国际远程教育教学交互理论研究脉络及新进展

Research on Instructional Interaction in Distance Education and its Latest Development

教学交互是远程教育的核心主题，也是设计在线学习最重要的要素。为了把握国际远程教育教 学交互研究脉络及其最新进展，本研究在收集国内外远程教育相关研究成果的基础上，对远程教育的研究脉络 进行了梳理，将已有的研究成果总结为“三个阶段、两个视角、三个系统性理论和一个建构理论思想冶，即国际远 程教育教学交互理论研究的发展经过了20 世纪90 年代前的起始期，20 世纪90 年代至21 世纪初的教学交互研 究蓬勃发展和理论创新期，以及之后的社会交互和多元化发展三个时期。经历三个时期的发展，教学交互从个 体走向群体，从封闭走向开放。教学交互在带给学习者更多机会的同时，也给研究的开展带来挑战。这三个时 期的研究包括技术和教育学两个视角，其中技术的视角是主要的，教育学的视角是未来研究必须重视的。根据 三代远程教育教育学的划分，目前的研究主要集中在前两个阶段，对联通主义教育学教学交互的研究还没有开 始，未来应该重视。以往的研究形成了三个系统性理论———交互影响距离理论、交互等效原理和教学交互层次 塔。这些理论至今仍具有指导意义。比较而言，我国自主创新的理论在国际上传播不够。在教学交互理论研究 中，交互分层思想是一种重要的揭示教学交互特征与规律的理论模型的思想，值得借鉴。

As the development of Massive Open Online Courses (MOOCs) expands， online learning has been accept edgradually by the public. The problem of how to design high-quality online learning for learners is an issue which has attracted researchers and practitioners爷close attention. Instructional interaction is the most important factor in on line learningdesign becausethe quality of the online learning isdependenton that interaction. In order to get theinterna tionaltheory research context of instructional interaction in distance education and its latest development， this study collected all research in distance education in China and abroad， and then analyzed them from four different perspec tives. The theoretical research on instructional interaction indistance educationcan be divided into threestages， including the initial stage which researchers start to pay attention to the importance of instructional interaction; vigorous develop ment and theoretical innovation stage; and social interaction and diversified development stage. The type of interaction has been developed from individual to group， from closed format to open one. All of this research has two research per spectives; the technical perspective is adopted mostly in the past， while the pedagogical one has gained more attention and should be adopted more in the future. According to the three generations of distance education pedagogies， most studies are rooted in the context of cognitive-behavior and construction pedagogy. In the future， researchers should fo cus more on connectivist pedagogy. There are three most essential systematic instructional interaction theories:transactional distance theory， interac tion equivalency theorem， and the hierarchical tower of instructional interaction in distance education. They are veri fied， developed， and improved by the research inspired by these theories. There aresome theoretical innovations in Chi na; however， they are never cited by international scholars. We should communicate globally about our theory innova tion in distance education. The idea of dividing interaction into different levels is a method researchers used most in theory framework building. This idea can be used in the future study of instructional interaction research.