Keyword: online learning

ABSTRACT: Online collaborative conversation is one of the crucial approaches to promote students’ collaborative skills and cognitive development. Students’ social roles in collaborative learning have a key impact on the process of collaborative learning activities and the
development of students’ cognition. What are the differences in the cognitive structures and processes between rotated-role and fixedrole in students’ groups? This paper explored this question by empirical research. The results of epistemic network analysis showed that the rotated-role groups had more high-level cognition and more complex cognitive structure, while the fixed-role groups had more management activities. In the rotated-role groups, the leaders can better mobilize the atmosphere, organize, and coordinate the cognitive processes of the team, to contribute more to the collaborative conversations. The cognitive depth and efficiency of fixed-role groups significantly decreased over time. These imply that in online collaborative conversation activities, role-rotation can be used to promote higher-order cognitive development, and fixed role can be used to improve management efficiency. Teachers should encourage team leaders to take on more cognitive activity organization and coordination tasks in online collaborative conversation activities. In the later stages of online collaborative conversation activities, teachers should strengthen intervention and support for fixed social role groups.

ABSTRACT: In the context of the COVID-19 epidemic, it has become a new trend for people to use online learning communities for learning and communication. Previous studies had shown that trust was one of the important factors affecting knowledge sharing behavior in the online learning communities. However, related studies had not analyzed its mechanism from the micro level. Based on the knowledge sharing gain coefficient and multi-angle trust degree of the online learning communities, this paper constructed the corresponding public goods evolution game model and constructed the Holme–Kim theoretical network model according to the structural characteristics of the community user interaction network. The simulation experiment was carried out by using Matlab to analyze the influence of group trust value and individual trust value on group sharing behavior. From the micro level, this paper analyzed the evolution law of knowledge sharing behavior in the network under the influence of trust. The results showed that the degree of trust knowledge sharing played an important role in improving the behavior of group knowledge sharing. This study provided theoretical guidance for improving the level of knowledge sharing in the e-learning community and creating a good learning atmosphere.