网上学习的障碍与期望：学习者体验之调查

本项研究采用分层抽样的问卷调查方法,以上海电视大学五个专业的407名有一年以上网上学习经历的学生为研究对象,对学生网上学习的体验进行了调查。作希望本研究结果将有助于增进人们对网上教学的认识,以及为网上教育工作改进网上教学的实践提供参考。     

Engineering Courses Taught in English Language at the Czech Technical University in Prague

The Czech Technical University in Prague is one of the oldest establishments of higher technical education in central Europe. This university is divided into six faculties, among them the Faculty of Electrical Engineering (FEE). One of the fundamental changes which has been introduced in the FEE since the Velvet Revolution is full engineering education programmes in English, leading to Bachelor, Master and PhD degrees.     

Student Characteristics That Predict Persistence in Community College Online Courses

Abstract

This study examined the student characteristics of learning style, locus of control, computer experience and access, and online course experience on persistence of community college students in online courses. An online survey instrument based on the Barsch Learning Style Inventory (1996 Barsch, J. 1996. Barsch learning style inventory, Novato, CA: Academic Therapy Publications.  [Google Scholar]), the Abbreviated Measure of Internal–External Locus of Control (1974), and a computer experience scale that was developed by the researchers was completed by 225 students enrolled in online courses at five Florida community colleges. Logistic regression analysis identified a three-variable model (auditory learning style, grade point average, and basic computer skills) that was significant in predicting online student success. Academic and student support interventions are suggested for community college students who may be affected by these predictors.     

Engineering Courses Taught in Foreign Languages in Bucharest,Romania

A new engineering department, in which all activities are carried out in foreign languages, was set up in 1990 within the Polytechnical University of Bucharest. The following paper describes the nature and structure of this department, known as the Department of Engineering Sciences, as well as its objectives and details about the teaching activity.     

The Role of Student Characteristics in Predicting Retention in Online Courses

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.     

The Impact of Exam Environments on Student Test Scores in Online Courses

While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions.     

Collaborative Course Development for Online Courses

Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the development of an online humanities course by a team of faculty and instructional designers. Data were collected through observation of face-to-face planning meetings, document analysis of group postings at the online site, and interviews with the team members. Using Berge’s typology of online facilitator roles and Stark and Luttuca’s framework on academic plans, this study examined the roles assumed by team members and the curricular decisions. Haixia Xu is a Ph.D. candidate in the Institute of Higher Education at the University of Georgia. Her research interests include policy aspects of distance education, comparative higher education, qualitative research methodology, and assessment and evaluation. Libby V. Morris is the Director of the Institute of Higher Education at the University of Georgia. She holds the Ph.D. degree from the University of North Carolina, Chapel Hill. Her research interests include evaluation and assessment, instructional technology, and educational demographics.     

Chickering's Seven Principles of Good Practice: Student Attrition in Community College Online Courses

As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.     

Generalizability of Multidimensional Student Ratings of University Instruction Across Courses and Teachers

Course quality is multifaceted, being determined by instructor, students, and external conditions. Consequently, any attempt at measurement should reflect this diversity, so that stable evaluations can be made that reflect both personal (instructor) and situational (student and external conditions) variables. This study extends previous research by examining the stability of both dimensions across different courses, student populations, and universities. In addition, the sample (N = 692 courses) was drawn from 6 traditional and technical German universities that have a different ethos of student interaction with academic staff than those in many other Western countries. Using the Heidelberg Inventory, it was found that instructor variables were reliable across courses given by the same instructor, but student scales or background variables were less consistent across courses in which the content was identical. It was concluded that the instrument was both reliable and valid for student evaluations of both teaching performance and course quality within a European context.     

Determinants of Undergraduate Student Drop Out Rates in a University Business Studies Department

A model intended to explain students' decisions to withdraw from their degree courses in the Business Studies Department of a 'new' university was developed and tested. It emerged that financial hardship exerted a powerful influence on the stay/quit decision and significantly moderated the impacts on the decision to leave of: (i) academic performance, and (ii) the student's level of commitment to his/her programme. Individual self-esteem played a crucial role in encouraging or discouraging withdrawal when a person experienced low grades or substantial financial problems. The determinants of academic performance, student motivation, satisfaction and commitment were explored.     

The Effects of Different Instructions on Student Ratings of University Courses and Teachers

Abstract

The purposes of the present study were to investigate the influence of three sets of instructions, class level, and academic rank on teacher/course evaluation by student raters. Students did not differ in their teacher/course evaluation ratings when the instructions specified the evaluation results would be used: (a) only by the instructor, (b) by the administration, or (c) by students for course selection purposes. The evaluation of graduate courses did not differ from that of undergraduate courses. A statistical difference was found between the academic ranks examined. Specifically, graduate teaching assistants received higher ratings than did either assistant or full professors.     

地方本科院校细胞生物学网络课程建设探索与实践

细胞生物学是生命科学中最重要的基础学科之一。本文介绍了笔者以创新人才培养为导向的细胞生物学网络课程建设的内容及其实践应用。实践证明,其对学生的学习有很好的辅助作用,发展了学生学习的主体性,培养了学生良好的创新意识和科研思维。     

智能化时代开放大学在线课程的价值取向与实现路径

在线课程的价值取向指引着课程建设的目标、内容、教学策略及评价,正确把握智能化时代开放大学在线课程的价值取向有利于提高开放大学的课程开发成效和人才培养的质量。立足智能化时代的知识观,提出开放大学在线课程的价值取向在于联通与融合,满足社会及学习者的需求,旨归在于培养成人学习者适应社会的职业能力、基于社群的联通能力以及面向未来的终身学习能力,转变对学习者的认知、变革在线课程开发模式以及创新技术支持是价值取向实现的路径。期望为开放大学在线课程的理论研究与实践提供借鉴和参考。     

Acquisition,Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing MORE, and (c) touching a MORE symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality.     

高校辅导员工作与大学生情感教育刍议

本文分析了当代大学生矛盾复杂的情感特征,并进一步探讨了高校辅导员对大学生进行情感教育的意义和有效途径。     

Massive Open Online Courses: designing for the unknown learner

University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas.     

A Cognitive Framework for the Analysis of Online Chemistry Courses

Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.”     

在线课程中的潜伏及其对多元文化交互的寓意

随着在线活动的不断增多,就有必要了解不同的用户.潜伏者和潜伏现象在各种类型的在线交互中都普遍存在,然而对潜伏的概念可能存在一定误解.在多元文化的在线交互中,不同文化对交互的看法是不一样的,对于那些英语作为第二语言或者外语的学习者来说,他们在理解和开展各种各样基于语言的交流过程中有着不同的需求.潜伏可能是一种可行的在线交互方式,而不是一种不参与交互的方式.     

网络教育精品课程建设的原则和方法

网络教育精品课程建设项目由教育部高教司启动以来,尚无相关研究系统地介绍网络教育精品课程建设的原则和方法.本文基于笔者建设经济数学基础网络教育国家精品课程的经验,从师资队伍建设、技术实现、教学内容体系构建、教学互动、课程导学、媒体呈现、资源汇聚、学生支持服务等方面系统地介绍了网络教育精品课程建设的原则和方法,并根据课程实施过程中的反馈信息,提出进一步完善精品课程需要考虑的问题.