基于成人学习者的远程教育教学设计

通过对成人学习者学习特征分析,根据建构主义理论对远程教学的指导意义,应用系统化观点,提出了远程教学设计应遵循的原则和远程教学设计的具体内容。     

基于MAS的协同远程教学系统的设计与应用

本文针对现阶段远程教学系统中存在的缺点和不足,将MAS技术引入到远程教学系统中,以建构主义理论为指导,提出了一个突出个性化、强调多种学习环节协作的MAS远程教学系统的设计方案,并以现代教育技术课程为例阐述了如何基于此系统开展教学。     

多媒体视频会议现代远程教学系统及其教学模式研究

通过对浙江师范大学VTEL视频会议系统进行实例研究和文献分析等方式,分析当前多媒体视频会议现代远程教学系统的应用现状,发现远程学习中存在学习自由度差这一严重问题。针对问题,结合建构主义理论,提出适应性学习支持解决对策。在研究当前主要的多媒体视频会议现代远程教学模式与适应性学习支持系统的典型结构的基础上,提出多媒体视频会议现代远程教学系统的适应性学习支持教学模式,并对该模式进行详细的解析和功能说明。     

关于基于多Agent系统的远程教学模式研究

本文从建构主义学习理论出发 ,分析了现阶段基于Internet的远程教学软件的局限性以及智能软件Agent的特点 ,最后提出一个基于多Agent心智模型、社会能力、分布计算以及符合学生学习特点的远程教学模式     

基于建构主义的成人远程教学策略分析

建构主义注重发挥学习者的教育主体作用,对成人教育工作具有突出的理论及现实意义;远程教育作为成人教育工作的重要手段,成为教育民主化和终身学习的重要实现途径。以建构主义教育理念作为成人远程教学工作的理念基础,在成人远程教学中采用问题定向学习、自我监控学习、情景化学习及合作学习等有效的教学策略,必将有助于提高我国成人教育教学质量,推动我国成人教育事业不断发展。     

基于MAS的协同远程教学系统的设计与应用

本文针对现阶段远程教学系统中存在的缺点和不足,将MAS技术引入到远程教学系统中．以建构主义理论为指导,提出了一个突出个性化、强调多种学习环节协作的MAS远程教学系统的设计方案．并以现代教育技术课程为例阐述了如何基于此系统开展教学．     

建构主义教学理论在《数值分析与组合数学》教学中的运用

作为教学论的三大流派之一，建构主义教学论影响深远。作为一种新型的教学哲学，建构主义教学理论与远程教育关系密切，它为远程教育教学理论、教学方法论提供了科学的理论指导，深刻影响了远程教学观、课程观、师生观及协作观。文章通过对开放本科计算机数学基础《数值分析与组合数学》(以下简称《数值分析》课程教学案例剖析，阐述了建构主义教学理论对远程教学课程导学设计、教学方法的指导及相关运用。     

Web远程教学系统的资源结构模型研究

从建构主义认知理论出发,阐述了教育资源对现代远程教学的作用以及数字图书馆等概念,介绍了关键技术Web Services和主要相关开发平台,并利用此技术提出了一种新型Web远程教学系统的资源结构模型以及创建该资源结构模型的具体思路.     

建构主义学习观对远程教学的启示

自上世纪九十年代以来，一种新的学习理论——建构主义学习理论正在被人逐渐认识和重视，其影响力不断扩大。“建构主义”一词已成为远程教育、教育技术等研究领域出现率最高的词汇之一。建构主义的学习观为我们当前进行的远程教学提供了借鉴和启示，主要体现在教学目标、教学环境和人际交互四个方面，下面拟结合现实中的实践误区进行讨论，提出改进的措施。     

远程教育基于“师生共同体”理念的商务英语教学模式的建构

本研究拟在建构主义理论、元认知理论和"师生共同体"理念的指导下,建构远程教育商务英语学科的新型教学模式,建立和完善学生服务体系,通过教学实验来提高远程学习者的自主学习、合作学习能力,构建以人为本的和谐的远程教学环境。     

A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions

It has been said that assumptions regarding learning are implicit in designs of instruction and education. The purpose of this article is to explore the assumptions of the teaching‐learning process in distance education. Cognitive constructivist learning theory is used to clarify current and emerging assumptions regarding teaching and learning at a distance. It is suggested that perhaps a cognitive constructivist view of learning may provide a perspective for distance educators to clarify their assumptions and design instruction that is more than efficient assimilation of prescribed content.     

论建构主义理论指导下教学模式和教学方法的改革

从传统教学模式存在的弊端入手,引出建构主义的理论,进一步分析建构主义理论指导下出现的新型教学模式和教学理念,以及相应产生的一些新型教学方法,并阐明在教学改革当中带来的深远影响和意义。     

论建构主义理论在高职教育的应用

根据建构主义理论的基本观点,总结建构主义学习环境下的教学设计原则,探讨建构主义理论指导下的教学模式,并结合高职教育的实际,举例说明支架式教学、抛锚式教学、随机进入教学三种教学模式在高职教育中的应用。通过建构主义理论的指导,努力培养具有基础理论知识适度、解决问题能力强、职业素质高等特点的高职人才。     

信息技术与课程整合中的教师定位

该文认为,在信息技术与课程教学的整合过程中,教师要把握建构主义教育思想的要义,要把握教学技术与媒体的应用,更要对信息技术与课程教学的整合有正确的认识。信息技术与课程教学、教育理论与教学实践必须整合在一起。教育要适应全球技术的革命,关键在教师。     

Teaching for understanding and/or self-regulated learning? A video-based analysis of reform-oriented mathematics instruction in Switzerland

In mathematics instruction, can a teacher implement surface features of instruction that foster self-regulated learning as well as achieve quality at the deeper level of instruction, that is, focus on higher-order thinking, problem-solving, and mathematical modeling? An educational reform effort in Switzerland, which is based on constructivist and sociocultural theories of mathematics learning, targets both these dimensions: self-regulated learning and conceptual understanding. We examined the realization of the two dimensions in classroom instruction in a video-based study of 79 eighth-grade math classes using three kinds of data: videotapes of mathematics lessons, student and teacher questionnaires, and achievement tests. As to the surface level of instruction, teachers reported how frequently they provided opportunities for self-regulated learning. With regard to the deeper level of instruction, teachers reported how frequently they provided opportunities for independent problem solving. In addition, we examined the extent to which teachers’ pedagogical beliefs reflected a constructivist orientation. The results showed that teachers implemented the two dimensions relatively independently of one another. Teachers’ constructivist-oriented beliefs influenced only opportunities provided for independent problem solving and did not affect opportunities for self-regulated learning. Opportunities for self-regulated learning had a positive effect on students’ learning experience. Professional development should encourage teachers to take greater account of both surface-level and deeper-level (quality) features of instruction.     

But good strategy instructors are constructivists!

The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.     

Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan

This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist‐compatible epistemology. By one‐way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology.     

Online collaborative documents for research and coursework

Conclusion Garrison’s (2000) review of distance education theories describes the current need for ”sustained real two-way communication ... that refiect(s) a collaborative approach to distance education” (p. 13). One way to apply such theories to research and coursework is to use collaborative documents to promote transactions culminating in deliberation among the key players. Such deliberation can create ”a particular kind of democratic public culture among the deliberators: listening as well as talking, sharing resources, forging decisions together rather than only advocating positions taken earlier, and coming to disagreement” (Parker, Ninomiya, & Cogan, 1999, p. 129). Her research interests are collaborative learning in distance education, impact of culture on online learners, and design of online instruction for constructivist learning environments. Her primary research interests are in design considerations for collaborative online environments and in the powers of shared multimedia for enhancing personal growth, multicultural understanding, and global awareness. She investigates visual messages: how they can be shared and interpreted by learners, their impact, and how their impact can be researched. Her research interests are in computer and network-based foreign language and cultural learning.     

Utilizing Science Philosophy Statements to Facilitate K-3 Teacher Candidates’ Development of Inquiry-based Science Practice

This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist, inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence.     

Using Computer Assisted Instruction to Compare the Inventive Model and the Radical Constructivist Approach to Teaching Physics

This paper introduces a new way of evaluating instructional strategies by using computers. Two basic theories, instructivism and constructivism, are discussed and critically evaluated in terms of their effectiveness in conceptual learning. Despite the current popularity of constructivism, the radical form of it is criticized in this paper. The advantages and limitations of these two approaches, especially the radical forms of constructivism, are outlined. After borrowing some ideas from other effective conceptual change models, an integrative model for conceptual learning (the Inventive Model) is introduced. Two versions of multimedia physics software are developed by the authors. The first version is based on the Inventive Model and the second version based on a radical constructivist model. The effectiveness of the Inventive Model was compared with the radical constructivist approach and conventional science instruction. Students' log files were analyzed to investigate the nature and the processes of the conceptual change. A conceptual test and a knowledge test were used to compare the groups. The quantitative results showed the superiority of the Inventive Model over the other models in conceptual learning and the superiority of conventional instruction in learning the basic knowledge. The qualitative analysis showed that only the Inventive Model lead to coherent conceptual learning. It was concluded that the process of conceptual change is gradual and continuous. Analysis of students' log files revealed no moments of dramatic change in students' conceptions.