【摘 要】
:
在大规模在线学习中,小群体网络结构从中观视角反映出学习者之间社会交互、资源分配、知识流动的特点,对促进个体和集体学习绩效有重要意义.本文以2017年至2020年开设的一门大型定制MOOC为实验场域,利用社会网络分析法和内容分析法研究学习者自发形成的小群体网络结构特征和演化规律.研究发现存在轮式、环式、Y式和山式四类小群体网络结构,并分别从组织关系特征和知识建构水平两个维度进行差异和演化分析.研究认为不同学习主题类型直接影响网络结构的形成与发展;四年内存在网络结构发展的“沉寂期”,是采取干预策略的关键阶段;
【机 构】
:
江苏师范大学 智慧教育学院,江苏 徐州,221000
论文部分内容阅读
在大规模在线学习中,小群体网络结构从中观视角反映出学习者之间社会交互、资源分配、知识流动的特点,对促进个体和集体学习绩效有重要意义.本文以2017年至2020年开设的一门大型定制MOOC为实验场域,利用社会网络分析法和内容分析法研究学习者自发形成的小群体网络结构特征和演化规律.研究发现存在轮式、环式、Y式和山式四类小群体网络结构,并分别从组织关系特征和知识建构水平两个维度进行差异和演化分析.研究认为不同学习主题类型直接影响网络结构的形成与发展;四年内存在网络结构发展的“沉寂期”,是采取干预策略的关键阶段;中心成员的学习能力影响网络结构的知识建构水平;不同网络结构的生长能力具备差异,环式和Y式需要重点关注.最后,研究结合大规模在线学习场域提出优化建议:即针对轮式结构,提供学习支持,形成深度对话;针对环式结构,促进双向交互,提供学术指导;针对Y式结构,建立角色任务,优化交互联结;针对山式结构,整合研讨资源,发挥中心优势.
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