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教师干预对促进高效的在线协作学习具有重要作用。然而,受班级学习小组数量多、讨论信息量大等因素的影响,教师难以同时监控各组学生的学习表现,无法对小组的学习给予及时有效的干预。学习分析技术可以将学生协作学习的过程和问题进行可视化呈现,是支持教师干预的重要手段。但当前研究仍停留在设计开发学习分析工具的阶段,鲜有实证研究关注工具对教师干预的支持作用。因此,该文采用准实验研究的方法,从干预关注点、干预方式、干预对象三个维度出发,探究学习分析工具对教师干预行为的影响。研究发现,在线协作学习中学习分析工具对教师的干预行为有显著影响,实验组教师在干预的总频次、认知方面的干预,以及对个人干预的频次上显著高于控制组。此外,该文进一步提出了在教学实践中使用学习分析工具的建议,为适应大数据时代的教育教学提供了新思路。
Abstract：Teacher interventions play an important role in promoting effective online collaborative learning. However, teachers may be overwhelmed by the massive information generated in the learning process of multi-collaborative groups. This makes them unable to provide timely intervention to improve groups' learning. Learning analytics technology has been considered as an effective mean to support teachers intervene through visualizing the progress and problems of groups' collaboration. Current research has focused on developing learning analytics tools, while few studies have examined the effect of the tools on teacher interventions. This experimental study aims to explore the effect of learning analytics tools on teacher interventions in online collaborative learning. The findings indicate that the tools used in this study have significantly positive effect on teacher interventions in terms of the focus and recipients of the intervention.
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基本信息:
中图分类号:G434
引用信息:
[1]李艳燕,邢爽,包昊罡,等.在线协作学习中学习分析工具对教师干预的影响研究[J].中国电化教育,2019,No.385(02):80-86.
基金信息:
国家社会科学基金一般课题“基于大数据的在线协作学习分析评价与干预策略的实证研究”(项目编号:BCA170077)阶段性研究成果
2019-01-24
2019-01-24
2019-01-24