The Configuration Effect of Generative Role Evolution in Collaborative Learning on Learning Effectiveness of Knowledge Points—From the Perspective of fsQCA and IIS Graph Analysis
The current research on generative roles in collaborative learning focuses on two areas,namely the types of generative roles and the impact of different roles on learning outcomes.However,there are issues such as incomplete categorization of role types,focusing only on the net effect of individual roles,which neglects the interaction between generative roles and fails to explain the configuration effect of role evolution on the learning outcomes of knowledge points.To address this,the study reclassifies generative roles in collaborative learning and uses behavioral analysis,IIS diagram analysis,and fsQCA methods to reveal the multiple concurrent paths through which the evolution of generative roles affects the learning outcomes of knowledge points from a micro-perspective.The study proposes four types of configurations:content interaction,organizational instruction,composite influence,and media influence.The study concludes that the interactive effects of collaborative learning are not determined by a single generative role,but are the result of a combination of multiple roles.The configuration effect of role evolution on learning outcomes may vary according to the type of activity.To improve the effectiveness of collaborative learning,it is necessary to enhance the teacher's organizational guidance,use media appropriately,balance the configuration effect among generative roles,and mobilize effective interactions among group members.It is not advisable to blindly draw on teaching strategies derived from summarizing reasons for unsatisfactory outcomes.
Collaborative LearningGenerative RolesLearning EffectivenessQualitative Comparative AnalysisActivation of Knowledge Pints
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