网络学习中的有意义交互:社会建构主义的视角

被引：35

作者：

吴咏荷 ^{[1
]}

托马斯希里夫斯 ^{[2
]}

王志军 ^{[3
]}

机构：

[1] 韩国国立开放大学远程教育所

[2] 美国乔治亚大学教育学院教育心理学与教育技术部门

[3] 北京师范大学远程教育研究中心

来源：

中国远程教育 | 2014年 / 01期

关键词：

在线交互; 有意义交互; 社会建构; 真实任务; 基于网络的学习环境;

D O I：

10.13541/j.cnki.chinade.2014.01.007

中图分类号：

G434 [计算机化教学];

学科分类号：

040110 ;

摘要：

交互是任何一种学习过程的基本要素。然而,并不是所有的交互都能够导致学习的发生。只有当交互对学习者知识增长产生直接影响的时候,我们才将这种交互称为有意义的。有意义交互的含义与具体的学习环境中所蕴含的相关学习理论紧密相关。本文的主要目标是基于社会建构主义学习理论的视角从有意义学习的角度来重新定义在线交互的概念。基于该理论框架来分析交互将有可能产生改进基于网络的学习环境的设计原则。本文的第二个目标是为研究者和开发者呈现有意义在线交互的应用情况。

引用

页码：15 / 23+95 +95

页数：10

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