大学生在线协作式知识创新研究：实时学习分析工具的开发及应用

With the rapid development of information and communication technologies, online collaborative knowledge creation, as one of the computer-supported collaborative learning, has become an emerging teaching and learning model in China’s higher education. However, during actual learning processes, students encounter difficulties to build peer social interaction, to create high-level knowledge creation, and to sustain collaborative learning momentum. The real-time learning analytics tools – that can automatically collect, clean and analyze students’ online learning data and demonstrate students’ collaborative knowledge creation processes through visualized representations - can be used to foster students’ collaborative knowledge creation. On the one hand, students can use the information provided by the real-time learning analytics tool to understand their collaborative learning processes and adjust their collaborative learning actions accordingly; on the other hand, instructors can use the information to inform their instructional design and pedagogy development based on their understandings of students’ actual collaborative knowledge creation processes. Using the participatory design-based research method, this research will iteratively design, develop, and implement a student-facing real-time visualized representation tool (named “S-RvR”) to demonstrate students’ collaborative knowledge creation processes during online discussions. Pedagogical strategies will be iteratively designed and used to help students understand learning analytics results provided by this tool “S-RvR” during their collaborative knowledge creation processes. Next, this research will conduct empirical quasi-experiment studies to investigate whether, to what extent, and how would the use of this real-time learning analytics tool influence students’ collaborative knowledge creation in online discussions within China’s higher education contexts. This research will lead to four major research outcomes: (1) theoretical knowledge about students' collaborative knowledge creation processes during online discussions, (2) methodological advancement of using integrated learning analytics methods to better demonstrate collaborative knowledge creation processes, (3) practical development of a student-facing real-time learning analytics tool and supporting pedagogical strategies, and (4) empirical knowledge about the effectiveness of undergraduate students’ use of this tool to foster collaborative knowledge creation in higher education. Overall, this research can support student collaborative knowledge creations, cultivate knowledge creation environments, and improve innovation-drive knowledge societies.

随着信息技术的发展，计算机支持的在线协作式学习成为我国高校新兴的支持知识创新的学习模式之一。然而，学生在在线协作式知识创新过程中出现难以建立交互合作、构建知识程度较浅、且无法持续创造新知识等问题。实时学习分析工具可以自动搜集、清洗、分析学生在线协作过程中产生的数据，并将分析结果以可视化形式呈现给学生，以帮助学生理解并调整知识创新过程。本研究利用参与式基于设计的研究方法，在学习分析方法和技术手段支撑下，迭代地设计、开发和完善一款面向学生的、实时的、可视化的学习分析工具来显示学生协作式知识创新过程，同时设计辅助教学策略来支持学生利用工具反馈的信息调整协作式知识创新，最后通过准实验的实证研究将该学习分析工具及辅助教学策略应用于高校在线课堂来调查工具和策略对大学生在线协作式知识创新的影响。本研究将对在线协作式知识创新理论、学习分析方法和技术运用、学习分析工具开发、和辅助教学策略发展产生重要影响。

在线协作式知识创新——作为计算机支持的协作式学习的重要分支之一——成为我国高校新兴的促进知识创新、培养知识创新人才、及营造知识创新环境的学习模式。大学生在在线学习环境下通过与同伴建立交互合作来分享、构建并创造新知识，以共同完成高质量的协作式知识创新。然而，由于以数据驱动的、实时的、与学习过程相关的信息的缺失，学生和教师通常很难对在线协作式学习过程有整体的、清晰的、客观的掌握，从而导致他们在调整协作式知识创新行为以及设计相应的教学策略时遭遇困难。本课题在协作式知识创新理论的指导下，利用基于设计的研究方法，迭代地设计、开发和完善了一款面向学生的、实时的、可视化的学习分析工具，从社会交互、语义贡献、认知参与等维度展示学生协作式知识创新过程，同时设计了教学策略来支持学生利用工具反馈的信息提高协作式知识创新。本课题通过多轮准实验研究将学习分析工具应用于浙江大学本科生及研究生课程中，实证验证了其对学生在线协作式知识创新过程中社会交互及认知参与的正面影响，并通过迭代设计优化了学习分析工具。本课题的研究贡献主要体现在理论、方法、和实践三个方面：(1) 从理论上，进一步完善了在线协作式知识创新理论，尤其是厘清知识创新各维度之间的关系；(2) 从方法上，利用多种学习分析方法和技术手段来分析并呈现多维度的在线协作式知识创新过程；以及 (3) 从实践上，开发并完善了一款实时的、面向学生的、可视化的学习分析工具，并提出相关辅助教学策略以支持并促进学生在线协作式知识创新。