The Design Research Of Blended Collaborative Learning Based On Knowledge Construction

In the context of the knowledge society,researchers have produced a new interpretation of the eternal proposition of how people learning.The construction of social knowledge based on the learning community is regarded as the essence of learning.In traditional face-to-face collaborative learning,because traditional teaching media can hardly support the multiple and sufficient connections between learning communities and the multi-directional and equal flow of teaching information,collaborative knowledge construction is challenging to occur.However,the integration of technology and collaborative learning supports the realization of collaborative knowledge construction and promotes the optimization of learning process and improvement of learning effects.Therefore,in the field of technology-enhanced collaborative learning,collaborative knowledge construction has become the main goal and core process of learning.On the other hand,blended learning redesigns and integrates the diverse elements of the learning process by mixing the face-to-face learning environment and the online learning environment,which promotes learners’ deeper participation in the learning system and enhances the learning effect.In blended learning,technology is its inherent attribute,and collaboration is its process element.As a result,there is a natural connection between blended learning and technology-enhanced collaborative learning,while the combination of blended learning and collaborative learning is regarded as an important trend in future education development.On this basis,blended collaborative learning has become a new direction,,and new stage in the development of collaborative learning and blended learning,providing new forms and new ways for the realization of collaborative knowledge construction,and thus has become a new choice for school education and curriculum reform.Based on the integration of technology and learning,this study explores two core issues around the design and practice of blended collaborative knowledge construction activities: one is how to design blended collaborative knowledge construction activities effectively,and the other is how blended collaborative learning promotes the effect of collaborative knowledge construction.Therefore,this study mainly adopts the designbased research paradigm,responding and demonstrating the core research issues from theoretical exploration and practical verification.It can mainly be discussed from the three stages of “Mode theoretical construction--Mode practice and analysis--Mode optimization and improvement.”(1)Mode theoretical construction stage.Firstly,based on the combing of existing research,this study proposes a collaborative knowledge construction framework integrated teams of class and group,a blended learning process model based on different element structures,and a collaborative task process model based on different task types,which provides the process and method basis for the design of blended collaborative knowledge construction activity mode.Secondly,based on the above three process models,this study constructs a theoretical prototype of the blended collaborative knowledge construction activity mode,and analyzes and interprets the activity mode through model connotation and model elements.(2)Mode practice and analysis stage.Firstly,this study designs a three-round application practice of the blended collaborative knowledge construction activity mode,and constructs an empirical-oriented activity model iteration plan from the research background,process,and tools.Secondly,based on the research plan,the course experiment is carried out,and the process and result data of the application practice of the blended collaborative knowledge construction activity mode are obtained through various methods,which verified the application effect of the activity mode.The experimental results show that the blended collaborative knowledge construction activity mode effectively improves the students’ collaborative knowledge construction effect: 1)the students’ level of group cognitive interaction,the quality of group task products,and other evaluation indicators have been significantly improved;2)the students’ performance differences between groups are effectively reduced;3)student feedback has changed from mainly raising questions to generally recognizing effect.(3)Mode optimization and improvement stage.First,this study iterates and modifies the blended collaborative knowledge construction mode based on expert suggestions,student feedback,and teaching reflection through three rounds of iterative application.Secondly,this study puts forward the application strategy system of the activity mode based on the integration of guiding principles,process strategies,and expansion strategies through the overall combing of the theoretical basis and application practice of the blended collaborative knowledge construction activity mode.Finally,this study explores and analyzes the process mechanism of how BCL promotes collaborative knowledge construction by exploring the problems in the process of blended collaborative knowledge construction activities,analyzing the corresponding reasons,and proposing improvement methods.In summary,this study is oriented to the design and application of a blended collaborative knowledge construction activity mode.By constructing the theoretical prototype of activity mode and carrying out three rounds of application practice of activity mode,this study not only verifies the application effect and optimizes the element structure of activity mode,but also explores the process mechanism and improves the strategy system of activity mode.At the theoretical level,based on clarifying the conceptual connotation of blended collaborative learning and collaborative knowledge construction,this study constructs a relatively mature systemic blended collaborative knowledge construction activity mode,which enriches the theoretical system in the fields of blended learning and collaborative knowledge construction to a certain extent.Also,it makes a tentative theoretical exploration of school education and curriculum reform.At the practical level,this study elaborates the design process of the blended collaborative knowledge construction activity mode,specifically explains the operation steps and application/promotion strategies in the activity mode,and provides a relatively complete design scheme for the school curriculum reform,as well as provides reference experience and cases for front-line teachers to carry out the practice of hybrid collaborative learning.In addition,the "blended" research method based on the combination of multivariate data analysis methods can also provide specific inspiration for later researchers at the method level.