基于互联网的STEM高等教育数字非正式学习档案：对在线同伴建议社区的计算扎根理论研究
Internet-Mediated Digital Informal Learning Portfolios in STEM Higher Education: A Computational Grounded Theory Study of Online Peer Advice Communities
AI总结：
研究探讨STEM学生如何通过互联网媒介的同伴建议和平台使用构建数字非正式学习档案，发现三大档案类型及在线社区作为分布式非正式课程的作用。
摘要：
互联网技术扩大了高等教育学生获取学习资源、同伴指导和技能发展机会的渠道，但学生如何将这些分散的在线资源整合为连贯的学习路径仍不明确。本研究通过分析3,607个在线学生社区的同伴建议帖子，结合社会认知职业理论（SCCT）和非正式学习框架，采用计算扎根理论（CGT）方法，发现职业路径（69.6%）和职业定向（59.7%）是主要组织维度，形成三个数字非正式学习档案：研究生学习档案、行业就业档案和公共部门档案。在线同伴社区本身作为分布式非正式课程，集体产生和传递关于学习内容、学习时机及优先资源的指导。这些发现将SCCT扩展到互联网媒介的数字非正式学习领域，引入了职业前置作为早期学习重组模式。研究结果对高等教育机构学习支持、互联网赋能学习的认可以及数字指导基础设施的设计具有启示意义。
英文摘要：
Internet technologies have expanded higher education students' access to learning resources, peer guidance, and skill-development opportunities beyond formal curricula. Yet the ways students assemble these distributed online resources into coherent learning pathways remain insufficiently understood. This study examines how STEM students construct digital informal learning portfolios through internet-mediated peer advice and platform use. Drawing on Social Cognitive Career Theory (SCCT) and informal learning frameworks, we analyze 3,607 peer advice posts from a large online student community using Computational Grounded Theory (CGT). Results show that career pathway (69.6% of coded documents) and career orientation (59.7%) are the dominant organizing dimensions, yielding three distinct digital informal learning portfolios: a graduate-study portfolio centered on competition training, mathematical foundations, and staged preparation; an industry-employment portfolio centered on self-directed skill building, online platform learning, and strategically timed internships; and a public-sector portfolio characterized by dual-track hedging across graduate study, enterprise employment, and public-sector preparation pathways. The online peer community itself functions as a distributed informal curriculum, collectively producing and transmitting pathway-specific guidance about what to learn, when to learn it, and which internet resources to prioritize. These findings extend SCCT into the domain of internet-mediated digital informal learning and introduce career front-loading as a pattern of early learning reorganization. Implications are discussed for institutional learning support, recognition of internet-enabled learning, and the design of digital guidance infrastructures in higher education.
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