首页|在线协作会话中教师干预对学习者认知加工过程的影响研究

在线协作会话中教师干预对学习者认知加工过程的影响研究

扫码查看
原文链接
  • NETL
  • NSTL
  • 万方数据
在线协作会话是一种广泛应用于在线学习和混合式学习的协作学习活动,教师干预则被认为是提升在线协作会话效果的重要手段之一.然而,教师干预到底如何影响学习者的认知加工过程尚不明确.文章以某大学31名教育技术学专业学生为研究对象,通过准实验研究探索在线协作会话活动中教师干预对学习者认知加工过程的影响.研究结果显示:教师干预对学习者的行为参与没有显著影响;对学习者观点的认知复杂性有抑制作用,而对观点的认知科学性有促进作用;能够促使学习者拥有更丰富的认知模式,使其观点从"前科学"更多地向"具体的事实和解释"转换.基于上述结论,文章进一步得出如下启示:在线协作会话中,教师可以通过设置最低参与标准来促进学习者的行为参与;学习者可以从在线协作会话的教师干预中获益,形成更丰富的认知模式;教师的干预应更加注重对学习者观点的认知复杂性的引导.
A Study of the Effects of Teacher Intervention on Learners'Cognitive Processing in Online Collaborative Conversations
Online collaborative conversation is a collaborative learning activity widely used in online and blended learning.Teacher intervention,on the other hand,is considered to be one of the most important means to enhance the effectiveness of online collaborative conversations.However,it is not clear exactly how teacher intervention affects learners'cognitive processing.The article explores the effects of teacher interventions on learners'cognitive processing in online collaborative conversations through a quasi-experimental study with 31 students majoring in educational technology at X university.It is revealed that teacher intervention has no significant effect on learners'behavioral engagement;it has an inhibitory effect on the cognitive complexity of learners'viewpoints and a facilitating effect on the cognitive scientificity of their viewpoints;furthermore,teacher intervention is able to induce learners to have richer cognitive schemas,moving their viewpoints from the"pre-scientific"to the"concrete facts and explanations"more often.Based on the above conclusions,the article further proposes the following suggestions:teachers in online collaborative conversations can promote learners'behavioral participation by setting minimum participation standards;learners can benefit from teacher interventions in online collaborative conversations to enhance their cognitive processing;and teacher interventions should pay more attention to the guidance of learners'cognitive complexity in their viewpoints.

Online collaborative conversationsTeacher interventionBehavioral engagementCognitive levelCognitive schema

吴林静、廖鑫、高喻

展开 >

华中师范大学 人工智能教育学部,湖北 武汉 430079

在线协作会话 教师干预 行为参与 认知水平 认知模式

国家自然科学基金项目华中师范大学研究生教学改革项目华中师范大学信息化与基础教育均衡发展省部共建协同创新中心重点项目中央高校基本科研业务费项目

721740702022JG17xtzd2021-008CCNU22JC011

2024

数字教育

数字教育

ISSN：
年,卷(期)：2024.10(3)