在线学习研究30年

本文介绍了作者对过去30年在线学习研究的研究进展。研究如何设计在线教学是将学习科学应用于教育的一个案例。在线教学设计研究有助于发展学习科学(如认知负荷理论、多媒体学习的认知理论,以及学习的元认知、动机和情感的综合),教学科学(如有研究证据的教学设计原理不断发展)和评估科学(如多侧面的迁移测试,同时辅以保持测试和自我调查报告,学习过程中的日志文件数据,以及学习认知过程中的认知神经科学测量等)。文中反复提到的观点:学习有赖于运用教学方法,而不是单凭教学媒体就能够奏效的,在线教学设计研究应该关注数字化学习环境的特性;教学实践应建立在严谨、系统的研究基础上,包括旨在确定在线教学中有效成分的增值实验;在线学习研究应确定教学技术最有效的边界条件;在线学习研究应该起到检验和发展学习理论的作用。

Thirty Years of Research on Online Learning

This paper has introduced the latest development of the author’s online learning study for the past 30 years.To study how to design online teaching is a case study of applying learning science to education.Research on online teaching design helps to develop learning science(e.g. cognitive load theory,cognitive theory of multi-media learning, and learning’s metacognition,motive and emotional synthesis),teaching science(e.g.the gradual development of teaching design principle of research evidence),and evaluation science(e.g.multi-sided migration test,as well as subsidiary maintaining test and self-investigation report,log file data during learning,and cognitive neuroscience measurement during the process of learning cognition).The viewpoints put forward repeatedly in this paper are:learning depends on applying teaching method,but doesn’t work effectively with teaching multi-media,hence,the online teaching design should focus the features of digital learning environment;teaching practice should establish on the basis of rigid and systematic researches, including value-added experiment aiming to ensure the effective elements in online teaching;the study of online learning should confirm the border conditions of effectiveness of teaching design;the learning study should play a role of test and develop learning theory.