【作 者】：
郭婉瑢， 冯晓英， 宋佳欣， 寇伊涵， 郭璐文， 杜景平
【关 键 词 】：
混合式学习； 协作学习； 小组领导力； 分配策略； 国家一流课程
【栏 目】：
学习环境与资源
【中文摘要】：
优化协作学习环境的系统设计是建设线上线下混合式一流课程的重要突破口，特别是在协作学习中对领导力的探索，对于实现高质量协作学习、培养人工智能时代所需的复合型专业人才有重要意义。研究使用准实验研究方法，探究混合式协作学习环境中正式领导力分配和非正式领导力分配方式下领导力的变化规律。具体而言，综合采集某国家一流本科课程中协作学习的话语数据和学习表现数据，应用社会网络分析和认知网络分析探索不同分配方式下小组领导力角色变化和领导力流动模式。研究发现，不同领导力分配方式下涌现出领导者、活跃者、积极参与者、影响者和观察者五种角色，正式分配策略下的领导力有更好的流动性，同时领导力的流动带来了更好的学习表现，在正式分配策略下能够建立更开放的协作学习环境和稳定的领导力模式。根据研究发现，进一步从协作学习的三个阶段提出了支持领导力发展的混合式协作学习设计模型，为混合式协作环境下的学习活动设计提供借鉴。
【英文摘要】：
Optimizing the system design of collaborative learning environments is a crucial breakthrough for developing first-class blended courses that combine online and offline elements. The exploration of leadership within collaborative learning is particularly significant for achieving high-quality collaborative learning and cultivating interdisciplinary professionals required in the era of artificial intelligence. This study adopts a quasi-experimental method to investigate the dynamics of leadership under formal and informal leadership allocation in blended collaborative learning environments. Specifically, it comprehensively collects discourse data and learning performance data on collaborative learning in a national first-class undergraduate course, and applies social network analysis and cognitive network analysis to explore the variations in group leadership roles and leadership mobility patterns under different allocation modes. This study finds that five roles—leaders, active participants, engaged contributors, influencers, and observers—emerge under different leadership allocation modes. Formal allocation strategies demonstrate better leadership fluidity, which correlates with improved learning performance. Moreover, formal allocation strategies foster a more open collaborative learning environment and a stable leadership mode. Based on these findings, this study proposes a blended collaborative learning design model that supports leadership development across three stages of collaborative learning, providing references for the design of learning activities in blended collaborative environments.