远程教育杂志2025，Vol.43Issue(2)：62-73,12.DOI:10.15881/j.cnki.cn33-1304/g4.2025.02.007
在线协作学习环境下学习者群体感知的发生机制研究
The Mechanism of Learner Group Awareness in Online Collaborative Learning Environments:A Qualitative Study Based on Grounded Theory
摘要
Abstract
In online collaborative learning environments,group awareness plays a critical role in shaping learner interactions and in realizing the value and significance of collaboration.However,existing research often conceptualizes group awareness as learners'general yet vague perception of peers or group characteristics,overlooking the fact that group awareness is constructed through learners'subjective experiences.Thus,the present study adopts a grounded theory approach to investigate the formation process and underlying mechanism of group awareness from the learners'perspectives.Drawing on in-depth interviews,first-hand qualitative data were collected and analyzed using bottom-up coding techniques.Through iterative analysis,the study develops a theoretical model consisting of three dynamic and interrelated phases:the emergence,development,and optimization of group awareness.The findings reveal that group awareness is inherently dynamic.Its evolution is driven by shifting cues within the collaborative learning process,constrained by perceived risks,and sustained through reflection and reconstruction.Furthermore,the study identifies five essential forms of group awareness in online collaborative learning:relational,fluid,risk-oriented,value-laden,and boundary-sensitive.Future research could further explore the integrative mechanisms of group awareness by considering learners'individual psychological characteristics,thereby offering deeper theoretical insights for understanding online collaborative learning.关键词
群体感知/在线协作学习/扎根理论/学习者/质性分析Key words
Group awareness/Computer-supported collaborative learning(CSCL)/Grounded theory/Learners/Qualitative analysis分类
社会科学引用本文复制引用
蒋佳东,郭俊杰..在线协作学习环境下学习者群体感知的发生机制研究[J].远程教育杂志,2025,43(2):62-73,12.基金项目
本文系黑龙江省哲学社会科学研究规划项目"在线学习环境下学习者的社会性交互研究"(项目编号:22EDB132)、黑龙江省教育科学"十四五"规划重点课题"视频标注环境下的协作知识建构研究与实践"(项目编号:GJB1422285)的研究成果. （项目编号:22EDB132）
