Theoretical Model and Empirical Research of Blended Collaborative Learning in Universities from the Perspective of Inquiry community theory
探究社区理论视域下大学混合式协作学习的理论建构与实证研究
Zhao Yingying
赵荧荧
Abstract: This study, grounded in the Community of Inquiry theory, has designed a theoretical model for blended collaborative learning activities and proposed staged, targeted design strategies based on the varying intensities of scaffolding required for different learning stages in terms of presence. Firstly, social presence drives student-student interaction in blended collaborative learning. Secondly, teaching presence facilitates teacher-student interaction within this learning mode. Lastly, cognitive presence deeply promotes student-content interaction in blended collaborative learning. Empirical research has validated that the design of blended collaborative learning activities can meet students' needs, foster their active interaction, and enhance their mastery of the learned knowledge.
摘要：本研究基于探究社区理论，根据不同学习阶段临场感所需支架强度的变化，提出了分阶段、有针对性的设计策略，首先社会临场感能驱动混合式协作学习生生交互，其次教学临场感对混合式协作学习中师生交互起到促进作用，最后认知临场感能够深度推进混合式协作学习生本交，并设计了混合式协作学习活动的理论模型。通过实证研究，验证了混合式协作学习活动设计能满足学生需求，促进学生积极互动，掌握所学知识。
Key words: community of inquiry theory; blended learning; collaborative learning activitie
关键词：探究社区理论；混合式学习；协作学习活动
中图分类号：G434
文献标识码：A
文章编号：2832-0317（2024）04-0074-6
DOI：10.12424/HA.2024.084
本文链接：https://www.oc-press.com/HA-202404-074.html
