学习风格对在线学习交互程度影响的实验研究

发布时间：2019-02-16 20:54

【摘要】：交互是在线学习的灵魂,在线学习交互程度包含交互频度和交互深度两个方面。学习风格的差异是否会影响学习者的在线学习交互程度及其学习结果,已经成为在线学习交互研究领域的热点问题。本研究首先通过理论分析提出假设:学习风格会影响在线学习交互程度及学习效果,然后通过实验研究验证假设。研究根据Kolb的学习风格分类模型对被试对象进行分类,并使用QQ群作为交互工具,对一段时间内的教学实验数据进行分析。参与交互的频度以学习者在QQ群中的发言数量(条数)来考察,并使用内容分析法将学习者的发言内容划分为简单分析类、分享资源类、探讨问题类以及情感交流类等四种类型;以学习者发布探讨问题类发言的数量来衡量其参与交互的深度,并运用方差分析法对实验结果进行验证。本研究得出以下结论:学习风格直接影响在线学习交互的频度和深度;学习风格对学习绩效并没有造成直接的影响;交互的频度对学习绩效的影响也不显著,交互深度对学习绩效的影响非常明显。基于此结论,参与在线学习的教师应该关注学习者的学习风格差异,改变交互方式和交互策略,从而改进在线学习者的交互绩效。
[Abstract]:Interaction is the soul of online learning. The interaction degree of online learning includes two aspects: interaction frequency and interaction depth. Whether the differences in learning styles will affect the degree of online learning interaction and its learning results has become a hot issue in the field of online learning interaction. In this study, the hypothesis is put forward through theoretical analysis: learning style will affect the degree of online learning interaction and learning effect, and then the hypothesis is verified by experimental research. According to the learning style classification model of Kolb, the subjects were classified, and QQ group was used as an interactive tool to analyze the teaching experiment data for a period of time. The frequency of participation in the interaction is measured by the number of statements (articles) in the QQgroup, and the content analysis method is used to divide the learners' speech content into simple analysis category and resource sharing class. Explore four types of problem and affective communication; The depth of the interaction was measured by the number of speakers who published the discussion questions, and the results of the experiment were verified by the method of variance analysis. This study draws the following conclusions: learning style directly affects the frequency and depth of online learning interaction, learning style has no direct impact on learning performance; The frequency of interaction has no significant effect on learning performance, and the depth of interaction has a significant effect on learning performance. Based on this conclusion, teachers involved in online learning should pay attention to the learners' learning style differences, change the interaction style and interaction strategies, so as to improve the online learners' interaction performance.
【作者单位】：曲阜师范大学印刷学院;曲阜师范大学信息技术与传播学院;淄博市实验中学;
【分类号】：G434

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