现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2015年
4期
41~52
,共null页
李干 袁勤俭 舒小昀 陈滔娜
李榦 袁勤儉 舒小昀 陳滔娜
리간 원근검 서소윤 진도나
E-Learning 研究进展 主题分类 热点变迁 趋势探测
E-Learning 研究進展 主題分類 熱點變遷 趨勢探測
E-Learning 연구진전 주제분류 열점변천 추세탐측
E-Learning; Research Progress; Subject Classification; Hotspots Changes; Trends Detection
E-Learning自诞生以来,受到商业组织和学术机构的广泛关注。利用共词分析、聚类分析、社会网络分析、网络社区分析等方法对Web of Science数据库收录的E-Learning研究文献进行的深度剖析发现：国际E-Learning研究发展大体可以分为三个阶段：1968-1993年,E-Learning相关研究开始出现,但研究文献较少,以案例研究等定性研究方法为主,处于以概念探讨为主的初级研究阶段;1994-2003年,研究文献增多,研究方法逐渐偏向于定量研究,开始形成较为稳定的研究主题领域,并逐渐出现主题分化和主题融合;2004-2013年,研究主题不断细化,研究深度进一步增强。总体来看,国际E-Learning研究经历从＂技术导向＂到＂行为导向＂再到＂行为和技术导向＂相融合、从单一强调＂学习者＂或＂教学者＂的自我导向学习研究到同时强调＂教学者＂和＂学习者＂的互动协作学习研究等主题演化特征,跨文化、跨学科研究成为全球化背景下国际E-Learning研究方向,研究模型设计越来越注重中介变量和调节变量的作用。混合式网络学习环境研究、强调个性化和智能化的E-Learning系统研究、基于认知心理的学习效能研究可能成为未来E-Learning研究的潜在热点领域。
E-Learning自誕生以來,受到商業組織和學術機構的廣汎關註。利用共詞分析、聚類分析、社會網絡分析、網絡社區分析等方法對Web of Science數據庫收錄的E-Learning研究文獻進行的深度剖析髮現：國際E-Learning研究髮展大體可以分為三箇階段：1968-1993年,E-Learning相關研究開始齣現,但研究文獻較少,以案例研究等定性研究方法為主,處于以概唸探討為主的初級研究階段;1994-2003年,研究文獻增多,研究方法逐漸偏嚮于定量研究,開始形成較為穩定的研究主題領域,併逐漸齣現主題分化和主題融閤;2004-2013年,研究主題不斷細化,研究深度進一步增彊。總體來看,國際E-Learning研究經歷從＂技術導嚮＂到＂行為導嚮＂再到＂行為和技術導嚮＂相融閤、從單一彊調＂學習者＂或＂教學者＂的自我導嚮學習研究到同時彊調＂教學者＂和＂學習者＂的互動協作學習研究等主題縯化特徵,跨文化、跨學科研究成為全毬化揹景下國際E-Learning研究方嚮,研究模型設計越來越註重中介變量和調節變量的作用。混閤式網絡學習環境研究、彊調箇性化和智能化的E-Learning繫統研究、基于認知心理的學習效能研究可能成為未來E-Learning研究的潛在熱點領域。
E-Learning자탄생이래,수도상업조직화학술궤구적엄범관주。이용공사분석、취류분석、사회망락분석、망락사구분석등방법대Web of Science수거고수록적E-Learning연구문헌진행적심도부석발현：국제E-Learning연구발전대체가이분위삼개계단：1968-1993년,E-Learning상관연구개시출현,단연구문헌교소,이안례연구등정성연구방법위주,처우이개념탐토위주적초급연구계단;1994-2003년,연구문헌증다,연구방법축점편향우정량연구,개시형성교위은정적연구주제영역,병축점출현주제분화화주제융합;2004-2013년,연구주제불단세화,연구심도진일보증강。총체래간,국제E-Learning연구경력종＂기술도향＂도＂행위도향＂재도＂행위화기술도향＂상융합、종단일강조＂학습자＂혹＂교학자＂적자아도향학습연구도동시강조＂교학자＂화＂학습자＂적호동협작학습연구등주제연화특정,과문화、과학과연구성위전구화배경하국제E-Learning연구방향,연구모형설계월래월주중중개변량화조절변량적작용。혼합식망락학습배경연구、강조개성화화지능화적E-Learning계통연구、기우인지심리적학습효능연구가능성위미래E-Learning연구적잠재열점영역。
E-Learning has received extensive attention from commercial organizations and academic institutions since the beginning. Using co-word analysis, clustering analysis, social network analysis and network community analysis, this paper deeply analyzed the E-Learning research literature from the Web of Science database. The results show that the international E-Learning research progress can be divided into three stages： In 1968-1993, when E-Learning research emerged and the research literature was little, with most research using qualitative methods such as the case study, it was the elementary stage focusing on the study of concepts; in 1994-2003, the research literature became much more, with the quantitative methods as its common research methods, and the steady research subject areas formed with the subjects differentiation and integration; in 2004-2013, the research themes kept on refining, and the research became deepened. In general, research on the international E-Learning developed from ＂technology-oriented＂ to ＂behavior-oriented＂ and then to ＂technology ＆ behavior oriented ＂, from self-guided learning research highlighting ＂learners＂ or ＂teachers＂ separately to collaboratively interactive learning research emphasizing both the ＂teachers＂ and ＂learners＂, and cross-cultural and inter-disciplinary study is the future research direction of international E-Learning in the era of globalization. In addition, scholars emphasized the mediation variables and environment, psychological regulating role during the research model designing. Finally, researches on the hybrid net learning the personalized and intelligent E-Learning system, and the learning efficiency based on the cognition are the potential hotspots of the future E-Learning research.
