Research On Interaction Mechanism Of Collaborative Problem Solving Learning In Learning CyberSpace

Since Vice Premier Liu Yandong proposed "Cross-bridge of People in Learning CyberSpace "in 2012 national education informatization work teleconference,the state has introduced a series of policy documents to promote and protect the smooth development and application of Learning CyberSpace.Provinces,municipalities and schools are actively deploying and promoting the construction of Learning CyberSpace,and exploring the application model and method.Besides,some emerging technology enterprises also provide a solid technical support and guarantee.In June 2016,"The 13th Five-Year Plan for Education Informatization " proposed to build "everyone learn,everywhere can learn,from time to time to learn" learning society for the purpose,then to further deepen the "three communications and two platforms" and other series of work,and gradually popularize and promote the Learning CyberSpace,also adhere to the application-driven,and strive to change and innovate the model and method of teaching,learning,teaching and research.Since then,the development and practice of Learning CyberSpace has entered the stage of deepening application and integration innovation.On the one hand,it actively encourages the in-depth application of teaching and learning based on space,on the other hand,focus on student learning process,also optimizing the process and model of teaching and learning by the data collection,recording,analysis and presentation for student learning process based on big data and learning analysis techniques.Taking this as an opportunity,this paper is based on the deep application level of Learning CyberSpace,with the interaction of learners as the core,the designment of the acti.vity of collaborative problem-solving learning as a starting point,deeply exploring the interaction network structure and feature,the meaning and influence mechanism of interaction,which aims to provide,theoretical and practical guidance for the way of Learning CyberSpace to promote teaching and learning by using a variety of quantitative and qualitative research methods,collecting and analyzing a variety of data of the interaction of learners in Learning CyberSpace.Part 1:Deeply analyzing the activity system of collaborative problem-solving learning,and constructing activity model,designment and implementation of the three-stage.Based on the perspective of activity theory,this paper puts forward three strategies by integration of collaborative learning,problem-based learning,peer feedback and other strategies,including learning analysis stage,core factor design stage and problem-solving stage,and the real-time monitoring and assessment throughout the entire CPSL activity model.Also taking "video and audio design and production" special learning as the main content of the designment and implementation of the activity of collaborative problem-solving learning in Learning CyberSpace,which provides an important basis for teaching practice and empirical research.Part 2:Based on the perspective of social network analysis,this chapter puts forward the framework and methods of researching interaction network structure of collaborative problem-solving learning in Learning CyberSpace,including macroscopic,meso and microcosmic levels.The macro-level focuses on interaction network structure,cohesiveness among all learners,and the characteristic of learners'enthusiasm,the meso level focuses on interaction network structure and cohesiveness among the group members,at the micro level,the core idea of the Pagerank algorithm is used to explore the calculation method of the importance of the individual in the interaction network.The interaction structure in this study shows the following characteristics:It formed a relatively sparse network of interaction between the learner when interacting between groups;In the group interaction,seven groups formed a very dense interaction network.Group 2 and group 4 were the two groups with the most perfect and the highest cohesive interaction network structure in seven groups.Group 6 had the most sparse and the worst cohesive interaction network structure;At the same time,team leaders' interaction enthusiasm,prestige,control,independence are higher than the team members.Part 3:On the basis of defining the meaning of interaction,this paper constructs a two-dimensional multi-level assessment framework of the meaning of interaction.Not all interactions can affect learners'problem solving,knowledge construction,and thus enhance learning outcomes to facilitate learning.Therefore,it is pointed out that the meaningful interaction in this study is the interaction of problem-solving and the interaction of knowledge construction in CPSL.Based on this,the paper puts forward assessment framework of the meaning of interaction,which includes two dimensions of process and result.Among them,the process dimension mainly uses the methods of content analysis,lag sequential analysis and case analysis to explore the problem solving behavior and knowledge construction behavior model;The dimensions are mainly based on observing and evaluating the data,investigating the interview data and examining the learner's academic performance.The results show that:problem-solving behavior focused on PS3(Comparison,analysis and discussion stage)and PS2(providing information,resources stage),while PS1(stage to ask questions),PS4(forming the problem solution stage)is less,the conversion sequences of significant problem-solving behavior are mostly PS1 ? PS2,PS3 ? PS3,etc;knowledge construction behavior focused on KS1(sharing and clarification phase),KS2(cognitive conflict phase),while KS3(meaning negotiation phase),KS4(inspection and revision phase)is less,KS5(achievements and application phases)will not appear,the conversion sequences of significant knowledge construction are mostly KC1?KC2,KC3?KC3;and the problem-solving behavior and the knowledge-construction behavior have significant positive effects on the academic performance.Part 4:Researching the influence mechanism of interaction network structure on the meaning of interaction.In this study,the inter-group interaction network structure,the intra-group interaction network structure and the importance of learners are used as independent variables,then using the correlation analysis,multiple regression analysis and other advanced statistical methods to carry out this research.The results show that:There is a significant positive correlation between the interaction network structure and the meaning of interaction,and it also has significant predictive power for the meaning of interaction,the network cohesiveness,learns' enthusiasm,prestige,control,independence have significant predictive power for the meaning of interaction,but different characteristics have different predictive power for meaning of interaction.In general,through designing activities,exploring the interaction network structure,evaluating the meaning of interaction,this paper deeply analyzes the influence mechanism of interaction network structure and the meaning of interaction,which establishes the foundation for collaborative problem-solving learning,interaction design and evaluation in Learning CyberSpace in the future.By enhancing the enthusiasm of learners to participate in the interaction,introducing teachers to participate in the leading mechanism,or building a data-driven interaction monitoring and assessment system to help timely take interventions and provide scaffold strategy,which can effectively control the process of interaction,so as to promote the improvement of learning effect,and change the assessment of concept and method.