in interaction and to supervise and feedback four dimensions of strategy to explain the specific measures of strategy. Secondly, the strategy implementation based on the teaching interaction activity. using the cloud class forum and the QQ tool to design the teaching interactive activity based on the course task and decomposing the task in the cloud class forum and the QQ tool, and organizing two class students to carry out on-line discussion on the basis of each task as the theme content, Part of the intervention strategy is applied to the online discussion of the students, and the students are guided in-depth interaction. Thirdly, the validity of the experimental strategy is verified by means of quasi-experimental research. After the implementation of the collection strategy, the students' discussion text and emotion experience results are used as the basis of experimental analysis, and the students' participation in online discussion is evaluated from the three dimensions of behavioral participation, cognitive participation and emotion participation, among which the behavior participation is the statement to the students, The quantitative analysis of the response and other behaviors, the cognitive participation is the cognitive coding result of the interaction network structure and the discussion content among the students, and the emotion participation is the questionnaire analysis of the students using the emotion experience scale. Finally, by comparing the students' evaluation results on online discussion after two strategies (experimental strategies and traditional strategies), the influence of experiment strategy on improving students' participation is concluded, and finally the conclusion is drawn. The results show that, in the aspect of behavioral participation, the number of students' active speech, response, etc. is greatly improved, the enthusiasm of students' participation is greatly improved, and the number of effective interventions increases significantly; however, there are students who actively feed back others' behaviors are lower than those of active speech, Explain that many students are in one-way communication. Therefore, in addition to improving students' initiative in online discussion, more attention should be paid to promoting two-way communication among students and increasing students' mutual feedback. In cognitive involvement, the activities of students with higher cognitive dimensions were significantly improved, while activities with lower cognitive dimensions and medium-cognitive dimensions did not differ significantly. In the aspect of emotional participation, students' emotional participation is obviously reduced, the negative emotion participation of students is obviously reduced, and negative and positive emotion experience is also present at the same time. Through the above strategy design and implementation process, students discuss the quantitative analysis method of participation online, and hope to provide reference and reference for teachers to develop strategies and methods for teaching interactive activities, so as to effectively improve students' participation in online discussion.
【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

【参考文献】