高校在线课程中的同伴互动——基于国内外研究的系统性文献综述

黄依梵¹ 许建平² 王梦倩³

（1.厦门大学 高等教育发展研究中心，福建 厦门 361005；2.厦门大学 教育研究院，福建 厦门 361005；3. 首都师范大学 教育学院，北京 100048）

【摘 要】同伴互动是决定学生在线学习有效性的重要变量，但当前高校在线课程普遍存在交互水平低、教学效果差的现象，如何提升同伴互动水平以提高教学有效性是亟待解决的重要问题。文章通过对高校在线课程中同伴互动的国内外研究进行系统性文献综述发现：首先，同伴互动的研究方法从相关分析发展到因果推断，综合运用质性研究以及量化研究中的多种方法已成为当今的主要趋势。其次，同伴互动不仅会对学生客观的学习成绩等产生影响，还会对其主观的自我效能感等产生影响。此外，同伴互动过程中的课程、教师、同伴等外部因素以及学习者的基本特征、学习投入和个体能力等内部因素均会对教学效果产生影响。未来针对高校在线课程同伴互动的实证研究应着重在数据来源、研究对象、研究方法和变量选取这四个方面进行优化，实际应用要注重从平台技术支持与教师教学策略这两个层面进行改善，以提升同伴互动水平及其教学效果。

【关键词】高校；高等教育；在线课程；同伴互动；系统性文献综述

Peer Interaction in Universitiy Online Courses: A Systematic Literature Review on Domestic and International Research

HUANG Yifan¹, XU Jianping² and WANG Mengqian³

(1.Center for Higher Education Development Research, Xiamen University, Xiamen, 361005, China; 2. Institute of Education, Xiamen University, Xiamen, 361005, China; 3. College of Education, Capital Normal University, Beijing 100048, China)

Abstract: Peer interaction is an important variable that determines students’ online learning effectiveness. However, current university online courses are generally characterized by low interaction level and poor teaching effect. Promoting peer interaction to improve learning effectiveness has become a critical issue to be solved. Through a systematic literature review of studies home and abroad on peer interaction in university online courses, it is found that: firstly, research methods of peer interaction have developed from simple correlation analysis to rigorous causal inference, and comprehensive application of qualitative and quantitative research methods has become the main trend; secondly, peer interaction not only has an objective teaching effect on individual grades, but also has an subjective teaching effect on students’ self-efficacy. In addition, external factors such as courses, teachers and peers in the process of peer interaction, as well as internal factors such as learners’ basic characteristics, learning engagement and individual abilities have an impact on teaching effect. Future empirical research on peer interaction in university online courses could focus on the optimization of data sources, research objects, research methods, and variable selection, while practical application are suggested to focus on the improvement of platform technical support and teaching strategies, so as to ultimately enhance the level of peer interaction and teaching effect.

Keywords: university; higher education; online courses; peer interaction; systematic literature review

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