【作 者】：
刘清堂， 杨诗涵， 郑欣欣， 陈 亮
【关 键 词 】：
认知信息； 群体感知； 知识建构； 在线协作学习； 显性反馈； 隐性反馈
【栏 目】：
学习环境与资源
【中文摘要】：
认知群体感知工具是协作学习者感知群体认知信息、提升学习效果的重要技术支撑。不同信息复杂程度的认知群体感知工具对在线协作学习中学习者的知识建构水平影响程度如何尚需进一步探索。文章从认知信息复杂度出发，设计了实时的显性/隐性认知群体感知工具，并通过对比实验，利用统计分析、卡方检验、认知网络分析，分析两种认知群体感知工具对在线协作学习知识建构水平的影响程度。研究结果表明：两种认知群体感知工具有助于在线协作学习中高水平知识建构行为的发生。显性/隐性认知群体感知工具支持下的学习者知识建构行为特征及知识建构模式存在差异性。其中，显性认知群体感知工具能促进协商型对话和升华型对话；隐性认知群体感知工具则更能促进协商型对话的生成。研究结论有助于教师调整教学策略，引导学习者完成协作任务并提升知识构建水平。
【英文摘要】：
Cognitive group awareness tools are important technical support for collaborative learners to perceive group cognitive information and enhance learning effectiveness. The influence of cognitive group awareness tools of different information complexity on learners' level of knowledge construction in online collaborative learning needs to be further explored. This paper designed real-time explicit/implicit cognitive group awareness tools from the complexity of cognitive information, and through comparative experiments analyzed the influence of the two cognitive group awareness tools on the level of knowledge construction in online collaborative learning by using statistical analysis, chi-square test and epistemic network analysis. The results indicate that the two cognitive group awareness tools contribute to the occurrence of high-level knowledge construction in online collaborative learning. There are differences in the characteristics of learners' knowledge construction behaviors and knowledge construction patterns supported by explicit/implicit cognitive group awareness tools. Specifically, the explicit cognitive group awareness tool can facilitate both consultative dialogue and sublimation dialogues; whereas the implicit cognitive group awareness tool is more conducive to the generation of consultative dialogues. The results can help teachers to adjust their teaching strategies, to guide learners to accomplish collaborative tasks and enhance knowledge construction.