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在线学习"社会属性"的缺失导致了学习者孤独感与焦虑感的出现,这不仅制约着在线课程的教学效果,也使得课堂教学与在线学习之间呈现弱连接状态。该研究从学习者社会属性分析入手,在Co I模型的基础上,利用在线临场感促进学习者与教育者、同伴之间的互动交流,研究将在线临场感划分为教学、社会、情感、学习、认知等构成要素,并利用它们彼此间的作用关系,构建了在线临场感TSCEL模型,设计了混合学习下在线临场感的实施路径,并在"电视教材编导与制作"等课程中进行了实证研究。研究结果表明:在线临场感通过聚焦学习者的学习过程,提升了混合学习的教学效果,其中情感化存在能促进学习者的自我调节,有效减轻学习者在线学习过程中的焦虑感和孤独感,学习性存在是在线临场感的调节器,对于高阶思维能力培养具有直接的促进作用。
Abstract：The absence of social context in the process of online learning may present an issue related to a sense of isolation or anxiety,it not only affects the effect of online learning, but also leads to a weakly connected state between online learning and offline teaching. The research starts with the analysis of learners' social attributes, using online presence to promote interaction between learners and educators on the basis of Co I model. The study suggests that online presence includes teaching, society, emotion, learning and cognitive elements. It builds TSCEL online presence model by use of relationship between them and design implementation path of the model with the help of blended learning. The model is applied to some courses. The results show that online presence focuses on the learners' learning process, which can improve the teaching effect of blended learning. Emotional presence can promote the learner's self-regulation, effectively reducing anxiety and loneliness in the course of learners' online learning process. Learning presence is a moderator of online presence, having a direct effect on the cultivation of high-level thinking ability.
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基本信息:
中图分类号:G434
引用信息:
[1]吴祥恩,陈晓慧.混合学习视角下在线临场感教学模型研究[J].中国电化教育,2017,No.367(08):66-73.
基金信息:
国家社会科学基金教育学一般项目“北美面向青少年的数字教育资源建设机制研究”(项目编号:BCA150052);; 教育部在线教育研究基金(全通教育)重点课题“中国在线课程学分认定及运营管理机制的实践研究”(课题编号:2016ZD307);; 东北师范大学专项教改项目“BB平台课程建设标准、评价与应用推进策略”的阶段性成果
2017-08-21
2017-08-21
2017-08-21