中国电化教育

该研究在综述国内外在线环境中学习者协作解决问题的经验与不足基础之上,构建了在线环境中学习者协作解决问题策略的初步框架,并依托LAMS平台开发了相应的在线课程。研究采用基于设计的研究(DBR)并历经三轮循环实验,结合问卷和访谈进行持续改进,最终形成了在线环境中学习者协作解决问题的策略。该研究从指导者、协作学习者和资源环境三个角度出发,以问题解决过程为主线来构建协作问题解决的策略:在情境创设阶段,基于"最近发展区"理论设计在线协作解决的劣构问题;问题表征时指导者需提供部分学习材料,引导学生利用支架开展协作分析问题;在问题解决阶段进行组内与组间协作,从多角度思考解决问题的方法;构建多元评价机制,将学习结果智慧共享;指导者引导学生将所学知识和能力进行迁移应用;同时添加"学前准备"环节避免在线协作问题解决学习中的信息迷航、目标偏移等问题,以期为在线学习者的协作问题解决提供理论和实践指导。

The study made a comprehensive analysis of the excellent experience and the lack of domestic and international online learners collaborate to solve problems, and constructed a preliminary framework for collaborative problem-solving strategies of online learners, basing on the literature and case analysis. Here designed and developed an online course, relying LAMS platform and the initial strategy. The study designed a three-wheeled cycle through experiment by Design-based Research, modifying the online course and improving the strategies by questionnaires and in-depth interviews. Get the collaborative problem-solving strategies system of online learners: constructing strategies base on the process of problem-solving by the point of mentors, learners and resources environment. In the context of the creation stage, we could design the poor-configuration- problem situations based on the "recent developments" theory; Instructors should provide part of learning materials when problem representing, to guide learners to analyze problems using frames; Learners should collaborate within and between the group, reflecting on multiple solutions to the problem when problem solving; Building multivariate evaluation mechanisms, and sharing outcomes Intelligently; Mentors should guide learners to using the knowledge and the abilities they had learned to make migrating applications; while adding the part of the learning process "Pre-school preparation" to avoid Info Trek, target deviating and other issues, In order to provide guidance on the theory and practice for online learners.