Design And Practice Research Of Hybrid Collaborative Learning Activities For Knowledge Construction

The multiple advantages integration of blended learning, collaborative learning and digital learning make the blended collaborative learning (BCL) as a new way of learning gradually sought after by the education sector. However collaborative learning generally exist a mere formality, only concerned with discussions and consultations,less attention to knowledge generation; learners are lack of understanding and controlling how to complete a series of these tasks and activities in actual teaching practice, resulting in it can not conduct in-depth study in the true sense.The core course of educational technology graduate-"distance education thematic studies " also exists a lack of teachers and students to interact, the lack of depth discussion and knowledge generated weak problems. Therefore, this study introduces the concept of knowledge building, learning to develop common knowledge within the community as the goal, and to emphasize collaborative community of knowledge, construction, optimization and improvement, build a blended collaborative learning activity patterns oriented to knowledge building. On this basis, relying on "distance education thematic studies" course to design learning activities and select Shaanxi Normal University,2013 and 2014 graduate students to carry out action research for the study, aimed at the reconstruction of blended collaborative learning framework, enrich knowledge construction application and resolve the current problems that exist in the actual teaching curriculum.First, the present study literature analysis of the core concepts of knowledge building, hybrid collaborative learning and blended collaborative learning activities to define, and to tease out the activity theory, the theoretical basis of social constructivist theory and first principles, etc. Its Implications of this study.Secondly, this study based on the basic elements of collaborative learning and enlightenment of activity theory, extracts blended collaborative learning activity's seven elements of individual students, BCL team, BCL active tasks, BCL environment, teachers, BCL active policy, BCL activities results,uses interpretative structural modeling method to its analysis and form a blended collaborative learning activity elements relational model, following by analyzing of the process of knowledge building, according to Dr. Gan Yongcheng'collaborative knowledge building of convergence andGerry Stahl' "eleven-stage" process, the writer constructs knowledge building process model. Both based on the combined activity theory and First principles of instruction, the writer construct the model of blended collaborative learning activity oriented to knowledge building from the pre-analysis, design and evaluation of learning activities for the three aspects.Finally, the study relies on Moodle learning platform, based on the model of blended collaborative learning activity oriented to knowledge building to design learning activities as "distance education thematic studies" course, including learning environment design, pre-analysis, the design and evaluation of learning activities and learning activities four aspects.and select 2013 and 2014 educational technology graduate students in Shaanxi Normal University as research subjects, according to Lewin helical loop mode, that plan-action-observation-reflection action research. In the process of action research, content analysis, research, interviews and other research methods to study the level of satisfaction and knowledge building measure,At the same time, it is corrected of the model of blended collaborative learning activity oriented to knowledge building in order to verify the validity of the model and learning activities designed operability.Two rounds of action research observed that the design of blended collaborative learning activity oriented to knowledge building can help students improve the level of satisfaction and knowledge building,particularly there are more obvious improvement after the modification of activity design to promote deep knowledge learning(knowledge building and knowledge integration), which has improved the learning outcomes of learners and reached the purpose of the study.