cMOOCs中教学交互模式和方式研究

Instructional Interaction Pattern and Method Analysis in cMOOCs

联通主义学习是以教学交互为中心的学习。为了帮助研究者和学习设计者认识和理解联通主义学 习情境中的教学交互特征与规律，笔者曾运用逻辑推理的方法，建立了基于认知参与度的联通主义学习教学交 互模型。为了进一步验证和发展该模型，该研究选择由乔治·西蒙斯和史蒂芬·唐斯所开设的著名cMOOCs 课程——Change 11 MOOC，运用质性内容分析法，根据联通主义学习教学交互模型，对基于课程学习日报、 Twitter和Facebook小组中追踪到的教学交互文本进行了分析。研究对学习者在参与cMOOCs学习过程的四个交 互层次(操作交互、寻径交互、意会交互和创生交互)中所使用的主要交互模式和方式进行了总结。研究发现，联 通主义学习情境中的教学交互模型可以作为我们理解和分析cMOOCs课程中教学交互的模型。通过分析，模型 中四层交互之间相互支撑、相互扩展并存在重叠的复杂性的网络化关系也得以进一步明确。希望本研究能够促 进研究者和学习设计者基于联通主义学习中的教学交互模型设计和实施教学。

Connectivisit learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivisit learning was constructed using logical reasoning techniques to help researchers and learning designers understand and adapt the characteristics and principles of interaction in connnectivist learning contexts. In this study， we present empirical evidence to support and further develop this framework. This study analyzed six weeks of data harvested from the daily newsletter， Twitter and a Facebook group in a well-known cMOOC led by George Siemens and Stephen Downes. These text transcripts were analysed using a deductive approach of qualitative content analysis. This study revealed the main activity patterns of participants as they engage in four levels of interaction (operation interaction， wayfinding interaction， sensemaking interaction and innovation interaction) during the MOOC. Generally the framework serves as a usual conceptual model to understand and to analyze the interaction in this cMOOC， though some implied interaction is hard to recognize and categorize. The relationship of the four levels of interaction and the role of each element in the framework are explored with the intent of offering the framework as a conceptual and analytic tool to guide both researchers and practitioners in designing and studying connectivist learning.