Research On The Information Processing Model Of Web-based Learning And Its Application

With the deep application of multimedia and web technology in education, the percent of web-based learning activities shows an increasing trend in our daily life. However, some researches show that many teachers and students have not really understood the meaning of web-based learning, so that they failed in instruction or learning activities. They subjectively equate web environment with traditional classroom and neglect the characteristics of web-based learning, which prevents web-based learning from exploiting its advantages to the full. In order to provide scientific basis to design web-based learning supporting system and implement web-based instruction effectively, we need to explicit the nature and characteristics of web-based learning, analyze all kinds of factors influencing it and explore the general process and mechanism of web-based learning.In this paper, we adopt the research paradigm of cognition psychology and focus on the mechanism of web-based learning from the angle of information processing. Based on theories of information processing, cognition mechanism, and multimedia learning, we explore the information processing mechanism of web-based learning. On the one hand, there are two levels in the information processing, which include individual information processing and group information processing. On the other hand, there are three key stages in the information processing, which include information presentation and attention, information processing and holding, information exchanging and construction. The researches on traditional learning mechanism mainly focus on the information processing process within an individual, but the researches of web-based learning should pay more attention on the information processing process between individuals. Besides, the factors influencing web-based learning are complex and they can be classified into four kinds, which include learner factors, instructor factors, curriculum factors and environment factors.In this paper, we adopt multiple research methods which mainly include literature review, experimentation, content analysis, and systematic approach. The main works of this research as follows:Firstly, we summarize the development history of information processing models on learning process based on literature review, analyze the limitations of previous researches, and predict the development trends of researches on learning mechanism, which include a shift from computer metaphor to human brain metaphor, a shift from individual cognition to whole cognition, a shift from laboratory research to practical research, and more applications of research findings in cognition science. Then we propose an information processing model of web-based learning, which is based on theories of social constructivism, distributed cognition and ecology. It describes two levels and three stages of information processing in web-based learning. And it also emphasizes three characteristics of web-based learning, which include the nonlinearity of information space, the distributivity of cognition process, and the ecological feature of information construction.Secondly, we take a national level excellent course named "Modern Educational Technology" as the research platform, design and implement two experiments of web-based learning to explore the process of individual information processing. One experiment compares three different presentation forms of information, which include text, video, and three-part-separated screen, and tries to find different learning outcomes among them. The other experiment uses eye-tracker to record learners' eye-movement during they learning in a three-part-separated screen web course. We use SPSS to analyze the cognitive load, score of retention test and score of transfer test, and use Tobii Studio to analyze the characteristics of learners' eye-movement. Then we summarize the general law of information presentation and attention, information processing and holding in web-based learning.Thirdly, we suggest that group information processing is a process of information exchange and knowledge construction, and it is also related to the balance of information ecology and its sustainable development. According to Gunawardena's interaction analysis model of social knowledge construction and related researches, we select a learning group in Moodle community, which is an online interactive space of Modern Education Technology course. Through developing an interaction analysis coding system, we use methods of content analysis and social network analysis to research the content of online interaction among teachers and students. According to the findings, we reveal the characteristics of online interaction and the level of knowledge construction in the learning group, summarize the problems and provide some advice on web-based interaction.Fourthly, we comb domestic and international literature about factors of web-based learning, and find that cognitive factors are too much concerned and most of the classification standards are subjective. According to theories of learning conditions and instruction system elements, we put forward a classification model of factors influencing web-based learning. It classifies all factors into two sides. The internal factors relate to learners, which mainly include learning strategy, learning dynamic and learning style. And the external factors relate to instructor, curriculum, and environment. The instructor factors mainly include instructor's accomplishment, instruction design and teaching style. The curriculum factors mainly include content design and learners' interaction. The environment factors mainly include learning platform and supporting services.Finally, we try to apply the theory of web-based learning mechanism into the design of the adaptive learning support system of Modern Educational Technology course (MET-ALSS). Based on the system prototype proposed in former study, we discuss the design principles of information presentation, information navigation, content arrangement, and learning support of the system. Through applying information processing theory and some findings of experiments into the system, we hope that it can provide adaptive learning supports and services to learners in web-based learning process.