谈高等教育的e-学习

阐述了e-学习的理论内涵，介绍了高等教育领域e-学习的表现形式，论述了高等教育e-学习的特点，指出了e-学习对传统的高等教育的模式、教育思想与教育理念产生的冲击，是对传统教育模式的补充。     

国外e-学习的研究综述

文章从技术视角、观念视角以及变迁视角概述了国外关于e-学习的研究状况,并指出只有技术文化和观念文化的结合才是对e-学习的正确理解,多视角的结合是未来的研究方向。     

研究性学习的实践与思考

本着重介绍了研究性学习的基本内涵与教学模式，并从实践教学的角度对研究性学习的内涵、实施途径等问题进行了探讨。     

Blog群：学校教育知识管理新视角

20世纪90年代以来、以信息与通讯技术为核心的高科技以前所未有的速度，改变着人们的工作、学习、思维方式。互动的多媒体与网络技术为现在和未来的教育开创了崭新的学习、交流的环境。“博客”正是“e-”时代的产物，现在许多学校都建立了自己的教师Blog群，形成了勤奋好学的氛围，同时又有利于资源共享，互相学习。本文试从知识管理的角度谈谈Blog群在学校中的应用。     

基于技术的反思性学习环境设计

随着技术的迅猛发展和反思性学习研究的深入,技术环境下反思性学习也成为了当今一种重要的学习方式,本文从反思性学习和学习环境的相关定义角度深入分析,探讨了技术环境下反思性学习的内涵及其特征,为基于技术的反思性学习环境设计提供建议指导。     

e-学习环境下的中学历史教育初探

e-学习来自e—learning,又称数字化学习,是集网络技术、教育信息化于一身的一种教育方式和教育工具。作为一种教育方式,它包括“新的沟通机制和人与人的交互作用”;作为一种教育工具,它改变了“教师的作用和师生关系”。e-学习“通过互联网进行教育及相关服务”,有利于发展学生的批判和分析能力;具有低成本、高效率,高服务性...     

移动微型学习应用于英语词汇学习的可行性分析

移动微型学习是伴随ICT技术的迅速发展而出现的一种微型学习形式。介绍了微型学习和移动微型学习的概念与内涵,分析了英语词汇学习的重要性及其特点,从学习内容、技术支持和学习者学习风格3个角度,就移动微型学习应用于大学生英语词汇学习的可行性进行了分析。     

知识管理技术与e-Learning资源库建设研究

资源库是网络化学习的重要基础 ,是教育领域一个全新的增长点。而知识管理是目前在国际管理领域成功运作的一种科学的、高效的管理办法。把知识管理技术引入资源库建设 ,是一种尝试 ,它可以使我们高瞻远瞩 ,清晰地把握资源库建设的方方面面 ,成功建设与管理 e- L earning资源库。本文从资源库的现状出发 ,剖析和介绍了知识管理技术 ,并用知识管理技术分析 e- L earning资源库建设的几个问题 ,探讨教学资源库建设的途径与方法 ,并对资源库的发展提出了一些看法。     

数学研究性学习探微

文章从社会发展、数学学科要求及当代教育理念等角度论述了研究性学习产生的背景 ,初步探讨了研究性学习的内涵、目标及其评价 ,并以比较翔实的数学事实 ,运用认知心理学基本原理 ,介绍了数学研究性学习的基本类型     

篮球运动员无形技术的探析

文章从运动心理学的角度出发,就无形技术的内涵、组成及其在篮球运动中所起的作用进行了分析.从而提出了如何加强这方面的理论学习,并就如何培养篮球运动员的专项无形技术,提出了相应的具体方法.     

基于CONTEXT技术的网络学习上下文环境浅析

随着网络学习平台的迅速发展,它在给用户带来便利的同时也涌现出一些问题。结合用户对网络学习平台的新需求,以CONTEXT技术为基础剖析网络学习环境中用户上下文范畴,并据此提出网络学习上下文环境分析框架,为构建新型的、个性化的网络学习平台进行有益探索。     

网上教学对医学教育的影响

作者介绍了网上教学及其在医学教育中扮演的角色,概述了网上教学的关键术语、教学内容、教学效果,网上教学的实施对师资的要求,网上教学及相关技术的评估以及如何对参与网上教学的教师的学术成就加以认定等。     

Using cloud computing services in e-learning process: Benefits and challenges

During the recent years, Information and Communication Technologies (ICT) play a significant role in the field of education and e-learning has become a very popular trend of the education technology. However, with the huge growth of the number of users, data and educational resources generated, e-learning systems have become more and more expansive in terms of hardware and software resources, and many educational institutions cannot afford such ICT investments. Due to its tremendous advantages, cloud computing technology rises swiftly as a natural platform to provide support to e-learning systems. This paper focuses on the research on the application of cloud computing in e-learning. The aim of this paper is to give an overview of the current state and the impact of the use of cloud computing for e-learning. Thus, at first the paper introduces concepts of e-learning and cloud computing infrastructure with their key characteristics. The paper analyzes also challenges facing e-learning systems deployment. In follow the paper considers cloud-based e-learning solutions by focusing on the raisons of the convenience of cloud computing for e-learning. Therefore cloud computing benefits are introduced as a solution for these challenges. Finally, the paper presents some solutions of cloud computing in e-learning and describes the most common architecture adopted. Issues in implementing cloud-based e-learning systems and some potential ways to overcome them are also discussed.     

网络学习行为分析平台学习模式的设计与研究

随着信息技术的发展和人们求知欲的日益增强,网络学习平台应运而生。为了提高学习者效率、提供更为人性化的学习平台,越来越多的组织机构投入到在线学习的研究与设计当中。由此,对网络学习行为分析平台在线学习模式的设计与开发进行探讨和研究。     

E-learning technology and higher education: the impact of organizational trust

Abstract

The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.     

Do cultural differences affect users’ e-learning adoption? A meta-analysis

The great advantages of e-learning have been recognized, and efforts have been made to promote e-learning adoption. Despite valuable research achievements from technology adoption, previous studies built their models from different perspectives. In this study, to offer a comprehensive research model on e-learning adoption, we integrated these models (ie, TAM, TPB and IDT) and included culture as a moderator. Based on 45 relevant empirical research, this study conducted a meta-analysis to explore key determinants of users’ attitude and behavioral intention to adopt e-learning. Combined with traditional technology acceptance theories and innovation diffusion theory, we developed a comprehensive model and explored the moderating role of culture. The results indicate that this integrated technology acceptance model can be applied to better understand e-learning adoption. The moderator analysis shows that the influence of subjective norms and self-efficacy on users’ behavior intention is more salient in the collectivistic culture, whereas perceived usefulness is more important for online learners in an individualistic culture.     

基于数据挖掘的教师网络学习行为分析与研究

随着网络通信技术和现代学习理论的发展,网络学习已经成为人类学习和终身教育不可或缺的学习方式,也是教师专业发展学习的重要途径之一。本研究立足教师网络学习实践,在对教师网络学习行为特征、表现形式和学习过程等进行分析的基础上,引入数据挖掘技术对教师网络学习过程进行数据挖掘,设计了教师网络学习行为模型,最后对教师网络学习行为进行案例分析。     

技术思想对E-Learning应用模式的影响

e-Learning是当代信息技术支持下的一种新型学习形式。信息技术如何影响并支持教育活动?如何通过技术来提高学习者知识获得的成本效益?以及如何降低信息技术的接入门槛,并提高学习者的有效适应等问题都是e-Learning发展中必须考虑的问题。本文主要以当前正在发展和应用中的几项网络技术为例,试图简要剖析一下技术思想对e-Learning应用模式所产生的影响作用等。     

Designing a Responsive e-Learning Infrastructure: Systemic Change in Higher Education

As university administrators respond to increasing demands of the educational market to offer greater opportunities for online learning, their capacity to create an economically stable, sustainable, yet rich teaching and learning environment deserves immediate and continued attention. A university-wide study involving 130 participants examined the e-learning perceptions and needs of faculty, students, and staff as part of a needs assessment of the e-learning unit. Results suggest that faculty recognize the importance of e-learning, that students covet it for its convenience, and that real-time technology support was the top priority. Both the school and university resources, however, are not well aligned to meet these needs and remain largely separate and unintegrated. Implications suggest a need to increase the overall ease of use for the adoption of e-learning as a new technology for teaching and learning of both faculty and students and more closely aligned department and university resources.     

Building on solid foundations: establishing criteria for e-learning development

In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials ‘on the Web’. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student–faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed.