Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions
Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions
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通过在线讨论分析在线行为、角色和学习社区
DOI：
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发表时间：
2010
期刊：
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通讯作者：
Y. Yeh
中科院分区：
文献类型：
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作者：
Y. Yeh
在线学习社区是分享和创造知识的重要手段。在线行为和在线角色可以揭示在线学习社区的功能。然而，没有研究阐明在线行为、在线角色和在线学习社区之间的关系。在本研究中，32名职前教师参加了为期18周的教学计划。对网上小组讨论的分析显示：(a)在13种确定的网上行为中，最常见的是营造积极的氛围，为小组作业提供意见，以及提醒与作业相关的工作；(b)在一个群体中确定的八种网络角色中，最常见的角色是信息提供者、意见提供者和麻烦制造者；(c)确定了四个基于“协作”和“参与”的在线学习社区。这些在线学习社区的演变反映了在线行为、角色和学习社区之间的相互关系。关键词行为，学习社区，职前教师，在线讨论，角色
Online learning communities are an important means of sharing and creating knowledge. Online behaviors and online roles can reveal how online learning communities function. However, no study has elucidated the relationships among online behaviors, online roles, and online learning communities. In this study, 32 preservice teachers participated in an 18-week instruction program. Analyses of online group discussions revealed the following: (a) of thirteen identified online behaviors, the most common were constructing a positive atmosphere, providing opinions for group assignments, and providing reminders of assignment-related work; (b) of eight online roles identified within a group, the most common roles were information providers, opinion providers, and troublemakers; (c) four online learning communities based on “collaboration” and “participation” were identified. The evolution of these online learning communities indicates the interrelationships among online behaviors, roles, and learning communities. Keyword Behavior, Learning community, Preservice teacher, Online discussion, Roles