高校生物学精品课程网上资源分析

本文采用内容分析、访谈与问卷调查法,以17门国家生物学精品课程为研究对象,调查、分析了我国生物学精品课程网上资源服务于高校生物学教学的现状特点及存在的问题。在基于现状分析的基础上,我们对进一步开发和应用生物学精品课程网上资源提出了建议,以更好地满足师生的教学需求。     

建立健全精品课程网上资源复评体系

各级精品课程建设工程自2003年实施以来,取得显著的成效.但精品课程的持续建设及应用状况并不理想,为保证精品课程网上教学资源的建设质量及应用效果,建议进一步加强精品课程过程监督,建立健全精品课程网上资源复评体系,并考虑由教育评估中介机构组织,复评结果与分期的经费划拨相结合.     

国家精品课程网上资源教学设计与开发的内容分析研究

本文从教育技术学视角依槲教学系统设计和开发理论,运用内容分析方法从教学维度、礼会维度、技术维度三个方面对2003-2006年124门国家精品课程网上资源的教学设计与开发现状进行分析,以期了解其设计与开发的优势与不足,为构建特色卡古品课程设计、开发模型等研究以及精品课程的建设、评价、共享、推广和应用奠定基础.     

精品课程资源共享应用现状、问题及对策

1990年代以来,以MIT的开放课件（OCW）运动为代表,开放共享教育资源、推动教育公平已经成为一种世界潮流。精品课程建设项目是我国开放教育资源的重要举措。但是在精品课程项目建设过程中,资源共享应用存在障碍,比如,资源获取困难、更新不及时、交互性差以及资源平台缺乏统一的技术规范。破除障碍的措施包括建立精品课程的进入与退出机制、建立和完善精品课程网上资源的知识产权保护机制和授权机制、建立精品课程资源中心、建立网上资源更新机制、加强精品课程项目的推广和应用。     

《微观经济学》精品课程建设状况研究——基于国家精品课程资源网的调查分析

在国家精品课程资源网上《微观经济学》课程体系已基本建立,本文以全部95门课程为样本,从网站共享情况和精品课程建设内容两方面进行调查和分析,梳理存在的问题及原因,并探讨进一步完善精品课程建设的对策建议,以期为提高国家精品课程的影响力和示范性提供参考。     

《微观经济学》精品课程建设状况研究——基于国家精品课程资源网的调查分析

在国家精品课程资源网上《微观经济学》课程体系已基本建立,本文以全部95门课程为样本,从网站共享情况和精品课程建设内容两方面进行调查和分析,梳理存在的问题及原因,并探讨进一步完善精品课程建设的对策建议,以期为提高国家精品课程的影响力和示范性提供参考。     

精品课程网站建设中若干难点解析

精品课程网站中的资源相当丰富,文档类型繁多,但主要以视频资源、Word文档、PPT课件为主,其网上呈现的情况可反映出课程的整体质量与网站开发的水平.文章就精品课程网站建设中常见教学资源进行了讨论,对其相关疑难问题进行了解析并提供了方法和策略,对于精品课程网站建设具有一定参考价值.     

美国开放课程资源与我国国家精品课程网上资源无障碍评估比较

自联合国科教文组织发起开放资源教育运动以来,世界上一些国家的开放教育资源建设得到了蓬勃发展。借助bobby检测工具对国外具有代表性的美国开放课程资源和我国国家精品课程网上资源进行了无障碍评估比较,期望得到一些有价值的启示,从而对提升我国国家精品课程网上资源的无障碍水平提出了有关建议。     

专业教学资源聚焦个性化管理

共享型专业教学资源与应用平台集资源管理、资源评价、资源应用等功能为一体,充分利用资源进行精品课程开发与评审、网络课程制作和基于题库的作业管理、考试管理等,方便师生积极展开网上自主学习,构建具有本校特色的数字化学习中心。     

资源建设是精品课程发挥作用的根本

建设精品课程是提高高等教育质量、促进优质教育资源共享的重要举措。本文分析了当前精品课程在资源建设等方面存在的一些问题,并提出了解决这些问题的方法。目前,在全国精品课程网站上,以全程授课录像为代表的网上资源稀少,是制约发挥精品课程效用的瓶颈,作者结合精品课程建设实践,介绍一种利用现代教育技术高效、便捷地采集流媒体格式精品课程录像资料并可以在线访问的方法。     

“数字化微型气象站”在我国台湾地区的应用研究进展——中小学校园数字化学习新平台的趋势

数字化微型气象站是气象数据采集系统。通过整理分析电子文献,研究我国台湾地区数字化微型气象站的应用研究进展,包括校园气象台、校园气象网的概况以及开展的相关教学与探究式学习活动。希望能为我国内地数字化学习平台的建设提供有益的参考与借鉴。     

E-learning in Chinese higher education: the view from inside

Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the ‘centrality of the lecture’, ‘online cooperative learning’, ‘network learning’, ‘student learning’, ‘lecture plus online work’, ‘infrastructure and access’ and ‘professional development’. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their ‘e’ practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong.     

Data for free: Using LMS activity logs to measure community in online courses

In the study of online learning community, many investigators have turned attention to automatically logged web data. This study aims to further this work by seeking to determine whether logs of student activity within online graduate level courses related to student perceptions of course community. Researchers utilized the data logging features of the Moodle learning management system and the Classroom Sense of Community Index. Results reveal that cumulative course data logs are predictive of both a student's sense of connectedness and student community. This study adds to a foundation for a non-invasive assessment of affective variables in online learning environments, and suggests a simple method for providing e-learning instructors with real-time feedback for fostering online community.     

基于Web数据挖掘的个性化e-learning解决方案推荐系统研究

本文对国内外e-learning个性化推荐系统的现状进行了分析,建立了一种综合性的个性化e-learning解决方案推荐系统,解决了目前e-learning解决方案推荐系统中学习者兼容性、资源充足性、智能挖掘性、推荐整合性这四大挑战。并主要从技术上对个性化e-learning解决方案推荐系统进行构建,重点对Web数据挖掘算法设计、挖掘引擎设计、系统功能模型、数据库设计、推荐界面进行探讨。     

The Accessibility and Usability of College Websites: Is your Website Presenting Barriers to Potential Students?

Thirty community college websites were evaluated for compliance with federal web accessibility standards found in Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d). Two typical sites were tested for usability by individuals with visual impairments, individuals with reading-related learning disabilities (LD), and a control group of individuals without disabilities. Ten additional sites were selected for Simulated Target Group usability testing. Testing revealed that less than 1% of pages evaluated met Section 508 web accessibility standards. Over half of the users found the online admissions application process frustrating, and less than a third of all users could complete the online application without assistance. The Simulated Target Group usability testing encountered similar usability issues across the additional 10 community college websites examined. All four evaluation techniques found that community college websites fared poorly in both accessibility and usability. However, many of the issues could be addressed without significant effort.     

Usage patterns discovery from a web log in an Indian e-learning site: A case study

An important research area in education and technology is how the learners use e-learning. By exploring the various factors and relationships between them, we can get an insight into the learners’ behaviors for delivering tailored e-content required by them. Although many tools exist to record detailed navigational activities, they don’t explore the learners’ usage patterns for an adaptive e-learning site. The previous web log data analyses, done so far, have been very limited in their scope as they lack detailed empirical results on the learning technology usage. This paper discusses the detailed results of a case study of web data mining in a specific e-learning application. The main objective of this study is to conduct research on usability and effectiveness of the e-content by analyzing the web log. For this, a suitable data set was retrieved from raw web log records, to which various web mining & statistical techniques could be applied. We have evaluated different features of e-content that can lead to better learning outcomes for the learners, by understanding their navigational behaviors, their interaction with system and their area of interest. We found, for example, what sequence of topics were the most liked and the least liked by the learners; we also found that these patterns, lead us to hypothesize, the correlation and regression analysis between the average time, test score and total attempts.     

Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous ‘task-based’ online group discussion. The purpose of the study is to understand Chinese students’ perceptions of a collaborative e-learning environment and the factors that affect their online performance and academic achievement. The results of the study indicate that the students had less positive perceptions of the e-learning environment as compared to their perceptions of a more conventional environment. However, the students reported to a higher level of preferences of peer learning, critical thinking, and problem-based learning (PBL) after one semester e-learning experience. In addition, we examined variables that might have affected students’ performance in e-learning environments. The results show that students with higher motivational orientations perform better in the online group discussions.     

Isolation and distinctiveness in the design of e-learning systems influence user preferences

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.     

国外网站易访问性研究综述

网站易访问性是残疾人群和老年人群通过互联网(Internet)获取信息和进行学习的必要条件,在国际上网站易访问性的研究已经成为网站设计、开发、评价和维护的热点。本文介绍网站易访问性的相关概念和国外网站易访问性的相关法律、易访问性设计、评价标准,以期在我国网站设计和开发中引起重视。     

An interactive e-learning system for improving web programming skills

This paper introduces an interactive e-learning system that provides an integrated environment for web programming. The proposed system is web-based. It provides an online editor for writing, editing, updating, and executing programming code, so the learners can execute examples and practical exercises online. In addition, it provides auto complete and syntax highlighting in editing code, which could help learners to remember the syntax more easily. The proposed system provides communication and interactive tools including Chat-Room, E-Mail, and Discussion Board (Forum) among learners and instructors. Moreover, it provides the instructors with an online exam system. It monitors, collects and keeps information about learners’ performance and activities. Therefore, instructors can use the recorded information to keep tracking of the learner’s progress. The system is based on the common three-tier-architecture of web-based applications that is organized into presentation tier, logic tier, and data tier.