The Generation Mechanism of Learning Experience in Graduate Course Learning Communities

Enhancing the learning experience of graduate students in course learning communities is conducive to improving the quality of graduate courses. This study takes the graduate course "Qualitative Research" taught by Teacher L at School B as the research field. By using in-depth interviews and observation methods to delve into the learning context of the course learning community, the study, through the path of grounded theory, extracts seven influencing factors of graduate students' learning experience in the course learning community and constructs the generation mechanism of learning experience in the course learning community. There is a bidirectional interaction between the internal cognitive and attitudinal factors of individuals and the external course environment in the course learning community, which in turn affects the explicit action strategies of individuals or groups. The generation mechanism of learning experience in the course learning community is the transformation from individual to group cognition and attitude (knowledge) and behavioral strategies (action) under the influence of the course environment. Based on the two dimensions of group cognition and attitude (knowledge) and group action strategies (action), the course learning community is divided into four action types: knowledge and action both in harmony, knowledge in harmony but action not, action in harmony but knowledge not, and neither knowledge nor action in harmony, corresponding to high, medium, and low levels of learning experience. Through environmental improvement, individual adjustment, and group interaction, the learning experience of graduate students in the course learning community can be enhanced.