知识生产模式Ⅱ背景下成人虚拟学习社区的运行机制研究
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摘要
互联网技术的蓬勃发展为成人虚拟学习社区的诞生提供了可能。成人虚拟学习社区作为成人学习的重要途径之一,其运行机制存在复杂性。在知识生产模式Ⅱ的背景下,对成人虚拟学习社区构成要素、运行机制的研究以及对其运行机制有效运行的路径分析,有利于促进成人虚拟学习社区运行机制更加完善,推动成人虚拟学习社区研究的纵深发展,使成人的学习权益得到更有力的保障,为学习型社会的建构提供助力。
The booming Internet technology has made it possible for the birth of an adult virtual learning community. Adult virtual learning community is one of the important ways for adult learning, and its operation mechanism is complex. In the context of knowledge production model Ⅱ, the research on the components and operational mechanism of adult virtual learning community and the path analysis of the effective operation of its operating mechanism are conducive to promoting the more perfect operation mechanism of adult virtual learning community and promoting the study of adult virtual learning community. The deep development has enabled the adult learning rights to be more powerfully protected and to help build the learning society.
The booming Internet technology has made it possible for the birth of an adult virtual learning community. Adult virtual learning community is one of the important ways for adult learning, and its operation mechanism is complex. In the context of knowledge production model Ⅱ, the research on the components and operational mechanism of adult virtual learning community and the path analysis of the effective operation of its operating mechanism are conducive to promoting the more perfect operation mechanism of adult virtual learning community and promoting the study of adult virtual learning community. The deep development has enabled the adult learning rights to be more powerfully protected and to help build the learning society.
引文
[1]王娜娜,安宽洙.成人虚拟学习社区知识建构研究[J].中国成人教育,2017(18):8-9.
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[12]李杰,李欢,杨芳,等.基于理论视角的虚拟社区知识共享研究综述[J].情报科学,2018(5):171-176.
[13]詹娜.“网上小区”:建构、功能与运行机制探讨[J].沈阳师范大学学报(社会科学版),2008(1):23-25.
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[15]刘家良,李兴保.虚拟学习社区运行机制研究[J].软件导刊·教育技术,2017(3):61-62.
[16]张海涛,孙思阳,任亮.虚拟学术社区用户知识交流行为机理及网络拓扑结构研究[J].情报科学.2018(10):137-142,163.
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[18]王春梅,陆珂珂,程欣.知识生产模式II国内外研究综述[J].管理现代化.2017(13):122-125.
[19]刘奉越.西方成人自我导向学习理论发展的比较研究[J].现代远距离教育,2014(2):28-33.
[20]杨文武.成人网络学习共同体的生态化构建研究[J].继续教育研究,2013(10):19-21.
[21]张仙,雷兴刚.陈建社会资本视野下网络学习共同体的构建研究--以“e-Learning大讲堂”学习共同体为例[J].电化教育研究,2008(9):61-64.
[22]刘奉越.基于专业发展的成人教育管理者学习共同体研究[J].河北师范大学学报(教育科学版),2014(1):90-94.
[23]刘艳娟.浅析企业管理组织结构柔性化变革[J].职业圈,2007(23):102-103.
[24]张扬,田星亮.柔性化组织:组织变革的新模式[J].呼伦贝尔学院学报,2009,17(6):17-20.
[25]于莎,刘奉越.成人参与在线学习共同体意愿的内在影响机制--基于目标导向行为理论和自我决定理论微视角[J].现代远程教育研究,2018(5):86-94.
[2][英]迈克尔·吉本斯等.知识生产的新模式--当代社会科学与研究的新动力[M].陈洪捷等,译.北京:北京大学出版社,2006.
[3]Rheingold H.The Virtual Community:Homesteading on the Electronic Frontier[M].New York:Haper Perennial,1994.
[4]陶佳.教师交往行为与网络学习共同体构建路径--基于哈贝马斯交往行为理论视角[J].安徽师范大学学报(人文社会科学版),2018(3):151-157.
[5]齐香香,赵莎莎,张红艳.虚拟学习社区中学习共同体的建构[J].中国现代教育,2007(1):122-124.
[6]Wensley A.Book review:Working knowledge:How organizations manage what they know.Thomas H.Davenport and Laurence Prusak.[J].Knowledge&Process Management,2015(1):65-66.
[7]S.Y.Hung,H.M.Lai,Y.C.Chou.Knowledges haring intention in professional virtual communities:A comparison between posters and lurkers[J].Jounal of the Association for Information Science and Technology,2015(12):2494-2510.
[8]Lin M J J,Hung S W,Chen C J.Fostering the determinants of knowledge sharing in professional virtualcommunities[J].Computers in Human Behavior,2009(4):929-939.
[9]Sun Y,Fang Y,Lim K H.Understanding sustained participation in transactional virtual communities[J].Decision Support Systems,2012(1):12-22.
[10]Hau Y S,Kim Y G.Why would online gamers share their innovation-conducive knowledge in the online game user community?Integrating i n d i v i d u a l m o t i v a t i o n s a n d s o c i a l c a p i t a l perspectives[J].Computers in Human Behavior,2011(2):956-970.
[11]陈明红,漆贤军.社会资本视角下的学术虚拟社区知识共享研究[J].情报理论与实践,2014(9):101-105.
[12]李杰,李欢,杨芳,等.基于理论视角的虚拟社区知识共享研究综述[J].情报科学,2018(5):171-176.
[13]詹娜.“网上小区”:建构、功能与运行机制探讨[J].沈阳师范大学学报(社会科学版),2008(1):23-25.
[14]胡杜泽.浅谈如何建构高效的教育虚拟社区[J].信息与电脑,2010(3):198-200.
[15]刘家良,李兴保.虚拟学习社区运行机制研究[J].软件导刊·教育技术,2017(3):61-62.
[16]张海涛,孙思阳,任亮.虚拟学术社区用户知识交流行为机理及网络拓扑结构研究[J].情报科学.2018(10):137-142,163.
[17]高喜军.新知识生产视角下卓越工程师教育培养计划探析[J].国家教育行政学院学报,2016(12):16-20.
[18]王春梅,陆珂珂,程欣.知识生产模式II国内外研究综述[J].管理现代化.2017(13):122-125.
[19]刘奉越.西方成人自我导向学习理论发展的比较研究[J].现代远距离教育,2014(2):28-33.
[20]杨文武.成人网络学习共同体的生态化构建研究[J].继续教育研究,2013(10):19-21.
[21]张仙,雷兴刚.陈建社会资本视野下网络学习共同体的构建研究--以“e-Learning大讲堂”学习共同体为例[J].电化教育研究,2008(9):61-64.
[22]刘奉越.基于专业发展的成人教育管理者学习共同体研究[J].河北师范大学学报(教育科学版),2014(1):90-94.
[23]刘艳娟.浅析企业管理组织结构柔性化变革[J].职业圈,2007(23):102-103.
[24]张扬,田星亮.柔性化组织:组织变革的新模式[J].呼伦贝尔学院学报,2009,17(6):17-20.
[25]于莎,刘奉越.成人参与在线学习共同体意愿的内在影响机制--基于目标导向行为理论和自我决定理论微视角[J].现代远程教育研究,2018(5):86-94.
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