摘要
本研究采用元分析方法,梳理分析近十年国内外学习共同体对学习效果影响的35项实验和准实验研究。结果表明:1)学习共同体对学习效果的整体平均效应值经调整后为0.352;2)学习共同体对认知及非认知学习效果均有中等程度的正向促进作用,其中对非认知层面的整体作用效果优于认知层面;3)学习共同体对学习效果的作用受调节变量的影响,学习模式、测量工具、测量方式对学习效果的调节作用组间差异显著;4)控制程度、共同体容量、教学周期、学段、课程类型、学习者类型对学习效果的调节作用组间差异不显著。最后,本研究结合元分析结果,为学习共同体的有效设计和实施提出建议。
This meta-analysis study examined the impact of learning communities on learning outcomes based on 35 experimental or quasi-experimental studies both domestically and internationally.The results show that:1)the comprehensive effect value of learning communities on learning outcomes is 0.352;2)on the whole,learning communities have a medium positive effect on both cognitive and non-cognitive learning outcomes,and the effect value is statistically significantly stronger on non-cognitive outcomes compared to cognitive outcomes;3)there is no significant difference between the degree of control,community size,duration,educational level,type of courses,and type of learners;4)the effect is significantly moderated by learning mode,followed by the type of measurement tools and the way of measure.Finally,a complete discussion on the strategies of effective design and implementation of learning communities is given.
作者
余淑珍
张宝辉
YU Shuzhen;ANDROSOV Alexey;ZHANG Baohui(School of Education,Shaanxi Normal University,Xi’an 710062,China)
出处
《开放教育研究》
CSSCI
北大核心
2021年第5期81-90,共10页
Open Education Research
基金
2021年度陕西师范大学校级课堂教学模式创新研究项目“学习者作为课程的共同创造者理念应用实践——师范生培养的体验式教学设计研究”(21KT-JG29)。
关键词
学习共同体
学习社区
学习成效
元分析
learning community
community of practice
learning outcomes
meta-analysis
