| In the new era of education and teaching reform,independent learning and cooperative learning methods are advocated.Collaborative learning,as a typical group knowledge construction method,has attracted the attention of many scholars.Currently researchers pay more attention to computer-supported online collaborative learning,but no matter how intelligent the online learning system is,it cannot completely replace face-to-face collaborative learning.The influencing factors involved in the collaborative learning process cover multiple levels,but a systematic influential factor system for face-to-face collaborative learning has not yet been formed,and the research on influencing factors has mostly stayed at the level of single certainty or quantitative analysis.Therefore,it is of certain value and significance to explore the influencing factors of face-to-face collaborative learning driven by teaching process data by combining quantitative and qualitative research methods.This research first consulted the literature on collaborative learning influencing factors,refined the impact dimensions of face-to-face collaborative learning based on open questionnaire research and focus group discussions,and determined a preliminary draft of the face-to-face collaborative learning influencing factors scale,which includes learner characteristics,Teacher impact,collaborative group characteristics,course learning content,learning environment,five dimensions and multiple impact factors in each dimension.Then,the Delphi method was used to collect the expert opinion on the impact factors and the value of the degree of influence.The original index system was fine-tuned,and 18 impact factors were screened out.The collaborative learning impact factor scale framework was finalized.Finally,by using the Analytic Hierarchy Process,the influence dimension and weight value of secondary influence factors of face-to-face collaborative learning were determined,and the influence factor model of face-to-face collaborative learning was established.In the empirical research and analysis stage,the teaching process is restored using the role-behavior coding system and the IIS diagram analysis method,and the influencing factors of face-to-face collaborative learning are determined by the teaching process data such as transcribed text,information flow,and teacher-student behavior.The data shows that in collaborative learning,the three main levels of learners,teachers,and media technology have a greater impact on the learning effect of knowledge points,and the degree of influence weakens in turn.Learner participation and participation are the key factors to achieve a good collaborative process.Finally,by analyzing the problems in the process of face-to-face collaborative learning and the judgment results of influencing factors,this study proposes two more targeted optimization strategies to promote the development of face-to-face collaborative learning. |
