CAJ | 학술논문

知识建构领域研究者认为知识建构不仅包括个体的知识获得，更强调共同学习者的知识细化、知识创新和知识发展，并提出知识建构中关于观念、社区和手段的十二条原则。为了对混合式灵活课程（ HyFlex）中在线学习的知识建构过程进行分析，研究小组根据知识建构的基本观点和原则，建立了在线学习对话分类表，从观念改进、公共知识发展和资源应用三个维度对在线对话过程和内容进行分析。通过分析四门课程每次教学的视频记录、文本聊天记录和语音对话记录，本研究根据对话发出方、接收方和对话类型形成对话交互矩阵，然后结合对话矩阵及内容分析，形成在线知识建构过程中质性资料的量化统计数据、内容分析数据和社会网络分析参数等。基于这些数据对观念改进、公共知识发展和资源应用三个维度分析的结果显示，在线学习成员能积极主动地承担公共知识建构的集体责任，用“回答问题”及“反馈和评论”方式促进社区的知识发展；彼此间平等对话，呈现开放均衡的交互形态，相互依存地进行学习；开展的对话平等而有效，所有成员在其中发展自身的观点，实现了知识创新；积极分享资源，并建议和分享应用的经验和方法，促进了实践中建构性地利用资源。可见，创新、相互依存和公平参与在本研究中所分析的在线知识建构中得以实现，并成为其鲜明的特色。
지식건구영역연구자인위지식건구불부포괄개체적지식획득，경강조공동학습자적지식세화、지식창신화지식발전，병제출지식건구중관우관념、사구화수단적십이조원칙。위료대혼합식령활과정（ HyFlex）중재선학습적지식건구과정진행분석，연구소조근거지식건구적기본관점화원칙，건립료재선학습대화분류표，종관념개진、공공지식발전화자원응용삼개유도대재선대화과정화내용진행분석。통과분석사문과정매차교학적시빈기록、문본료천기록화어음대화기록，본연구근거대화발출방、접수방화대화류형형성대화교호구진，연후결합대화구진급내용분석，형성재선지식건구과정중질성자료적양화통계수거、내용분석수거화사회망락분석삼수등。기우저사수거대관념개진、공공지식발전화자원응용삼개유도분석적결과현시，재선학습성원능적겁주동지승담공공지식건구적집체책임，용“회답문제”급“반궤화평론”방식촉진사구적지식발전；피차간평등대화，정현개방균형적교호형태，상호의존지진행학습；개전적대화평등이유효，소유성원재기중발전자신적관점，실현료지식창신；적겁분향자원，병건의화분향응용적경험화방법，촉진료실천중건구성지이용자원。가견，창신、상호의존화공평삼여재본연구중소분석적재선지식건구중득이실현，병성위기선명적특색。
Researchers of Knowledge Building think the process of knowledge building is not only a process of individ-ual knowledge acquisition, but also a process of common knowledge development, idea creation and knowledge refine-ment. They stated 12 rules of knowledge building about idea, community and method. In order to figure out the char-acter of knowledge building process about HyFlex course, this research set dialog classification based on the knowledge building theory and analyzed the thread process on idea improvement, community knowledge and constructive use of authoritative sources. The process of research is listed in the six steps below：1）Recode the process of online learning in each class of four HyFlex courses including a video oftheteaching process, text of discussion in chat window and audio of rural dialogue. 2）According to the time sequence of each classes, trace all the conversation on dialogue initiator, dialogue accepter and dialogue type, then record those dates in an interactive matrix. 3） Calculate sum, distribution and percentage of five-kind dialogues, generate social interactive parameters, and visualized interactive pattern. 4 ） Do content analysis of the dialogue content based on the classification of dialogue. 5） Figure out how thestudent acted during HyFlex online learning on idea improvement, exchange thought and opinion equally and fairly and construc-tively use of resource based on date from step 2 to 4. 6） Summarize the features of online learning in HyFlex. Findings in this research include： a ） learner in HyFlex could take the learning collective responsibility during online learning process by the means of asking question and giving feedback or comment;b） dialogues among learners happened equally and showed open and equipotent patterns, so learning interdependently happened in community;c） all learners engaged in learning process actively and equally as inDegree and outDegree in social network analysis showed, and expressed and clarified their opinions and thoughts during thread and d） learners shared resource and used it based on their own idea, practice and experience while they made sense about the resource with other learners＆#39; comments and suggestions.