学习风格对在线学习交互程度影响的实验研究

The Effect of Learning Styles on the Degree of Interactions in Online Learning

交互是在线学习的灵魂，在线学习交互程度包含交互频度和交互深度两个方面。学习风格的差异是否会影响学习者的在线学习交互程度及其学习结果，已经成为在线学习交互研究领域的热点问题。本研究首先通过理论分析提出假设:学习风格会影响在线学习交互程度及学习效果，然后通过实验研究验证假设。研究根据Kolb 的学习风格分类模型对被试对象进行分类，并使用QQ 群作为交互工具，对一段时间内的教学实验数据进行分析。参与交互的频度以学习者在QQ 群中的发言数量(条数)来考察，并使用内容分析法将学习者的发言内容划分为简单分析类、分享资源类、探讨问题类以及情感交流类等四种类型；以学习者发布探讨问题类发言的数量来衡量其参与交互的深度，并运用方差分析法对实验结果进行验证。本研究得出以下结论：学习风格直接影响在线学习交互的频度和深度；学习风格对学习绩效并没有造成直接的影响；交互的频度对学习绩效的影响也不显著，交互深度对学习绩效的影响非常明显。基于此结论，参与在线学习的教师应该关注学习者的学习风格差异，改变交互方式和交互策略，从而改进在线学习者的交互绩效。

Interaction is the " soul" of successful online learning. The degree of interaction in online learning includes two aspects: interaction frequency and depth. Whether learning styles would affect learners' degree of interaction and learning outcomes has become a hotspot in online learning research. In this paper, we verified the effect of learning styles on the degree of interaction and learning outcomes through an experiment. We classified the learners according to the Kolb's learning style model, and then carried out the instructional experiment using QQ. We divide the interaction content into four types using content analysis method: simple analysis class, share resources class, discussion question class, and emotion exchange class. The interaction frequency is measured by learner's speech quantity in QQ group, while the interaction depth is measured by the quantity of learner's speech of discussion question class. By using the variance analytic method to the experimental result, we conclude that learning styles directly impact interaction frequency and interaction depth; but learning styles have no direct influence on learning outcomes. In addition, interaction frequency has no significant influence on learning outcomes; but interaction depth has significant influence on learning outcomes. Therefore, teachers and students should pay attention to online learner's learning styles and change the interaction methods and strategies, so as to improve online learning.