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篇名
学习存在感与探究社区模型关系研究
並列篇名
Exploring Relationships Between Learning Presence and Community of Inquiry Model
作者 蘭國帥鐘秋菊呂彩傑宋亞婷
英文摘要
The Community of Inquiry ( Col) model is an important theoretical model for exploring the influencing factors of the network inquiry learning community in the field of international online and blended learning. This model builds a conceptual framework for network inquiry learning community, which consists of three basic and interdependent elements : cognitive presence, social presence and teaching presence. The model incorporates the ideas of collaborative construction learning and critical reflection dialogue, takes critical inquiry into meaningful learning and deep learning as the implementation path,and intends to cultivate the students' critical thinking and reflective thinking and higher-order thinking as the ultimate goal. However, with the in-depth research on the framework of network inquiry learning community continuously, researchers increasingly realize that it is necessary to further expand the framework to make the original theoretical model more descriptive and explanatory. In the network inquiry learning community, learners adopt self-efficacy and self-regulation learning to optimize learning strategies, make decisions and solve problems, in order to improve online learning quality and achieve deep and meaningful learning. This research took Community of Inquiry^ Col) theoretical model proposed by Garrison et al. as the research framework and took the blending learning practice as an example. A Chinese version of Community of Inquiry scale is developed based on the English version by Arbaugh, self-efficacy scale and self-regulated learning scale were adopted as the research instruments. This research used questionnaire survey, reliability analysis , correlation analysis , factor analysis , regression analysis and structural equation model validation methods to explore the relationship between learning presence and Col model in a blended learning environment. Research results show that in network inquiry learning community, learning presence, as an independent factor, can significantly predict and affect cognitive presence along with social presence and teaching presence; teaching presence and social presence can ajfect cognitive presence mediated by learning presence, a mediator. The Col model that emphasizes learning presence can help to instruct students to conduct deep learning and meaningful learning in network inquiry learning community, and cultivate their capability of critical thinking and higher-order thinking.
起訖頁 092-107
關鍵詞 探究社区模型社会存在感教学存在感认知存在感学习存在感自我效能感自我调节学习community of inquiry modelsocial presenceteaching presencecognitive presencelearning presenceself-efficacyself-regulated learningCSSCI
刊名 開放教育研究  
期數 201810 (24:5期)
出版單位 上海遠程教育集團;上海電視大學
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