【作 者】：
李海峰， 王 炜
【关 键 词 】：
陪伴式学习； 在线学习； 直播学习； 泛在学习； 学习模式
【栏 目】：
网络教育
【中文摘要】：
面对泛在学习场域中沉浸感缺失、孤独感倍增和参与感不足等问题，学习群体自发探索了视频直播网络陪伴式学习方式。为了揭示网络陪伴式学习的发生机制和基本原理，文章探讨了其基本内涵，厘清了沉浸性学习体验、全景敞视学习共同体、弱组织群体陪伴关系、群体自主性管理四个基本特征。其发生机制从学习情境助推、群体自组织、情感依附性凝聚、自主行为规训四个理论维度进行了解释，运用网络陪伴式学习模型阐述了其构成要素与运行原理。为了促进网络陪伴式学习与课堂学习的深度融合，研究构建了“网络陪伴式学习模式”，并系统地阐述了它们之间的深度融合机制。在网络陪伴式学习的未来发展中，教师需要利用元宇宙和人工智能技术提升情感体验和智能陪伴，增强课堂学习与网络陪伴式学习的深度融合。
【英文摘要】：
Faced with issues such as lack of immersion, increased loneliness, and lack of participation in the ubiquitous learning field, the learning group spontaneously explore Online Companion Learning (OCL) approach based on a live video. In order to reveal the occurrence mechanism and basic principles of OCL, this paper explores its basic connotation and clarifies four basic characteristics, including immersive learning experience, panoramic open learning community, weakly organized group companionship, and group autonomy management. The mechanism of its occurrence is explained from four theoretical dimensions involving learning context facilitation, group self-organization, emotional attachment cohesion, and autonomous behavior discipline, and its components and operating principles are elaborated using the OCL model. In order to promote the deep integration of OCL and classroom learning, the "OCL model" constructed systematically expounds the deep integration mechanism between them. In the future development of OCL, teachers need to use meta-verse and artificial intelligence technologies to enhance emotional experience and intelligent companionship.