本文選題：c　切入點(diǎn)：MOOCs　出處：《中國(guó)電化教育》2016年02期 　論文類型：期刊論文

【摘要】：聯(lián)通主義學(xué)習(xí)是以教學(xué)交互為中心的學(xué)習(xí)。為了幫助研究者和學(xué)習(xí)設(shè)計(jì)者認(rèn)識(shí)和理解聯(lián)通主義學(xué)習(xí)情境中的教學(xué)交互特征與規(guī)律,筆者曾運(yùn)用邏輯推理的方法,建立了基于認(rèn)知參與度的聯(lián)通主義學(xué)習(xí)教學(xué)交互模型。為了進(jìn)一步驗(yàn)證和發(fā)展該模型,該研究選擇由喬治·西蒙斯和史蒂芬·唐斯所開(kāi)設(shè)的著名c MOOCs課程——Change 11 MOOC,運(yùn)用質(zhì)性內(nèi)容分析法,根據(jù)聯(lián)通主義學(xué)習(xí)教學(xué)交互模型,對(duì)基于課程學(xué)習(xí)日?qǐng)?bào)、Twitter和Facebook小組中追蹤到的教學(xué)交互文本進(jìn)行了分析。研究對(duì)學(xué)習(xí)者在參與c MOOCs學(xué)習(xí)過(guò)程的四個(gè)交互層次(操作交互、尋徑交互、意會(huì)交互和創(chuàng)生交互)中所使用的主要交互模式和方式進(jìn)行了總結(jié)。研究發(fā)現(xiàn),聯(lián)通主義學(xué)習(xí)情境中的教學(xué)交互模型可以作為我們理解和分析c MOOCs課程中教學(xué)交互的模型。通過(guò)分析,模型中四層交互之間相互支撐、相互擴(kuò)展并存在重疊的復(fù)雜性的網(wǎng)絡(luò)化關(guān)系也得以進(jìn)一步明確。希望本研究能夠促進(jìn)研究者和學(xué)習(xí)設(shè)計(jì)者基于聯(lián)通主義學(xué)習(xí)中的教學(xué)交互模型設(shè)計(jì)和實(shí)施教學(xué)。
[Abstract]:In order to help researchers and learning designers understand and understand the characteristics and rules of instructional interaction in the context of Unicom learning, the author used the method of logical reasoning. In order to further verify and develop the model, a learning interaction model based on cognitive participation is established. The study selected the famous c MOOCs course, change 11 MOOC, offered by George Simmons and Stephen Downs, using qualitative content analysis, according to the Connecticist Learning and Teaching interaction Model. This paper analyzes the teaching interaction texts tracked in the tutor-based learning dailies and Facebook groups. Four levels of interaction (operational interaction, path finding interaction) of learners participating in the c MOOCs learning process are studied. The main interaction patterns and methods used in the interaction between the intended interaction and the creative interaction were summarized. The study found that, The instructional interaction model in the context of Unicom learning can be used as a model for us to understand and analyze the instructional interaction in c MOOCs curriculum. Through analysis, the four levels of interaction in the model support each other. It is hoped that this study can help researchers and learning designers to design and implement instructional interaction models based on Unicom learning.
【作者單位】： 江南大學(xué)教育信息化研究中心;北京師范大學(xué)遠(yuǎn)程教育研究中心;
【基金】：2015年度教育部人文社會(huì)科學(xué)研究青年項(xiàng)目“聯(lián)通主義學(xué)習(xí)情境(c MOOCs)中的教學(xué)交互特征與規(guī)律研究”(項(xiàng)目編號(hào):15YJC880093) 2015年度江蘇省教育科學(xué)“十二五”規(guī)劃課題“以MOOCs為契機(jī)的新型高等教育教學(xué)模式研究”(項(xiàng)目編號(hào):D/2015/01/06) 2015年江蘇高校哲學(xué)社會(huì)科學(xué)研究項(xiàng)目“開(kāi)放網(wǎng)絡(luò)環(huán)境中活動(dòng)導(dǎo)向的混合式教學(xué)模式研究”(項(xiàng)目編號(hào):2015SJD358)成果
【分類號(hào)】：G434
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本文編號(hào)：1625590