本文選題：論壇異步交互 + 云端學(xué)習(xí)環(huán)境��； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：論壇是云端學(xué)習(xí)環(huán)境中一種重要的異步交互工具。學(xué)習(xí)者能夠通過(guò)論壇提問(wèn)或回復(fù)、評(píng)論他人的觀點(diǎn),從而促進(jìn)其知識(shí)的理解和構(gòu)建、批判性思維的形成。然而研究表明,在線課程論壇的使用情況不盡如人意。有些課程論壇學(xué)習(xí)者討論很活躍,而有些課程卻很荒涼。甚至同一個(gè)論壇,一些主題擁有長(zhǎng)時(shí)間的熱度及關(guān)注,而其他主題生命周期非常短暫。那么,如何吸引學(xué)習(xí)者積極參與論壇交互活動(dòng),提升交互質(zhì)量,改善交互效果是本文著重研究的問(wèn)題。本文研究對(duì)象包括七個(gè)學(xué)期,共計(jì)23589名學(xué)習(xí)者和1631門(mén)在線課堂,及超過(guò)百萬(wàn)條論壇交互數(shù)據(jù)�；谶@些數(shù)據(jù),本文緊密?chē)@“交互行為一般特性”、“影響交互質(zhì)量的相關(guān)因素”、“交互行為規(guī)則與成績(jī)關(guān)系”三個(gè)研究問(wèn)題層層遞進(jìn),綜合探究云端學(xué)習(xí)環(huán)境下的論壇交互行為。首先,通過(guò)對(duì)整體數(shù)據(jù)分析,從課程、學(xué)習(xí)者、主題三個(gè)維度分析了論壇交互行為的一般特性。實(shí)驗(yàn)分析表明不同專(zhuān)業(yè)課程、年級(jí)、性別、專(zhuān)業(yè)的學(xué)習(xí)者、以及不同類(lèi)型主題都會(huì)影響學(xué)習(xí)者論壇發(fā)帖行為。相比于理科課程,文科課程中學(xué)習(xí)者回復(fù)主題更加活躍;大二年級(jí)文史類(lèi)女生學(xué)習(xí)者發(fā)帖積極性高于其他的學(xué)習(xí)者;同時(shí),與課程內(nèi)容相關(guān)的主題比其他主題更容易吸引學(xué)習(xí)者回復(fù)。進(jìn)而,基于論壇一般特性,本文進(jìn)一步研究了論壇交互質(zhì)量及影響因素。在文獻(xiàn)綜述的基礎(chǔ)上提出一種評(píng)價(jià)交互質(zhì)量的方法,并將其作為評(píng)價(jià)基準(zhǔn),分析教師組織行為及主題呈現(xiàn)形式對(duì)交互質(zhì)量的影響。研究結(jié)果表明教師積極組織討論,能有效提高交互質(zhì)量,總結(jié)式發(fā)言比引導(dǎo)性發(fā)言回帖數(shù)更少;含有特殊符號(hào)的主題標(biāo)題能有效吸引學(xué)習(xí)者的關(guān)注,促進(jìn)高質(zhì)量的交互行為。最后,基于交互行為分析及影響因素的研究,本文進(jìn)一步探究了學(xué)習(xí)者交互行為與學(xué)習(xí)成績(jī)相關(guān)性,具體包括學(xué)習(xí)者發(fā)帖量、響應(yīng)時(shí)間,發(fā)帖字?jǐn)?shù)三種交互行為。研究結(jié)果表明.不同回帖行為的學(xué)習(xí)者的學(xué)習(xí)成績(jī)存在顯著差異;發(fā)帖字?jǐn)?shù)與學(xué)習(xí)成績(jī)呈現(xiàn)負(fù)相關(guān)關(guān)系,但學(xué)習(xí)者不同的響應(yīng)時(shí)間與學(xué)習(xí)成績(jī)不存在顯著差異。總之,本文從理解交互行為特性,評(píng)價(jià)交互質(zhì)量,探究交互效果三個(gè)方面對(duì)云端學(xué)習(xí)環(huán)境下論壇交互行為進(jìn)行了研究和實(shí)踐。本文研究結(jié)論可以為教師及教學(xué)管理者提供良好的參考,以促進(jìn)學(xué)習(xí)者的學(xué)習(xí)體驗(yàn)和最終學(xué)習(xí)效果。
[Abstract]:Forum is an important asynchronous interaction tool in cloud learning environment. Learners are able to comment on other people's views through questions or responses in forums, thus promoting the understanding and construction of their knowledge and the formation of critical thinking. However, research shows that the use of online course forums is unsatisfactory. Some course forums are lively for learners, while others are desolate. Even in the same forum, some topics have a long period of heat and attention, while others have a very short life cycle. Therefore, how to attract learners to actively participate in forum interaction activities, improve the quality of interaction, improve the interaction effect is the focus of this paper. The subjects include seven semesters, 23589 learners, 1631 online classrooms, and more than one million forums. Based on these data, this paper closely revolves around "general characteristics of interaction behavior", "relevant factors affecting interaction quality" and "relationship between interaction behavior rules and achievement". Explore the Forum interaction behavior in the cloud learning environment. Firstly, the general characteristics of forum interaction are analyzed from three dimensions: course, learner and topic. Experimental analysis shows that different major courses, grades, gender, major learners, and different types of topics will affect the behavior of learners' forum posting. Compared with science courses, students in liberal arts courses are more active in subjects of reply; female students in senior two are more motivated to post than other students; at the same time, Topics related to the content of the course are more attractive to learners than other topics. Furthermore, based on the general characteristics of the forum, this paper further studies the quality of the forum interaction and its influencing factors. On the basis of literature review, a method of evaluating interaction quality is proposed, which is used as a benchmark to analyze the influence of teachers' organizational behavior and theme presentation on interaction quality. The results show that teachers can organize discussion actively and improve the quality of interaction effectively. The conclusion speech can attract learners' attention and promote high quality interactive behavior effectively, and the topic titles with special symbols can attract learners' attention and promote high quality interaction behavior. Finally, based on the analysis of interaction behavior and the study of influencing factors, this paper further explores the correlation between learners' interaction behavior and learning achievement, including three kinds of interactive behaviors: the amount of posts posted, the response time, and the number of words posted. The results show that. There were significant differences in learning achievement among learners with different response behaviors, but there was no significant difference between response time and learning achievement. In a word, this paper studies and practices the interaction behavior in the cloud learning environment from three aspects: understanding the interaction behavior, evaluating the interaction quality and exploring the interaction effect. The conclusion of this paper can provide a good reference for teachers and teaching administrators in order to promote learners' learning experience and ultimate learning effect.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

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本文編號(hào)：2077375