华东师范大学学报(教育科学版) ›› 2022, Vol. 40 ›› Issue (3): 112-126.doi: 10.16382/j.cnki.1000-5560.2022.03.010

• 学习科学 • 上一篇    

同伴对话反馈对大学生在线深度学习的影响研究

姚佳佳1, 李艳2, 潘金晶2, 程萌萌3   

  1. 1. 江南大学教育信息化研究中心,无锡 214122
    2. 浙江大学教育学院,杭州 310063
    3. 杭州师范大学经亨颐教育学院,杭州 311121
  • 出版日期:2022-03-01 发布日期:2022-03-01
  • 基金资助:
    浙江大学学科交叉预研专项项目“基于AI的高校教学改革研究”;2021年度教育部人文社会科学研究青年基金项目“基于不同在线讨论工具的同伴反馈对大学生深度学习的影响研究”(21YJC880084);2021年度江苏高校哲学社会科学研究一般项目“同伴反馈促进大学生深度学习的策略与机制研究”(2021SJA0883)

Research on the Influence of Dialogic Peer Feedback on College Students’ Online Deep Learning

Jiajia Yao1, Yan Li2, Jinjin Pan2, Mengmeng Cheng3   

  1. 1. Research Center of Educational Informatization, Jiangnan University, Wuxi 214122,China
    2. College of Education, Zhejiang University, Hangzhou 310063, China
    3. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China
  • Online:2022-03-01 Published:2022-03-01

摘要:

高校在智能时代的背景下需要更加重视深度学习人才的培养和学生深度学习能力的训练,基于同伴对话反馈的讨论式学习是高校课堂中激发学生高阶思维、加深学习投入度的重要实现途径。研究通过自然状态下的探索性实验探究了基于小组在线讨论活动的同伴对话反馈策略对大学生深度学习的促进作用以及学生在同伴对话反馈过程中存在的表现特征与规律。研究发现:(1)基于小组在线讨论活动的同伴对话反馈策略可以显著促进学生的学习方法从浅表学习转向策略学习和深度学习,尤其对浅表学习者作用较明显,对深度学习者可能存在负面效果;(2)此类活动可以显著促进学生的认知层次从单一或低级多元结构到中高级多元结构的转变,但尚不能激发学生的思维水平发展到更高层次的关联结构和抽象拓展结构;(3)更积极参与活动的深度学习者的认知层次并没有比浅表学习者提升更佳,尽管他们在带动浅表学习者参与和学习方法深化方面有着较为积极的作用。以上发现为高校教师更好地设计混合教学情境下的深度学习活动提供了建议。

关键词: 高校教育, 深度学习, 在线讨论, 同伴对话反馈

Abstract:

In the context of the intelligent era, colleges and universities need to pay more attention to the cultivation of deep learning talents and the training of student’ deep learning ability. Discussion-based learning with dialogic peer feedback strategy is an important way to stimulate students’ high-level thinking and deepen their learning input in classrooms. Through an exploratory experiment in the natural state, the research explores the influence of dialogic peer feedback strategy based on online discussion in group on college students’ deep learning and the characteristics of students’ online participation. The study found that: (1) dialogic peer feedback strategy based on online discussion in group can significantly promote students’ learning approach from surface approach to strategic and deep approach, especially for surface learners, which may have negative effects on deep learners; (2) such activity can significantly promote the transformation of students’ cognitive levels from unistructural or low-level multistructural to high-level multistructural, but it has not yet stimulated the development of students’ cognitive levels to relational and extended abstract structures; (3) the cognitive level of deep learners who are more actively involved in activities is not better than that of surface learners, although they have an important role in driving surface learners to participate in and deepen their learning approaches. Based on the findings, some suggestions are provided for college teachers to better design deep learning activities in blended learning environment.

Key words: higher education, deep learning, online discussion, dialogic peer feedback