【作 者】：
刘君玲， 张文兰， 刘 斌
【关 键 词 】：
在线协作学习； 情绪存在； 情绪交互； 交互文本编码体系； 探究社区模型
【栏 目】：
学习环境与资源
【中文摘要】：
情绪交互是影响在线协作学习认知、行为和态度的关键因素之一，然而如何分析其效果目前研究者还没有形成统一的认识。研究基于探究社区模型，根据情绪存在相关研究理论，将情绪交互划分为情绪回应、情绪评价和情绪表达三个类别，并结合认知存在、社会存在和教学存在的特点建构了在线协作交互文本编码体系。为了验证该编码体系的有效性，研究以此为分析框架，使用NVIVO和SPSS软件，对相关案例进行内容分析和统计分析。经初步证实发现，该编码体系能全面分析在线协作交互效果，尤其是情绪交互成效，且可操作性强；情绪交互与认知交互、社会交互和教学交互之间相互联系与支持，但认知交互发展不均衡；情绪交互可以有效维持和调节认知交互过程，但缺乏促进高层次认知交互的活动。鉴于此，研究提出了相关建议，以促进认知交互深度和协作学习成效。
【英文摘要】：
Emotional interaction is one of the key factors influencing cognition, behavior and attitude of online collaborative learning. However, there is no unified understanding on how to analyze its effects yet. Based on the community of inquiry model, according to the research theories related to emotional presence, this study divides emotional interaction into three categories: emotional response, emotional evaluation and emotional expression. In addition, based on the characteristics of cognitive presence, social presence and teaching presence, this study constructs an online collaborative interactive text coding system. In order to verify the effectiveness of the coding system, this study takes it as the analysis framework and uses NVIVO and SPSS software to conduct content analysis and statistical analysis of relevant cases. After preliminary verification, it is found that the coding system can comprehensively analyze the effect of online collaborative interaction, especially the emotional interaction, and it is highly operable. Emotional interaction and cognitive interaction, social interaction and teaching interaction are interlinked and supported, but the development of cognitive interaction is not balanced. Emotional interaction can effectively maintain and regulate the cognitive interaction process, but it lacks activities to promote high-level cognitive interaction. In view of this, this study puts forward relevant suggestions to promote the depth of cognitive interaction and the effectiveness of collaborative learning.