Student activity and learning outcomes in a virtual learning environment

The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion groups focusing on the lectures, quizzes and students’ own notes. Each student’s data recording of activities and individual participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome. Higher course grades were associated with studying the course material frequently and also with regular participation in reading postings and replying to them. There were no connections between learning outcome and the students’ original contributions to the discussion forums. There were no statistically significant differences between male and female students in how they utilised the various components of the learning material.     

Computer simulations as tools for teaching and learning: Using a simulation environment in optics

RAY is a learning environment that includes a flexible ray tracing simulation, graphic tools, and task authoring facilities. This study explores RAY's potential to improve optics learning in high school. In study 1, the teacher used RAY as a smart blackboard with a single computer in the classroom to explore, explain, and predict optical phenomena; to introduce concepts; to interpret experiments and to represent theoretical exercises. A comparative study shows a significant effect on the spontaneous and correct use of the model by students in solving problems and a limited effect on conceptual understanding. In study 2 students, guided by written materials used the simulation individually. Students considered in a systematic manner the relationship between image formation and image observation—a major conceputal stumbling stone. They reflected on the problem-solving activity and reformulated explicity their knowledge in the domain. Case studies describe the interplay between the various aspects of the learning process in the development of conceptual understanding. A comparative study shows the importance of three factors to students' understanding of concepts and their ability to use the ray model: the computerized environment (versus written instruction of similar kind); a task design that addresses directly conceptual difficulties; and the explicit reformulation of ideas.     

翻转课堂：英语专业基础课个性化教学设计策略

该文探讨了利用Blackboard网络学堂实施翻转课堂的形式,实现在英语专业基础课程《基础英语》的个性化教学的具体策略,提出应通过课程设计,给予学生在学习材料选择、学习时间安排和一定程度上学习进度安排的自由。在过程评估阶段,应重点鼓励对学生的个人进步和同学协作,从而实现英语教学的个性化、协作化。     

Classroom learning environment,critical thinking and achievement in an interdisciplinary subject: a study of Hong Kong secondary school graduates

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students’ high-order thinking skills and achievement in interdisciplinary subjects were provided.     

Design and evaluation of a real-time video conferencing environment for support teaching: an attempt to promote equality of K-12 education in China

Imbalanced allocation of teacher resources is a major factor causing inequality in K-12 education in China. Traditional ways to solve this problem, such as on-site support teaching and recorded lectures of quality teachers, have posed many defects. It is suggested that information and communication technology should be employed to deal with the problem. The research put forward an idea of building a particular real-time video conferencing environment (RVCE) for support teaching guided by the Community of Inquiry framework. An experimental environment was built in June 2014, which comprised two Internet-connected multimedia classrooms, one as the local room and the other as the remote room. A case study was then conducted to examine the efficacy of RVCE. Results showed that RVCE could support different kinds of learning activities and would be a feasible practice to promote the Equality of K-12 Education in China.