作　　者： ;

机构地区： 温州大学

出　　处： 《远程教育杂志》 2013年第2期35-43,共9页

摘　　要： 互动问题在教育领域受到了教育研究者的广泛关注。通过以认知内嵌的协作学习互动模型为理论分析框架,运用了社会网络分析、内容分析和访谈与问卷调查等方法从定量与定性相结合的视角,对网络环境下同步协作学习中的了解、表达、冲突、协商和决策等互动行为进行了深入的分析。其研究结果表明,在同步协作学习过程中需要重视冲突过程中的启发效应,同时也不能忽视学习者认知参与和活动角色的作用,而且对互动行为的分析参数要综合考虑其解释力,不能以偏概全。 Interaction has been attracting education researchers＇ eyes. Based on embedded cognition as the theoretical framework, the research, with means of social network analysis, content analysis, interview and questionnaire, makes a deep analysis of interaction behaviors of synchronous collaborative learning in the network environment from qualitative and quantitative perspectives, such as understanding, expression, conflict, negotiation and decision. The results show that we need to pay attention to inspiration ef- fect in the process of conflict and the learners＇ cognition and role while doing synchronous collaborative learning. In addition, we must take power of interpret about analysis parameters of interaction behaviors into consideration.

关 键 词： 网络环境 同步协作学习 互动模型

领　　域： [文化科学] [文化科学]