التفاصيل البيبلوغرافية
| العنوان: |
探究社区与沟通焦虑:在线协作会话中学习效果的 条件组态研究. (Chinese) |
| Alternate Title: |
Community of Inquiry and Communication Apprehension: A Configurational Study of Learning Outcomes in Online Collaborative Conversations. (English) |
| المؤلفون: |
吴林静, 王慧敏, 向雪琳, 高喻, 刘清堂 |
| المصدر: |
Journal of Distance Education (1672-0008); 2024, Vol. 42 Issue 6, p53-61, 9p |
| مصطلحات موضوعية: |
SOCIAL cognitive theory, COMMUNITY of inquiry, EDUCATIONAL outcomes, PSYCHOLOGICAL factors, ONLINE education, VIRTUAL communities |
| Abstract (English): |
Online collaborative conversations are important for fostering communication between teachers and students, as well as among students, and facilitating knowledge construction in both online and blended learning environments. However, the mecha- nisms by which various factors in online collaborative conversations interact to influence learning outcomes remain unclear. Based on social cognitive theory, this study explores the effects of two key dimensions on learning outcomes: intrinsic psychological factors (such as communication apprehension) and external learning environments (with critical elements including social presence, cognitive pres- ence, and teaching presence, based on the community of inquiry model). The study employs qualitative comparative analysis to exam- ine all online collaborative conversation data from 31 learners in a computational thinking course at a normal university, aiming to i- dentify the configurational patterns that impact learning outcomes. The results show that: (1) The causal relationship between online collaborative conversations and learning outcomes are multiple and asymmetrical; (2) A supportive inquiry community environment helps learners with high levels communication apprehension achieve better learning outcomes; (3) Learners with high levels of commu- nication apprehension are more likely to exhibit worse learning outcomes without a strong teaching presence. Based on these findings, the study offers the following recommendations to researchers and practitioners in the field of online collaborative learning: (1) Avoid attributing learners' learning outcomes to a single factor; (2) Focus on creating a positive online collaborative environment for learners with high levels of communication apprehension. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
在线协作会话是在线学习和混合式学习中促进师生与生生交流、实现知识建构的重要方式。然而,在线协作 会话中各相关因素如何通过交互作用影响学习效果的机制尚不明确。研究以社会认知理论为基础,从个体内在的心 理因素与外在的学习环境两个维度出发,提出在线协作会话中的沟通焦虑、社会存在、认知存在和教学存在四个因 素对学习效果有联动影响。研究收集了某师范大学计算思维课程中31位学习者的全部在线协作会话数据,采用定 性比较分析方法探索了影响学习效果的条件组态。分析结果表明:(1)在线协作会话对学习效果的影响存在多种可 能路径和非对称因果关系; (2)良好的探究社区环境能够帮助高沟通焦虑程度的学习者获得较好的学习效果; (3)高 沟通焦虑程度的学习者在缺乏高水平教学存在时,更易表现出较差的学习效果。基于上述结论,本文对在线协作会 话的研究者和实践者提出以下建议:(1)避免对学习者的学习效果进行单-因素归因; (2)注重为高沟通焦虑程度的 学习者营造良好的在线协作会话氛围. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |