远程教育杂志
遠程教育雜誌
원정교육잡지
Distance Education Journal
2013年
1期
106~112
,共null页
虚拟学习社区 交互 定量统计 定性分析
虛擬學習社區 交互 定量統計 定性分析
허의학습사구 교호 정량통계 정성분석
Virtual learning community; Interaction; Quantitative statistics; Qualitative analysis
辅助类虚拟学习社区是常用于辅助校园课堂教学而存在的一类虚拟学习社区,与常见的远程教育领域虚拟学习社区有较大的差异。通过以曲阜师范大学“学习科学与技术”虚拟学习社区为研究对象,对社区中各种类型帖子的数量、跟帖程度、不同发帖者发帖情况、精华帖数量和交互时间段等进行定量统计;对帖子的内容性质、社区人际网络关系、交互的热点、交互中的知识建构等情况进行定性分析。结果显示,社区成员的交互意识不强、冲突意见很少、交互密度低且交互活动限于组内、交互热点集中在方法与理论探讨上。针对这些问题,社区管理者和教师应该改变传统的单一评价方式,综合运用“宏观评价”和“微观评价”两种方式;教师要积极参与社区的交互活动,让学习者产生贴近现实的情境体验,避免过早地分组,增强学习者团体意识;关注学习者心理需求,注重培养社区归属感。
輔助類虛擬學習社區是常用于輔助校園課堂教學而存在的一類虛擬學習社區,與常見的遠程教育領域虛擬學習社區有較大的差異。通過以麯阜師範大學“學習科學與技術”虛擬學習社區為研究對象,對社區中各種類型帖子的數量、跟帖程度、不同髮帖者髮帖情況、精華帖數量和交互時間段等進行定量統計;對帖子的內容性質、社區人際網絡關繫、交互的熱點、交互中的知識建構等情況進行定性分析。結果顯示,社區成員的交互意識不彊、遲突意見很少、交互密度低且交互活動限于組內、交互熱點集中在方法與理論探討上。針對這些問題,社區管理者和教師應該改變傳統的單一評價方式,綜閤運用“宏觀評價”和“微觀評價”兩種方式;教師要積極參與社區的交互活動,讓學習者產生貼近現實的情境體驗,避免過早地分組,增彊學習者糰體意識;關註學習者心理需求,註重培養社區歸屬感。
보조류허의학습사구시상용우보조교완과당교학이존재적일류허의학습사구,여상견적원정교육영역허의학습사구유교대적차이。통과이곡부사범대학“학습과학여기술”허의학습사구위연구대상,대사구중각충류형첩자적수량、근첩정도、불동발첩자발첩정황、정화첩수량화교호시간단등진행정량통계;대첩자적내용성질、사구인제망락관계、교호적열점、교호중적지식건구등정황진행정성분석。결과현시,사구성원적교호의식불강、충돌의견흔소、교호밀도저차교호활동한우조내、교호열점집중재방법여이론탐토상。침대저사문제,사구관리자화교사응해개변전통적단일평개방식,종합운용“굉관평개”화“미관평개”량충방식;교사요적겁삼여사구적교호활동,양학습자산생첩근현실적정경체험,피면과조지분조,증강학습자단체의식;관주학습자심리수구,주중배양사구귀속감。
The paper, exemplified with virtual learning community based on the subject of Learning Sciences and Learning Technologies in Qufu Normal University, introduces quantitative statistics tor the posts according to the type of community posts (first post, independence paste, online comments), the number of comments, posting of identities, the essence of posts and interaction time segment. Also, the paper makes a qualitative analysis of posts according to the nature of the contents of the posts, interpersonal rela- tions in the community, hot issues, and knowledge construction in the interaction. The results show that the community members lack interactive awareness, have few different opinions and low-density interaction. Besides, interactive activities are confined in the group and the hot issues in interaction concentrate on the method and the theoretical discussion. In order to solve the problems, suggestions are put for-ward: 1) Comnmunity managers and teachers should adopt both macroscopic evaluation and microscopic evaluation rather than single evaluation method; 2) The teachers should actively join in the interactive activities in community with an aim to help stu- dents feel the existence of teachers; 3) Students' teamwork awareness should be strengthened; 4) Learners' psychology demands should be paid attention to, so as to develop their sense of belonging to community.