交互时序视角下在线协作学习的社会性交互研究——基于系统性文献综述

Social Interaction in Online Collaborative Learning from the Perspective of Interaction Temporality—A Systematic Literature Review

摘要: 随着在线协作学习的普及，物理在场的缺失使社会性交互常显脆弱，交互时序成为影响社会性交互互动质量与学习投入的关键因素。本研究从交互时序视角出发，采用系统性文献综述方法，筛选2015~2025年45篇代表性论文分析社会性交互中同步交互与异步交互面临的困境以及技术在辅助教学方面的状况。通过对样本文献的归类分析，同步交互营造高临场感与即时性优势，但实时压力容易引发情感焦虑、参与不均与认知超载；异步交互支持自定步调与深度思考，然而反馈延迟与线索断裂导致社群疏离与思维碎片化等挑战。而这些困境的核心在于社会临场感缺失与协作协调不畅，而技术辅助的有效性取决于它能否对这两方面形成系统性支撑。未来研究应超越“同步–异步”二分法，探索混合交互时序的融合设计对学习投入的综合影响。

Abstract: With the increasing prevalence of Online Collaborative Learning, the absence of physical co-presence has made Social Interaction more fragile. Interaction temporality has therefore become a key factor influencing the quality of social interaction and learners’ engagement. From the perspective of interaction temporality, this study adopts a systematic literature review method to analyze 45 representative studies published between 2015 and 2025, focusing on the challenges of Synchronous Interaction and Asynchronous Interaction in social interaction, as well as the current state of technology-supported teaching. Through the classification and analysis of the sample literature, the findings indicate that Synchronous Interaction creates a strong sense of immediacy and social presence, but real-time pressure may lead to emotional anxiety, unequal participation, and cognitive overload. Asynchronous Interaction supports self-paced learning and deep reflection; however, delayed feedback and fragmented interaction cues may result in community alienation and fragmented thinking. The core of these challenges lies in the lack of Social Presence and ineffective collaborative coordination, while the effectiveness of technological support depends on whether it can provide systematic support for both aspects. Future research should move beyond the binary distinction between synchronous and asynchronous interaction and further explore how the integrated design of mixed interaction temporality influences learners’ engagement.