中小学知识产权普及教育探析

推广和普及知识产权法,让每个公民了解知识产权、熟悉知识产权规则体系、学会运用知识产权制度保护自己的知识产权和尊重别人的知识产权,既是国家重要的知识产权战略,也是国家的基本教育责任。中小学生是祖国的未来,在中小学普及知识产权教育关系到一个社会最基本的公平和正义。     

Active Learning through Modeling: Introduction to Software Development in the Business Curriculum*

Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model‐based approach to teaching introduction to programming to general business students. The theoretical underpinnings of the new approach are metaphor, abstraction, modeling, Bloom's classification of cognitive skills, and active learning. We employ models to introduce the basic programming constructs and their semantics. To this end, we use statecharts to model object's state and the environment model of evaluation as a virtual machine interpreting the programs written in JavaScript. The adoption of this approach helps learners build a sound mental model of the notion of computation process. Scholastic performance, student evaluations, our experiential observations, and a multiple regression statistical test prove that the proposed ideas improve the course significantly.     

No Downturn Here: Tracking E‐business Programs in Higher Education*

As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed.     

The Impact of CMS Quality on the Outcomes of E‐learning Systems in Higher Education: An Empirical Study

Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment.     

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*

In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self‐motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types.