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在线协作学习模式下角色脚本对学生认知投入的影响研究
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Abstract:
通过脚本支持提升学习者的认知参与，是当前在线协作学习的核心研究领域。本研究通过S校教育技术学专业课程的在线学习开展实证研究，学习者根据提供的角色脚本，结合相关辅助资源进行在线讨论。对在线讨论产生的数据基于ICAP认知投入分类框架进行编码，并通过滞后序列分析法对学习者的学习行为序列进行分析。结果表明：学习者的认知投入主要为主动层次，建构和交互层次较少，以总结为中介的典型行为序列表明角色脚本的使用对学习者的认知投入有正向影响，但取决于学习者自身对角色脚本的理解程度。大多数学习者处于独立自循环学习阶段，但总体形成了以总结为中心节点的一条联通路径。
Improving learners’ cognitive engagement through script support is the core research field of online collaborative learning. This study carried out empirical research through the online learning of educational technology major courses in S school. Learners conducted online discussions according to the provided role scripts combined with related auxiliary resources. The data generated from the online discussion were encoded based on the ICAP cognitive input classification framework, and the sequence of learners’ learning behavior was analyzed by the lagged sequence analysis method. The results show that learners’ cognitive input is mainly at the active level, and the construction and interaction levels are less. The typical behavior sequence is that the use of role script mediated by summary has a positive impact on learners’ cognitive input, but it depends on learners’ understanding of role script. Most learners are in the stage of independent self-cyclic learning, but they have formed a connection path with summary as the central node.
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