The Influence of Learning Style and Role-play on the Group Knowledge Construction in CSCL

The level of knowledge construction is an important factor to measure the quality of collaborative learning, but whether the learning style and role-play of team members will have an impact on the level of knowledge construction in collaborative learning has not attracted wide attention. This study is based on the course "The Learning Sciences" of a Chinese university. The "interactive knowledge construction model" of Gunawardena with high reliability and validity is used to encode the cooperative learning process discourse of six groups in class, and the six groups are divided into three categories through cluster analysis. By comparing three groups with different levels of knowledge construction, it was found that the level of the group's knowledge construction was higher when the learners were divided into groups with diverse learning styles and when each member in the group had different roles. Based on this conclusion, this study puts forward corresponding suggestions for teachers to design collaborative tasks.