公关代理:新闻媒介经营新路径

经历了财政全额、差额支付之后,新闻媒介便真正进入“市场经济”的自负盈亏时代。然而新闻媒介往往命系广告,很少开辟其他的经济通路,从而导致各种资源的极大浪费。本文通过对媒介公关代理的优势分析,为新闻媒介设计了一条新的生财之道。     

利用计算机技术与网络资源辅助英语学习

丰富的网上英语资源和先进的网络技术,为学习者搭建了一个广阔的英语学习平台。鼓励学生充分利用网络资源开展网络学习活动,一方面能弥补课堂教学形式和教学内容的缺憾和不足：另一方面能激发学生的学习主动性,从而提高学生的英语学习技能。     

Interaction and cognition in asynchronous computer conferencing

This paper is based on a multiple-case study of the learning process in three asynchronous computer conferences. The conferences were part of the distance learning component in doctoral degree courses in computing technology in education offered at an American university. The conferences were analyzed from a number of perspectives, the emphasis in this paper being on the dimensions of interaction and cognition. Although similar interaction patterns were identified in the three conferences, each conference also showed distinctive patterns, which were related to factors such as instructor moderation, structuring of the instructional task and the emergence of student moderation of the discussion in specific threads. Three models were used to evaluate cognition: Bloom's Taxonomy (Bloom, Engelhart, Furst, Hill, & Krathwohl, Handbook 1, Cognitive Domain, Longman, London, 1956), the SOLO Taxonomy (Biggs & Collis, Evaluating the Quality of Learning: The SOLO Taxonomy, Academic Press, New York, 1982) and the Practical Inquiry Model of Cognitive Presence (Garrison, Anderson & Archer, The American Journal of Distance Education 15(1)7, 2001). Correspondences were found among the three models and all three conferences were characterized by higher-order thinking. When higher-order thinking was defined in terms of the distributed cognition occurring during practical inquiry, the advanced phases of cognition were found to be related to synergistic interaction in the conference threads. The findings serve to define the knowledge-building processes occurring in asynchronous computer conferencing. They also lend support to views of learning as dialogical and to social constructivist approaches to learning and teaching.     

Computer Technology,Science Education,and Students with Learning Disabilities

The ways computer technology could be used to teach science to students with learning disabilities (LD) are explored. Science is for all students and that includes students with LD. Learning science has both cognitive and affective implications for students with LD. In this context, computer technology provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery; developing expert tutors; anchoring instruction; integrating science with other subjects; reducing cognitive load on working memory; and motivating students to stay on task. These applications are discussed with implications for teaching science to students with LD.     

Inquiry-Learning with WebLab: Undergraduate Attitudes and Experiences

The Microelectronics WebLab at MIT allows students to do actual (not simulated) laboratory research on state-of-the art equipment through the Internet. This study assesses the use of WebLab in a junior-level course on microelectronic devices and circuits in 2004–05 and 2005–06. In quantitative surveys and qualitative interviews, students and faculty reported that WebLab was effective as an instrument of learning, and grew more so with refinements of the program. WebLab allowed undergraduates to learn at their own pace and on their own schedules. It enabled them to use different processes of learning (intuitive, visual, abstract), and it gave them an opportunity to link individual and collaborative effort in creative combinations. Online laboratories on this model have broad applications in the experimental sciences and in other research-oriented disciplines.     

The relationship between student engagement with online content and achievement in a blended learning anatomy course

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.     

Replacing lectures with multimedia CBL: Student attitudes and reactions

The lectures for two modules which together comprise an introductory course on textiles and textile manufacturing comprising some 70 hours of lectures were replaced by computer-based multimedia learning material requiring a similar amount of study time. In a student project the reactions and attitudes of students to taking the computer-based course were elicited through two questionnaires. The results of the student project indicated that the data was worthy of further study, in particular, the responses to the second questionnaire. In this paper these data are analysed in detail. The attitudes and reactions of the students are linked to features of the material and its use, and to possible more general attitudes of the students. Consideration is given to the study behaviour of the students and ways in which the courseware might be improved are proposed.     

Transition partnerships: the views of education professionals and staff in support services for young people with learning disabilities

Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency.     

Virtual connections,personal resources,loneliness, and academic self-efficacy among college students with and without LD

The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness and ASE. The sample consisted of 178 female students from the special education programme in a teachers’ college, divided into two subgroups: 59 students with LD and 119 students without LD. The following questionnaires were used: the loneliness scale; ASE; Internet and smartphone activities; hope, optimism and SOC. As expected, students with LD reported higher levels of loneliness and lower levels of ASE. Multiple hierarchical regression analyses showed that the use of the Internet for avoidance coping was a significant predictor for the loneliness and ASE. Results of the mediation analysis further demonstrated that LD was positively associated with online avoidance coping. However, hopeful thinking had a significant mediation effect between LD and online avoidance coping. Students with LD who have hopeful thinking were less engaged in avoidance coping than their peers, focusing attention on the importance of hope as a mediation factor.     

A retrospective look at replacing face‐to‐face embryology instruction with online lectures in a human anatomy course

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face‐to‐face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face‐to‐face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face‐to‐face in 2007 and by online videos in 2008–2009, while a second instructor provided the supplemental face‐to‐face classes in 2008–2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face‐to‐face embryology instruction versus the hybrid approach. Comparison of the face‐to‐face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end‐of‐course survey to assess their opinions. They rated the two forms of delivery similarly on a six‐point Likert scale and reported that face‐to‐face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well‐designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234–241. © 2013 American Association of Anatomists.