Towards efficacy-driven online learning, a linguistic social network analysis of peer interaction

这项研究建立在教育领域的新见解基础上，这些研究利用技术的力量在教育中创建和整合定制的在线同伴互动空间，并辅之以定制的指导、提示和任务。这项研究调查了日本一所大学的外语学习者如何在定制的在线空间中相互互动，作为他们学习轨迹的一部分，他们如何利用同伴作为潜在的信息和支持来源，以及他们使用哪种语言。这项研究将谷歌课堂小组整合为可选的同伴互动空间，使用多种数据收集和分析方法，研究结果表明，日本高等教育中的学生在与同龄人在线合作以达到有效学习目的时，可以使用的策略范围广泛。谷歌课堂小组中的互动与学习者必须完成的任务密切相关，学习者介绍他们的计划，请求资源，并讨论他们使用策略的情况。此外，似乎还有自我表露和自我表达的空间。未来的研究应该集中在如何促进同龄人之间关于规划和学习收益的更深入的讨论。这个项目介绍了当前和未来在几种背景下支持学习者的做法，从正规的基于课堂的教育到自主学习环境。

This study has built on new insights in the field of education, in which studies have harnessed the power of technology to create and integrate tailored online peer interaction spaces in education, supplemented with made-to-measure instructions, prompts and tasks.This study investigated how learners of a foreign language at a Japanese university interacted with one another in a tailored online space as part of their learning trajectory, how they made use of their peers as potential sources of information and support, and what kind of language they used to do so.The study integrated Google Classroom groups as peer interaction spaces in the optional, but credit-bearing Effective Learning Modules (ELMs) and Effective Language Learning Courses (ELLCs) offered by the university.Using multiple data collection and analysis methods, the results showed the range of strategies students in Japanese higher education can use when collaborating with their peers online for effective learning purposes. The interactions in the Google Classroom groups stayed close to the tasks learners had to complete, with learners introducing their plans, asking for resources and discussing their use of strategies. In addition, there seemed to be room for self-disclosure and self-expression. Future studies should focus on how to foster more in-depth discussions between peers about both planning and learning gains.This project informs current and future practice of supporting learners in several contexts, ranging from formal, classroom-based education to self-access learning environments.