Design And Practice Of Reflective Writing Learning Activity Based On Human-machine Collaborative Feedback Educational Technology

Reflective writing is an important means to cultivate learners’ reflective thinking,promote learning development and improve learning quality.With the development of intelligent technology,researchers have developed intelligent systems to support the learning and automated feedback of reflective writing,but it is difficult for intelligent systems to accurately and comprehensively evaluate the quality of reflective writing.In recent years,human-machine collaborative feedback learning has become a research hotspot.Researchers begin to explore the practical effects of human-machine collaborative feedback in supporting writing learning,but few studies,guided by appropriate educational theories and combined with practical results,explore how to cooperate with feedback from humans and intelligent machines to improve the quality of learners’ reflective writing.Moreover,there is no complete evaluation index system of reflective writing to guide the quality assessment of reflective writing,which is difficult to effectively drive learners to improve their understanding of reflective writing and reflective writing ability.Therefore,three core questions are raised in this study,including:(1)How to construct the evaluation index system of reflective writing to guide the evaluation of the quality of reflective writing?(2)How to construct a framework of reflective writing learning activities based on man-machine collaborative feedback based on theory and practice to guide the practice of reflective writing learning activities?(3)Does the human-computer collaborative feedback reflective writing learning activity improve learners’ reflective writing understanding and reflective writing ability?According to the above research questions,in order to construct the evaluation index system of reflective writing,literature analysis is used to sort out the division of reflective elements and reflective levels,and the evaluation index system of reflective writing is preliminatively designed in combination with the typical Gibson reflection cycle.Secondly,based on the Delphi method,two rounds of opinion consultation were conducted on the relevant experts of reflective writing research,and the evaluation index system of reflective writing was revised and improved,forming an evaluation system composed of five reflective writing elements(related experience description,emotional expression,problem analysis,self-evaluation and harvest summary)and corresponding two levels of reflection(shallow reflection and deep reflection).On this basis,this study also uses the analytic hierarchy process to calculate the weight of each index,and constructs the evaluation index model of reflective writing to guide the study of reflective writing quality.In order to explore how to design a reflective writing learning framework based on human-machine collaborative feedback based on educational theories and reflective writing learning practices,a learning model based on human-machine collaborative feedback was designed to guide the design of a reflective writing learning framework based on human-machine collaborative feedback.Secondly,combined with literature analysis,this paper sorts out the relevant researches on intelligent feedback,manual feedback and human-machine collaborative support for writing learning,summarizes the advantages and disadvantages of intelligent feedback,teacher feedback and peer feedback,and discusses the division of subject roles in the reflective writing learning activity of human-machine collaborative feedback under the guidance of distributed cognition theory.Thirdly,this paper investigates students’ problems in reflective writing by means of questionnaires and interviews,and,guided by self-determination theory,constructs a framework of reflective writing learning activities based on man-machine collaborative feedback.Finally,this paper combined questionnaire analysis and content analysis to summarize the shortcomings and improvement suggestions of reflective writing learning activities based on intelligent feedback and manual feedback,so as to improve the framework of reflective writing learning activities based on man-machine collaborative feedback.In order to test the practical effect of the reflective writing learning activity with human-machine collaborative feedback,this study conducted a 3-week reflective writing learning practice with human-machine collaborative feedback for the students of educational technology major in Grade 2021.Combined with the results of student interviews and questionnaires,it analyzed the changes of students’ reflective writing understanding and reflective writing ability before and after the reflective writing learning activity.The content analysis method is used to analyze the students’ reflection content quantitatively.The results show that students have a better understanding of the process of reflective writing and generally realize the important role of reflective writing in the development of learning activities.Students’ reflective writing ability has also been improved to some extent,among which,the ability to describe relevant experiences and harvest summary ability has been significantly improved.This study also investigates the shortcomings of reflective writing learning activities based on human-machine collaborative feedback for teachers and students,and proposes suggestions on the functional design of reflective writing system based on human-machine collaborative feedback,so as to better support the implementation of reflective writing learning activities based on human-machine collaborative feedback.Finally,combining the practical results of three reflective writing activities,this study derived three research findings: the characteristics of artificial feedback,intelligent feedback and human-machine collaborative feedback were summarized from eight aspects of feedback timeliness,individuation,precision,comprehensiveness,teacher workload,emotional support degree,interaction degree and the degree of promoting students’ deep thinking.Compared with the reflective writing learning style with artificial feedback and the reflective writing learning style with intelligent feedback,the reflective writing learning style with human-machine collaborative feedback can expand students’ reflective dimension and improve their reflective depth.Based on the questionnaire and interview results of this study,eight strategies for improving reflective writing learning activities based on man-machine collaborative feedback are summarized.