【作 者】：
刘君玲，张雅文，刘斌，张文兰，王建虎
【关 键 词 】：
同伴情绪交互策略； 在线协作学习； 情绪社会分享； 社会网络分析； 内容分析
【栏 目】：
网络教育
【中文摘要】：
情绪交互可以预测在线协作学习成效，然而在真实挑战情境下情绪交互如何有效影响在线协作学习尚未形成共识。为了探究挑战情境下的有效情绪交互方式，文章基于情绪社会分享过程模型、图尔敏争论模式，以及情绪交互构成要素，设计了同伴情绪交互策略和同伴情绪挑战策略，并以145名大学生为研究对象，综合采用社会网络分析、内容分析和统计分析等，通过准实验研究验证了设计策略对在线协作交互效果的影响。结果发现，同伴情绪交互策略、同伴情绪挑战策略及其二者交互作用均显著影响在线协作交互内容质量、网络结构和总评成绩；而且，同伴情绪交互策略显著影响学习满意度。研究表明，在同伴争论氛围与同伴情绪评价策略交互作用下，学习者的在线协作交互表现最好。因此，在富有挑战情景的在线协作交互过程中，采用同伴情绪交互策略，尤其是同伴情绪评价策略，可以更好地引导学习者不断深入参与协作知识建构。
【英文摘要】：
Emotional interactions can predict the effectiveness of online collaborative learning, yet there is no consensus on how emotional interactions can effectively influence online collaborative learning in real challenge situations. In order to investigate the effective emotional interactions in challenging situations, this paper designs peer emotional interaction strategies and peer emotional challenge strategies based on the emotional social sharing process model, the Toulmin argument model, and the components of emotional interaction. A quasi-experimental study is conducted with 145 college students to verify the effects of the designed strategies on online collaborative interactions is verified by using social network analysis, content analysis, and statistical analysis. The results show that peer emotional interactionstrategies, peer emotional challenge strategies and their interaction significantly affected the quality of online collaborative interaction content, network structure and overall assessment scores. Moreover, peer emotional interaction strategies significantly affect learning satisfaction. This study shows that learners perform best in online collaborative interactions under the interaction between the peer argument atmosphere and the peer emotional evaluation strategy. Therefore, in the process of online collaborative interaction with challenging situations, the use of peer emotional interaction strategies, especially peer emotional evaluation strategies, can better guide learners to continuously and deeply engage in the construction of collaborative knowledge.