【作 者】：
彭文辉， 王中国， 上超望， 史玲玲
【关 键 词 】：
混合式学习共同体； 演化动态； 交互模式； 社会认知网络分析
【栏 目】：
网络教育
【中文摘要】：
混合式学习中创建并维持混合式学习共同体，有助于发展和维持动态平衡的跨界学习关系和认知过程，从而激发批判性思考和优化知识建构。研究采用数据驱动的社会认知网络分析方法，探索混合式学习共同体演化动态及其与参与者交互模式发展之间潜在的关联。研究表明：以问题导向策略组织的学习共同体演化动态呈现短周期性，受时间契约影响；在线学习共同体中参与者交互模式动态变化，交互关系由生—师交互为主发展为生—生交互为主，高交互分组偏好于生—生交互，表现出较高的知识建构水平；参与者在不同学习共同体中存在较为一致的表现，与学习共同体相互影响；高成就组参与者注重发展和维持动态平衡的跨界学习和连贯一致的认知过程。基于研究结果，建议在混合式教学中发展和维持多样化学习共同体，鼓励同侪互动和跨界协作学习，提供动态教学支架进行动态干预。
【英文摘要】：
Creating and maintaining a blended learning community in blended learning is conducive to developing and maintaining a dynamic and balanced cross-border learning relationship and cognitive process, thus stimulating critical thinking and optimizing knowledge construction. This study adopts the data-driven social epistemic network analysis to explore the evolutionary dynamics of blended learning community and its potential relationship with the development of participant interaction patterns. This study shows that the evolutionary dynamics of learning communities organized by problem-oriented strategies are short-periodic, and affected by time contracts. The interactive pattern of participants in online learning community changes dynamically. The interactions are mainly developed from student-teacher interaction to student-student interaction. The groups with high interactions prefer student-student interaction, showing higher levels of knowledge construction. And participants show consistent performance in different learning communities, interacting with the learning community. Participants in the high achiever group focus on developing and maintaining dynamic and balanced cross-border learning and coherent cognitive processes. Based on the research results, it is suggested to develop and maintain diverse learning communities in blended teaching, encourage peer interaction and cross-border collaborative learning, and provide dynamic teaching scaffolding for dynamic interventions.