Building Active Online Interaction via a Collaborative Learning Community

Abstract

Online interaction creates a desirable learning situation. Transferring traditional instruction to an online environment usually does not generate effective interaction for learning. This paper discusses theories and practices for an interactive collaborative learning community in an online environment. Three theoretical constructs-interactivity, social context, and technologiesare discussed to provide a theoretical foundation. Effective online interactive strategies and activities, communications, online discussions, technology selections, peer evaluations, team moderations, team projects/presentations, and online learning specialists are recommended to maximize online learning interaction.     

网络新闻传播中Flash幻灯的传播优势

随着人们生活节奏的加快、社会资讯的极大丰富、传播技术的逐渐成熟,快捷有效地传递信息成为重要的时代特征。在网络新闻媒体中,Flash幻灯手段的运用越来越成为网络新闻传播的趋势。Flash幻灯是网络新闻传播中一种特有的新闻图像传播方式,具有自身独特的优势。     

异步在线交流中促进学生批判性思维的提问模型构建

文章基于对Paul批判性思维模型及其在线学习模型的改进,构建了一个用于异步在线交流的提问交互模型,以促进网络社区中学习者批判性思维的发展。该模型在批判性思维教学方面的有效性已经得到初步证实。     

The Conceptions about Teamwork Questionnaire: design,reliability and validity with secondary students

In this study, we present the conceptions about teamwork questionnaire designed to evaluate the conceptions that secondary students have about teamwork. Participants were 309 students aged 15–16 from eight secondary schools, seven from Barcelona and one from Girona (Spain). The original 27-item questionnaire was reduced according to expert assessment and exploratory factor analysis to 20 items related to three conceptions about teamwork: individualistic, complementary and cooperative. By scores of factor analysis, the results show that empirically there are these three conceptions about teamwork with an appropriate level of reliability and of construct validity according to the theoretical hypotheses. There is no gender difference, but there are differences regarding types of school. The results are discussed with an emphasis on the relevance of this questionnaire as an instrument to identify and train secondary students in the conceptions about teamwork.     

陆空通话在线考试系统的设计与实现

本文根据陆空通话课程注重听说实践能力的教学特点,基于浏览器/服务器模式,利用动态服务页面应用程序开发了陆空通话在线考试系统。该系统主要由教师管理模块和学生考试模块构成。教师利用本系统可以完成数据库中试题(卷)的录入、修改和查询,自动组卷以及自主决定考试试题类型和考试题量等功能。学生可以进行在线考试、在线对话、信息确认等。该系统实现了陆空通话课程考试的电子化阅卷和考试无纸化。     

Online Collaboration in Design Education: an Experiment in Real‐Time Manipulation of Prototypes and Communication

The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages and disadvantages of online collaboration for real‐time manipulation of design objects and prototypes, particularly in web design education. Using survey instrumentations, this study investigated online collaborative design practices with an application by measuring experiences of communication and interaction among twelve designers who are enrolled in a Master's programme in interactive design. The study identified barriers to online collaboration design: (1) real‐time manipulation of design objects and prototypes may increase complexity of communication interaction; (2) records of communication and invisibility of team members may attenuate quality and frequency of critical feedback to each other; (3) students’ attitudes towards collaboration, individual students’ learning goals, and completing tasks in a timely manner could reduce their engagement and increase their reliance on teacher intervention.     

网络课程平台建设的创新与实践

本文介绍了网络课程平台的构建理念及建设模式,归纳总结了基于网络平台创建课程、培育教改项目的实践,展示了基于平台所实施的教学应用、教学成效及推广示范作用。     

A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional Face-to-Face Statistics Class

In this study we examined differences between online distance education and traditional classroom learning for an introductory undergraduate statistics course. Two outcome dimensions were measured: students final grades and student satisfaction with the course. Using independent samples t-tests, results indicated that there was no significant difference in grades between the online and traditional classroom contexts. However, students enrolled in the online course were significantly less satisfied with the course than the traditional classroom students on several dimensions. This finding is inconsistent with the no significant difference phenomenon, described in Russells (1999) annotated bibliography, which supports minimal outcome differences between online courses and face-to-face courses.Jessica J. Summers and Tiffany A. Whittaker are Assistant Professors, and Alexander Waigandt is an Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. Dr. Summers holds a Ph.D. in Educational Psychology from the University of Texas at Austin. Her research interests include the study of social contexts of motivation, academic classroom community, and cooperative learning. Dr. Waigandt holds a Ph.D. in Community and School Health from the University of Oregon. His primary research interest is in demographic analysis. Dr. Whittaker holds a Ph.D. from the University of Texas at Austin. Her research interests include model selection methods in structural equation modeling and multiple regression, interpretation of score reports in computer-based testing, and the effects of missing data on the recovery of item and person parameters in the item response theory framework.     

腾讯课堂为平台的麻醉学线上教学探索

通过分析传统麻醉学课堂教学存在的问题,按照新冠肺炎疫情防控期间教育部"停课不停教、停课不停学"要求,从课程线上教学优势、考核创新等方面对腾讯课堂进行线上教学进行探索.腾讯课堂作为一种新型教学方式,打破了时间和空间限制,一定程度模拟了线下课堂教学,基本满足了教师在线授课演示PPT、播放视频和动画、师生互动、交流讨论、课后...     

Developing and Researching Information and Communication Technology as a Research Tool

Abstract

In 2000–2001, the authors derived a 13-category classification system for Web-based educational resources, based on analysis of 199 educational resources recognized as “exemplary” by four national entities. In 2004, we re-examined that classification system, analyzing a stratified random sample of 40 exemplary Web-based resources from the same entities. While the classification system still accommodated categorizing current educational resources, we detected some overlap among categories. Through combination and redefinition, we reduced the number of categories to eleven. This article addresses the initial and modified classification systems, the analysis procedures employed, examples of resources in each category, and future applications of the classification system.     

Perceived Sex Education and Its Association with Consent Attitudes,Intentions, and Communication

Abstract

A greater understanding of how sexual consent is learned may be important in informing interventions to decrease sexual assault and ensure pleasurable sexual experiences. This study explored the role of quality and quantity of perceived sex education in relation to sexual consent attitudes, intentions, and behavior. Greater perceived sex education was associated with positive attitudes toward consent for all participants and with intentions to obtain consent only for those with fewer years of general education. Interestingly, perceived sex education was unrelated to a test of sexual knowledge. However, objective sexual knowledge was associated with consent attitudes and behaviors.     

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.     

高校在线考试的实践与思考 ——以南京大学为例

2020年春季,各高校响应教育部"停课不停学"的要求,全面开展线上教学.为了保障广大师生身体健康,推进教学工作稳定运行,南京大学详细制订在线考试工作方案.在保障在线考试与线下考试实质等效和考试公平性的前提下,全面开展线上、线下同步考试工作.以南京大学对在线考试的探索实践为例,介绍在线考试的前期准备工作、具体考试流程,以...     

短信文化的文本特点:形式大于内容的大众传播

现代科技的发展带来了传播方式的多样化,短信作为一种新的交往方式进入并影响着人们的生活,形成了独特的文化现象。通过分析短信的文本特点,探讨这一崭新的文化现象。     

教育沟通着人与社会——《民主主义与教育》的社会学解读

美国现代著名的实用主义哲学家、教育家杜威实现了对二元论哲学的超越,以进化论为支撑建构了实用主义的教育理论。其“沟通式”的教育作为一种社会活动过程促进了人的生成与社会的结构性延续。在这种意义上,教育通过持续性、整体性、有机性沟通着“个体人”与“集合人”——社会。     

线上线下混合教学模式下课程教学探索——以“动物遗传学”为例

面对重大公共突发事件,教育部提出了"停课不停教、停课不停学"的要求,各高校及教师选择了不同的网络教学工具,开展了在线直播和线上互动等形式的完全线上教学方式积极应对突发情况,给学生提供与传统教学方式不同的教学形式。以什么样的方式将线上教学与线下教学有效融合,以改变传统教学模式,充分应用网络教育平台,激发学生的学习兴趣,提高教学效果是我们每一位教育工作者需要考虑的问题,基于此,以"动物遗传学"课程为例,将以前传统教学方式结合线上教学的经验,对线上线下混合式教学进行相应调整和有效融合,以期能有效提高"动物遗传学"课程教学质量。     

计算机专业大学生网络游戏成瘾的现状调查及应对策略——以某高校计算机学院学生为样本

随着互联网的广泛应用,大学生网络游戏成瘾日益成为一个严重的社会问题。以某高校计算机学院的学生为样本进行抽样问卷调查,总结计算机专业大学生网络游戏成瘾的现状与原因,在此基础上提出相关对策和建议。     

Concept-Mapping as a Research Tool: A Study of Primary Children's Representations of Information and Communication Technologies (ICT)

This paper presents an approach to concept-mapping that was used in an EU-funded project to study ten year old pupils' representations of Information and Communication Technologies (ICT). The research task – to draw a concept map of computers in today's world – was administered to children in six EU countries twice. In England this took place immediately before and after the introduction of networked PCs in their schools. They were asked to use their maps to communicate their ideas through drawing to the researchers and other children who did not all speak the same language as them. The maps were analysed both quantitatively and qualitatively, using phenomenographic methods combined with semiotic interpretation. The maps showed that the children had well-developed mental representations (secondary artifacts) of the role of ICT in today's world, even when they had little or no practical experience of using the Internet. Psychological theories suggest that learning depends to a considerable extent on the development of secondary artifacts of this kind. The extent and variety of knowledge about computers demonstrated by all children in the cohort came as a surprise and suggested that they would be very well prepared to develop sophisticated ICT skills once they had good access to ICT tools. Current approaches to ICT use in primary schools, involving explicit, systematic teaching of ICT skills, may therefore not be making the most cost-effective use of scarce resources. Exploratory use of ICT within open-ended project work, reflecting the kind of use that computer-literate adults make of ICT, might be more likely to provide the context for children's rapid development of a complex range of ICT skills.     

在线教学现状调研分析及后续对策思考 ——以国内某高校为例

通过对国内某高校2020年春季学期在线教学现状开展问卷调研,发现存在师生负担重、未达到预期教学效果、师生对于影响在线教学效果的因素存在认知差异、混合式教学成为主流意愿等现象.针对这些现象,提出了夯实硬件基础、加强制度建设,抓实教师培训、加强教学资源建设,密切关注学生动态等建议,以期为高校促进在线教学的高效开展,推进信息...     

Communication aids in the classroom: the views of education staff and speech and language therapists involved with the Communication Aids Project

The findings presented in this paper are part of an independent evaluation study of the Communication Aids Project (CAP). The study was carried out between July 2003 and April 2004 and looked at the impact of CAP on children receiving communication aids and evaluated the CAP strategy of assessment and delivery. In this paper the views of education staff and speech and language therapists who were working with communication aid users in school are presented. The professionals who were interviewed provided positive feedback on the existence of CAP, on the assessment for the communication aid, particularly where the use of the aid in the classroom was considered, and on the children's increased participation in classroom and learning activities since receiving the aid. They also highlighted the issue of managing parents' expectations regarding the use of aids and the value of and need for continued training for professionals working with communication aids in the classroom. The authors of this article, Jannet Wright, senior lecturer, Chris Donlan, senior lecturer, Caroline Newton, lecturer, and Michael Clarke, lecturer, from University College London; Claire Lister, from the Institute of Child Health, London; and Jasmina Cherguit, assistant psychologist, draw upon their findings to develop recommendations for future policy, practice and professional development.