在线协作学习模式下角色脚本对学生认知投入的影响研究
The Effect of Role Script on Students’ Cognitive Engagement in Online Collaborative Learning Model
摘要: 通过脚本支持提升学习者的认知参与，是当前在线协作学习的核心研究领域。本研究通过S校教育技术学专业课程的在线学习开展实证研究，学习者根据提供的角色脚本，结合相关辅助资源进行在线讨论。对在线讨论产生的数据基于ICAP认知投入分类框架进行编码，并通过滞后序列分析法对学习者的学习行为序列进行分析。结果表明：学习者的认知投入主要为主动层次，建构和交互层次较少，以总结为中介的典型行为序列表明角色脚本的使用对学习者的认知投入有正向影响，但取决于学习者自身对角色脚本的理解程度。大多数学习者处于独立自循环学习阶段，但总体形成了以总结为中心节点的一条联通路径。
Abstract: Improving learners’ cognitive engagement through script support is the core research field of online collaborative learning. This study carried out empirical research through the online learning of educational technology major courses in S school. Learners conducted online discussions according to the provided role scripts combined with related auxiliary resources. The data generated from the online discussion were encoded based on the ICAP cognitive input classification framework, and the sequence of learners’ learning behavior was analyzed by the lagged sequence analysis method. The results show that learners’ cognitive input is mainly at the active level, and the construction and interaction levels are less. The typical behavior sequence is that the use of role script mediated by summary has a positive impact on learners’ cognitive input, but it depends on learners’ understanding of role script. Most learners are in the stage of independent self-cyclic learning, but they have formed a connection path with summary as the central node.
文章引用：查丹丹, 李利. 在线协作学习模式下角色脚本对学生认知投入的影响研究[J]. 创新教育研究, 2024, 12(4): 109-118. https://doi.org/10.12677/ces.2024.124186

参考文献

[1] 濮安山, 李双臻. 成人远程教育中的在线协作学习[J]. 现代远距离教育, 2006(4): 11-13.
[2] 胡勇, 李美凤. 基于协作脚本的角色设计及其对协作学习网络的影响初探[J]. 电化教育研究, 2012, 33(1): 54-58.
[3] 李艳燕, 邢爽, 包昊罡, 等. 在线协作学习中学习分析工具对教师干预的影响研究[J]. 中国电化教育, 2019(2): 80-86.
[4] 王智颖, 翟芸, 吴娟. 在线异步讨论中角色轮换脚本对大学生深度学习的影响[J]. 现代远程教育研究, 2021, 33(3): 100-112.
[5] 陈静. CSCL环境下角色承担对大学生在线讨论参与影响的研究[D]: [硕士学位论文]. 上海: 华东师范大学, 2018.
[6] 张利峰. 基于角色脚本与问题提示的PBL在线协作学习活动设计与应用研究[J]. 中国远程教育, 2014(2): 36-40 96.
[7] Avci, Ü. (2020) Examining the Role of Sentence Openers, Role Assignment Scaffolds and Self-Determination in Collaborative Knowledge Buildings. Educational Technology Research and Development, 68, 109-135. [Google Scholar] [CrossRef] 
[8] 袁梦霞, 俞树煜, 聂胜欣, 等. 促进批判性思维发展的在线学习活动角色设计[J]. 现代远距离教育, 2017(2): 76-82.
[9] Ylmaz, R. and Ylmaz, F.G.K. (2018) Assigned Roles as a Structuring Tool in Online Discussion Groups: Comparison of Transactional Distance and Knowledge Sharing Behaviors. Journal of Educational Computing Research, 57, 1-23. [Google Scholar] [CrossRef] 
[10] 欧阳嘉煜, 汪琼. 塑造CSCL情境下的学习者交互: 脚本理论及其研究综述[J]. 现代远程教育研究, 2021, 33(6): 64-72.
[11] Fischer, F., Kollar, I., Mandl, H., et al. (2007) Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives. Springer Science & Business Media, New York, 1-8. [Google Scholar] [CrossRef] 
[12] Fischer, F., Kollar, I., Stegmann, K., et al. (2013) Toward a Script Theory of Guidance in Computer Supported Collaborative Learning. Educational Psychologist, 48, 56-66. [Google Scholar] [CrossRef] [PubMed]
[13] Strijbos, A.W. and Weinberger, A. (2010) Emerging and Scripted Roles in Computer-Supported Collaborative Learning. Computers in Human Behavior, 26, 491-494. [Google Scholar] [CrossRef] 
[14] Kollar, I., Fischer, F. and Hesse, F.W. (2006) Collaboration Scripts—A Conceptual Analysis. Educational Psychology Review, 18, 159-185. [Google Scholar] [CrossRef] 
[15] Palincsar, A.S. and Herrenkohl, L.R. (2002) Designing Collaborative Learning Contexts. Theory into Practice, 41, 26-32. [Google Scholar] [CrossRef] 
[16] Strijbos, J.W., Martens, R.L., Jochems, W.M.G., et al. (2004) The Effect of Functional Roles on Group Efficiency: Using Multilevel Modeling and Content Analysis to Investigate Computer-Supported Collaboration in Small Groups. Small Group Research, 35, 195-229. [Google Scholar] [CrossRef] 
[17] 廖媛. CSCL中角色设计对学生学习投入的影响研究[D]: [硕士学位论文]. 上海: 华东师范大学, 2019.
[18] Zhu, X., Chen, A., Ennis, C., et al. (2009) Situational Interest, Cognitive Engagement, and Achievement in Physical Education. Contemporary Educational Psychology, 34, 221-229. [Google Scholar] [CrossRef] [PubMed]
[19] Greene, B.A. and Miller, R.B. (1996) Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement. Contemporary Educational Psychology, 21, 181-192. [Google Scholar] [CrossRef] 
[20] Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H. (2004) School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. [Google Scholar] [CrossRef] 
[21] Hayati, H., Khalidi, I.M. and Bennani, S. (2020) Automatic Classification for Cognitive Engagement in Online Discussion Forums: Text Mining and Machine Learning Approach. Artificial Intelligence in Education, 12164, 114-118. [Google Scholar] [CrossRef] 
[22] Wei, X., Saab, N. and Admiraal, W. (2021) Assessment of Cognitive, Behavioral, and Affective Learning Outcomes in Massive Open Online Courses: A Systematic Literature Review. Computers & Education, 163, 1-24. [Google Scholar] [CrossRef] 
[23] 李爽, 喻忱. 远程学生学习投入评价量表编制与应用[J]. 开放教育研究, 2015, 21(6): 62-70, 103.
[24] 盛群力, 丁旭, 滕梅芳. 参与就是能力——“IACP学习方式分类学”研究述要与价值分析[J]. 开放教育研究, 2017(2): 46-54.
[25] Chi, M.T.H., Adams, J., Bogusch, E.B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, N., McEldoon, K.L., Stump, G.S., Wylie, R., Xu, D. and Yaghmourian, D.L. (2018) Translating the ICAP Theory of Cognitive Engagement into Practice. Cognitive Science, 42, 1777-1832. [Google Scholar] [CrossRef] [PubMed]
[26] Wang, X., Wen, M. and Rosé, C.P. (2016) Towards Triggering Higher-Order Thinking Behaviors in MOOCs. Proceedings of the 6th International Conference on Learning Analytics & Knowledge, Edinburgh, 25-29 April 2016, 398-407. [Google Scholar] [CrossRef] 
[27] 张思, 何晶铭, 上超望, 等. 面向在线学习协同知识建构的认知投入分析模型及应用[J]. 远程教育杂志, 2020, 38(4): 95-104.
[28] Bakeman, R. (1997) Observing Interaction: An Introduction to Sequential Analysis. Cambridge University Press, Cambridge. [Google Scholar] [CrossRef] 

为你推荐