群体学习讨论中认知－主题联合建模及其对学习成效的影响研究—基于讨论引导方式的调节作用

群体学习讨论中产生的大量互动话语能够反映学习者的认知等内在心理特征，为教师深度理解学习者提供了有效支持。研究针对当前学习者存在认知迷航但学习主体难计算等关键挑战，对认知和主题进行联合建模，构建了时序认知主题模型（Temporal Cognitive Topic Model, TCTM），基于中国大学MOOC平台两门课程的讨论区数据，检测和追踪了学习者在不同认知下最关注的主题以及讨论引导方式对认知主题和学习成效的调节作用。研究结果显示：（1）在“Python语言与程序设计”课程中，高学习成效群体在课程前期和中期分享与课程有关的想法，多为“洞察”和“包含”认知；低学习成效群体在课程后期寻求课程主题答案，多为“暂定”和“排除”认知。教师辅助时，学习者“洞察”和“包含”认知下的新想法对学习成效具有正向影响，而“因果”认知下的社交／情绪对学习成效有负向影响。（2）在“心理学与生活”课程中，高学习成效群体在课程前期“洞察”新观点，而低学习成效群体集中在课程后期，且其课程后期对证书的“因果”和“差距”认知多于高学习成效群体。教师发布主题帖时，学习者“洞察”新观点、“暂定”寻求新知识对学习成效有正向影响，但“确定”的社交／情绪对学习成效有负向影响；教师辅助时，弄清证书获取因素对学习成效有正向影响。研究提出的模型和实证分析结果，能够为理解群体学习讨论中隐藏内部心理特征和识别风险学习者提供有效支持。

關鍵字

群体学习讨论；时序认知主题模型；引导方式；调节作用

並列摘要

The large amount of interactive discourse generated in group learning discussions can reflect learners' cognition and other intrinsic psychological characteristics, which provides effective support for teachers to understand learners in depth. To address the current key challenge that learners are cognitively disoriented but learning subjects are difficult to compute, a Temporal Cognitive Topic Model (TCTM) is constructed by jointly modeling cognition and topics. Based on the discussion forum data of two courses on the MOOC platform of Chinese universities, we detected and tracked the topics that learners pay most attention to under different cognitions and the moderating effects of discussion guidance methods on cognitive topics and learning effectiveness. The results showed that (1) in the Python Language and Programming course, the high learning effectiveness group shared ideas related to the course in the pre- and mid-course periods, and their cognitions included "insight" and "inclusive"; the lower-learning group sought answers to course topics in the post-course periods, with "tentative" and "exclusive" cognitions. When teacher-assisted, new ideas under learners' "insight" and "inclusive" cognitions had a positive effect on learning effectiveness, while socializing/emotional under "causal" cognitions had a negative effect on learning effectiveness. (2) In the Psychology and Life course, the high learning effectiveness group "insight" new ideas in the pre-course periods, while the low learning effectiveness group concentrated in the post-course periods, and their "cause" and "discrepancy" cognitions of certificates in the post-course periods exceeded those of the high learning effectiveness group. The "cause" and "discrepancy" cognitions of certificates in the post-course periods exceeded those of the high learning effectiveness group. When teachers posted topic posts, learners' "insight" into new ideas and "tentative" search for new knowledge had positive effects on learning effectiveness, but "certain" social/emotional effects had negative effects on learning effectiveness. When assisted by teachers, clarifying the acquisition factor had a positive effect on learning effectiveness. The proposed model and empirical results can provide useful support for understanding the hidden internal psychological characteristics of group learning discussions and identifying at-risk learners.

並列關鍵字

Group Learning Discussion ； Temporal Cognitive Topic Model ； Guidance Type ； Moderating Role

主題瀏覽