The Construction And Empirical Research Of Role Transformation Model In Online Collaborative Learning

With the continuous development of China’s educational modernization,online collaborative learning has become an important learning method.However,in the actual teaching application,there are still problems such as dull classroom atmosphere and low level of knowledge construction.At present,how educators in various fields promote teaching and learning,improve learners’ knowledge construction and build effective models under the support of the intelligent environment of information technology has become an urgent problem to be solved.This paper aims to integrate the concept of role transformation into online collaborative learning and explore the application effect of role transformation mode in university research courses in online collaborative learning.firstly,based on the literature review of online collaborative learning,this paper analyzes the current research status of online collaborative learning,analyzes the relevant concepts of online collaborative learning and role transformation,and discusses the theoretical support of constructivism learning theory,connectionism learning theory and group dynamics theory.Then,based on the concept of role transformation,a learner role portrait is constructed,and a role transformation mode in online collaborative learning is constructed,which is "no role intervention-autonomous assignment of roles within the group-assignment of roles based on learner role portrait-withdrawal of roles",and its feasibility is analyzed.Then,the quasi-experimental research method is adopted,taking the research-oriented course "Research Methods of Educational Technology" as an example,and the undergraduate students majoring in Educational Technology at H University as the research object.The role transformation mode in online collaborative learning is introduced into practical teaching,and the teaching practice of three rounds of action research is carried out,with the goal of promoting learners’ knowledge construction,and the mode is further optimized through observation and reflection in teaching implementation.Finally,the content analysis method is used to explore the effect of learners’ knowledge construction,and the questionnaire is used to explore the learning effect of online collaborative learning from the aspects of research ability,learning motivation,online collaborative learning input,etc.,to verify the effectiveness of role switching mode in online collaborative learning.The research results show that the application of role switching mode in research-based courses in online collaborative learning has a positive and positive impact on promoting learners’ knowledge construction,and learners’ research ability,learning motivation,learning input and course performance have been improved in the process of online collaborative learning,which has promoted learners’ online collaborative learning to a certain extent.This research enriches and improves the theory and practice of role transformation,constructs and optimizes the role transformation mode in online collaborative learning,provides a reference for the application of online collaborative learning teaching practice,and is conducive to promoting the deep integration of information technology and practical courses.