Trigger Mechanism and Empirical Study of Collaborative Learning in e-Learning Space
E-learning space breaks through multiple limitations in terms of teaching environment， teaching mode， content presentation， and learning evaluation， and realizes the innovation of traditional classroom learning methods， providing new ideas for improving the quality of education and achieving equitable education. As a learning method that can effectively stimulate learners’ interest in learning and give full play to the advantages of online learning， collaborative learning has received a lot of attention. The article introduces the flow theory in the study of participants’ internal psychological state， explores the trigger mechanism of collaborative learning in the e-Learning space from the perspective of students’ internal motivation. By analyzing the characteristics of network collaborative learning methods and achieving relevant elements of effective collaboration， the influencing factors affecting the willingness to participate in collaborative learning in the e-learning space are explored. The college students who participate in the course learning in the e-Learning space are the subjects of research and collect data through questionnaires. The empirical model and research hypotheses were empirically tested. The research results show that in the collaborative learning based on e-Learning space， the challenge and skill balance， timely feedback， promoting interactive interaction and heterogenous group members positively affect the generation of the cardiac flow experience; the flow experience produces the process of collaborative learning the results have a positive effect and can effectively trigger learners’ willingness to participate.
|關鍵詞||网络学习空间、协同学习、心流理论、心流体验、触发机制、e-Learning Space、Collaborative Learning、Flow Theory、Flow Experience、Trigger Mechanism、CSSCI|