Online collaborative conversations are important for fostering communication between teachers and students,as well as among students,and facilitating knowledge construction in both online and blended learning environments.However,the mecha-nisms by which various factors in online collaborative conversations interact to influence learning outcomes remain unclear.Based on social cognitive theory,this study explores the effects of two key dimensions on learning outcomes:intrinsic psychological factors(such as communication apprehension)and external learning environments(with critical elements including social presence,cognitive pres-ence,and teaching presence,based on the community of inquiry model).The study employs qualitative comparative analysis to exam-ine all online collaborative conversation data from 31 learners in a computational thinking course at a normal university,aiming to i-dentify the configurational patterns that impact learning outcomes.The results show that:(1)The causal relationship between online collaborative conversations and learning outcomes are multiple and asymmetrical;(2)A supportive inquiry community environment helps learners with high levels communication apprehension achieve better learning outcomes;(3)Learners with high levels of commu-nication apprehension are more likely to exhibit worse learning outcomes without a strong teaching presence.Based on these findings,the study offers the following recommendations to researchers and practitioners in the field of online collaborative learning:(1)Avoid attributing learners'learning outcomes to a single factor;(2)Focus on creating a positive online collaborative environment for learners with high levels of communication apprehension.
关键词
在线协作会话/社会认知理论/探究社区理论/沟通焦虑/定性比较分析
Key words
Online collaborative conversations/Social cognitive theory/Community of inquiry/Communication apprehension/Qualitative comparative analysis
维普
万方数据