Research On The Analysis Of Learners’ Characteristics In Connectivist Learning Context

The rapid development of information technology in the network age puts forward higher requirements for human ability.As a future oriented learning theory,Connectivism explains learners’ ability.However,its understanding of learners’ ability only stays at the theoretical level,lacking of practical analysis and research.This research will help to enrich and improve the current theoretical understanding,and also lay the foundation for further design and improvement of teaching practice and optimization of learners’ ability training process.Based on the above background,this research puts forward a core research question: "In a connectivist learning context,what are the characteristics of connectivist learners who adapt to this context?" The core problem is divided into the following three aspects:(1)Theory Level: What are the characteristics of connectivist learners?(2)Methodological level: What method should be adopted to analyze the characteristics of learners in the context of connectivist learning?(3)Practical level: What are the characteristics of connectivist learners in a real learning situation? Among them,at the third practical level,this research further divides it into two sub-questions:(1)What are the basic behavioral characteristics of connectivist learners? That is,behind the interaction of learners,what general basic characteristics do the learners originally have,and what explicit behavior characteristics do these learners exhibit during the interaction?(2)In the process of continuous interaction,what kind of deep-seated characteristics do connectivist learners show? Among them,what aspects are implicit features involved,and what are the general commonalities and individual differences? As the interaction continues,how has the learner’s implicit characteristics evolved?Based on the above research questions,this research carried out study around the following five stages under the guidance of the theories of "Connectivist Learning Behavior Analysis Method System","Cognitive Framework Theory",and " Connectivist Interaction and Engagement Framework(CIE model)" :1.Stage one: literature research.This research conducts literature research and sorting from five aspects,among which(1)by combing and summarizing "the framework of learners’ ability and literacy development at home and abroad in the 21 st century" and "the basic viewpoints and the ability requirements of Connectivism ",this study finally sorts out the framework of learners’ ability requirements for future social development and connectivist learning.It lays the foundation for the second stage and the subsequent development of coding framework;(2)by combing the "specific practice of connectivist learning at home and abroad",and finally taking cMOOC as the research context,combined with the distributed characteristics of this kind of courses,it is determined that the development of cross platform data association rules is an important prerequisite for data analysis;(3)through the investigation of "learner characteristics analysis method",the analysis perspective and main methods of this study are further clarified.2.Stage two: combing and summarizing the characteristics of connectivist learners at the theoretical level.In this stage,based on the literature review of stage one,the characteristics that should be provided by connectivist learners at the theoretical level are finally summarized in order to respond to the first research question.3.Stage three: selection of learner characteristics analysis methods and development of coding framework.This research aims to analyze the basic behavioral characteristics and deep-level implicit characteristics of connectivist learners,the latter of which is the focus of this research.Therefore,based on the guidance of the “Connectivist Learning Behavior Analysis Method System”,this research uses networking,content and process as the analysis-oriented dimensions,and centering on the dual analysis perspectives of collective and individual,finally identifies the "complex ability and thinking characters","subject importance and role in social interaction network "," interaction level depth and ability of thinking depth characteristics” for implicit characteristic analysis of the three key.Finally,different analysis methods are applied based on different analysis dimensions.Specifically,(1)In the aspect of network orientation,this study uses epistemic network analysis to explore learners’ abilities and thinking characteristics,and analyze the importance and role of learners’ subjects in the interaction process based on social network analysis;(2)In terms of content orientation,under the guidance of CIE model,this study uses content analysis to analyze the level of learners’ interaction hierarchy and depth of competence;(3)In the aspect of process orientation,this study relates the findings of network orientation and content orientation,and explores the dynamic evolution law of learners’ complex network characteristics and ability depth with the deepening of interaction.Among them,epistemic network analysis is an important analysis method in this study,the formation of a clear and effective epistemic coding framework is an important prerequisite for this method.From both theoretical and data perspectives,this study is not only based on the Cognitive Framework Theory and the capability framework of connectivist learners extracted and summarized in the previous stage,but also goes deep into specific practical context.The first domestic cMOOC course "Internet+ Education: Dialogue between Theory and Practice " is used as the research context.14 connectivist learners are selected as the analysis objects.Through cross-platform correlation and data sorting,three consecutive rounds of expert guidance and concrete evidence-based,the SKIVE model framework suitable for epistemic network analysis in the context of connectivist learning is finally developed.In addition,content analysis and data statistical analysis are also used to support the analysis of basic behavioral characteristics of learners.The methods selected above and the coding framework developed in this stage respond to the second research question.4.Stage four: comprehensive analysis of connectivist learner characteristics based on learner behavior data in the cMOOC.On the basis of the above,this stage analyzes the basic behavior characteristics and deep implicit characteristics of these learners,specifically involving(1)Basic behavior characteristics;(2)Complex ability and thinking characteristics based on epistemic network analysis;(3)Subject importance and role characteristics based on social network analysis;(4)Analysis of interaction level and depth of abilities based on content analysis;(5)Analysis of the development law of learners’ implicit characteristics.The findings of this stage respond to the third research question.5.Stage five: results and conclusions.In this stage,the analysis results of stage 4 are further summarized,and two conclusions and results are finally drawn:(1)This research finally developed SKIVE framework for this context for the first time.Among them,“S”points to the ability requirements for learners in connectivist learning,“K” points to learners’ basic knowledge and creative knowledge,“I” points to the learners’ own social identity attributes and background,“V” points to the values held by connectivist learners,“E” points to learners’ meta-cognition of the characteristics of self-speaking and deeds and perception of the situation;(2)This research is based on the solid basic characteristics and complex abilities and thinking characteristics displayed by the learners,as well as the dynamic evolution of multiple characteristics with the deepening of the interaction,and finally builds the characteristic hierarchy of the connectivist learner pedigree.According to the ability and depth of thinking,learner characteristics are divided into three layers,followed by basic characteristic layer,core characteristic layer and key characteristic layer.(1)Among them,the basic characteristic layer serves as the basic premise of the other two layers and points to prerequisite ability and cognitive foundation for participants,including “social media and tool application ability”,“basic domain knowledge”,“autonomy”,“open,inclusive,and willing to share learning attitudes and concepts” and “connection ability”(Interpersonal connection,information connection)";(2)The core feature layer points to the core ability and thinking characteristics that support learners to carry out in-depth interaction,including the three aspects of "core ability","knowledge" and "identity attributes"."Core ability" includes "time management ability","acceptance of uncertainty","resource aggregation and sharing ability","pattern recognition ability","critical thinking","reflection ability",and "decision-making ability","complex problem-solving ability" and "innovative ability"."Knowledge characteristics" are expressed in the three aspects of "multiple perspectives and breadth of thinking","professional depth" and "system integration"."Identity attributes" involve two aspects: "rapid establishment of social network relationships" and "early realization of identity transformation in the learning community";(3)The key feature layer points to learners’ identification with the concepts and values of connectivist learning,involving learners’ "values" and "epistemology" characteristics.Cognitive depth is much higher than the other two layers.It affects the learner’s overall interaction mode and depth.It does not connect with the specific interaction mode.Instead,as the concept recognition layer,it affects the learner’s operation,pathfinding,sensemaking and innovation.The three types of characteristic layers are progressive and interrelated.The lower layer is the foundation of the higher layer,and the higher layer is the development goal of the lower layer,and it also reflects the ability and thinking foundation of the lower layer.In addition,this research also divides learners into six categories of “innovative connectivist learners”,“comprehensive connectivist learners”,“reflective connectivist learners”,“sharing connectivist learners”,"path-finding connectivist learners" and " participatory learners"based on differences in individual characteristics.Based on the research results and findings,this research puts forward the following two thoughts and suggestions for the "design of learning activities" and "improvement and perfection of learning evaluation" :(1)Based on learners’ diversification and deep differences,design learning activities with the characteristics of diversification,individualization,guidance and extensibility to promote the development of learners’ abilities;(2)Expand learning evaluation indicators,comprehensively consider learners’ explicit behavior and thinking ability,and carry out comprehensive and adaptive learning evaluation.The innovations of this research are mainly reflected in the following two aspects:(1)Developing a epistemic coding framework for the analysis of learner characteristics in this connectivist learning context to provide framework support for more relevant analysis and research;(2)Constructing and forming a hierarchical pedigree of learners in a connectivist learning context,which lays a foundation for designing and developing corresponding cMOOC courses,expanding learning evaluation indexes and improving learning evaluation methods,and even reconstructing traditional teaching theory and curriculum theory based on this,so as to build a curriculum training system in line with national conditions.