- 期刊
在线协作学习中群体元认知投入模型构建与提升策略研究
Model Construction and Promotion Strategies of Group Metacognitive Engagement in Online Collaborative Learning
摘要
元认知投入反映了学习者对认知过程的调控程度。已有研究证实群体元认知投入与在线协作学习效果密切相关，但群体元认知投入的发生条件和提升方法仍不明晰。因此，研究针对在线协作学习场景，从群体元认知投入的内涵出发，探索其构成和影响要素及其关联关系，构建了群体元认知投入模型；同时，提出包含核心目标、动力导向、协作阶段、支持形式、群体行为等元素的群体元认知投入提升框架及其策略；根据模型与策略，设计了教学活动，并以两个班级共90名学习者为研究对象开展准实验研究。结果表明，所提模型与策略能够有效激发群体元认知投入，并对学习动机、交互程度和学习成绩方面均有积极影响。研究结论能够为群体元认知投入研究与在线协作学习提质增效提供理论参考与实践指导。
並列摘要
Metacognitive engagement refers to the extent to which learners regulate their cognitive processes. Previous research has demonstrated a strong correlation between group metacognitive engagement and the effectiveness of online collaborative learning. However, the conditions that foster group metacognitive engagement and methods for enhancing it remain unclear. This study, conducted within an online learning environment, investigates the components, influencing factors, and their relationships associated with the concept of group metacognitive engagement, ultimately developing a corresponding model. Additionally, it proposes a framework and strategies to enhance group metacognitive engagement, incorporating key components such as core goals, motivational orientation, collaboration phases, forms of support, and group behaviors. Based on the model and strategies developed, instructional activities were designed, followed by a quasi-experimental study involving 90 learners from two classes. The results indicate that the proposed model and strategies effectively promote group metacognitive engagement, positively influencing learning motivation, interaction levels, and learning outcomes. The findings offer both a theoretical model and practical guidance for advancing research on group metacognitive engagement and improving the quality and effectiveness of online collaborative learning.