中国电化教育

在线学习已成为教师专业发展的主要途径,参加学习的人员规模大、行为表现复杂。为了探析教师在线学习行为的群体特征,该文以Y市四期教师在线培训为例,应用统计分析、序列分析、关联规则、社会网络分析等方法,从学习活跃、学习投入时间、学习行为序列、社会交互四个方面分析了教师在线学习行为的群体特征。研究发现:教师在线学习活跃性较高;在线学习时间投入充足;在线学习目的性较强且行为活动方式简单;社会交互情况不够理想。因此,建议实施在线学习与线下集中研讨相结合的混合式教师培训,培训安排与支持服务、学习内容与活动设计应符合教师在线学习规律,并提供有效的技术脚手架和干预机制,以期提高教师培训效益。

Online learning has become one of the main ways of teachers' professional development. In the process of online learning, the number of teachers is large, and their online learning behaviors are complex. In order to explore the group characteristics of teachers' online learning behaviors, taking four rounds online learning courses in Y City as an example, this paper analyzes the group characteristics of teachers' online learning behaviors, including four aspects of teachers' enthusiasm, engaged time, learning behaviors' sequence, and social interaction, using statistical analysis, sequence analysis, association rules, social network analysis etc. The results show that: teachers can actively participate in online learning, and invest enough time to learn. They have specific purposes and simple behaviors; however, their social interactions are not in-depth. Therefore, some suggestions are given to improve the effectiveness of teacher training:(1) to implement the hybrid teacher training combining online learning and offline discussion;(2) the training schedule, support services, learning content and activities should meet the characteristics of teachers' online learning;(3) to provide effective technical scaffolding and intervention mechanism.