网络学习的本质

在数字化、网络化的背景下,网络学习应运而生。如何把握网络学习的本质成为至关重要的问题。本文认为,网络学习是一种新的学习方式;网络学习不仅是为了获取信息,更是为了理解与运用信息;网络学习不仅是个体学习,更是社会性学习;网络学习不仅是“虚拟学习”,更是“真实学习”。只有正确理解和认识网络学习的本质,网络学习才不会误入歧途。     

让我们的学习网络化

本文讲述了网络技术的发展及其在教育中的应用,给我们的学习带来了深刻的影响。这种影响体现在网络提供了丰富的学习资源,广泛平等的学习机会,时间和空间上的影响以及产生新的学习方式,同时,本文提出了学习环境网络化的几个问题。     

如何利用网络有效支持网络环境下的协作学习

一、引言教育信息化、教学网络化,随着信息技术和网络技术的发展,悄然走入了学校,走入了课堂,走入了每个学习者和教师的日常学习、工作和生活中。     

网络化学习环境下有利于学习者之间的情感交流的学习模式初探

网络化学习（E-leaning）是指通过因特网或其他数字化内容进行学习与教学的活动。其内涵为：网络作为学习学习的工具；网络做为学习的对象；网络作为学习的资源；网络做为学习的环境。目前国内外对网络化学习的研究主要集中在网络化学习资源、网络技术、网络化学习环境、网络化学习策略、网络化学习的评价以及网络化学习模式等的分析与研究上，而忽略了影响网络化学习效果和效率的另一个重要方面——学习者之间的情感交流。     

论研究性学习的本质

研究性学习是基础教育改革中的一个课程形态，其根本特性是整体性，实践性，开放性，生成性，自主性。研究性学习的本质是相对于传统的接受性学习而提出的一种新的学习方式。     

关于学习的本质

探讨学习方式的变革,不能不谈到学习的本质。学习变革在当代社会所具有的日益重要的意义,以及学习负担过重、学习变异给当代人带来的普遍的压迫感和焦灼感,使得人们对它的探讨已经不能限于具体学科的领域,而要继续讨论学习的本质问题。一、教育与学习:从“自然人化”到自然的个     

论网络自主学习与网络课件设计

随着网络远程教育的发展，网络课件的设计和开发也越来越受到人们的重视。网络课件的设计应根据网络自主学习的基本特点采用相应的设计策略对课件的学习功能、学习内容和课件结构等进行统筹设计，同时对课件分镜头脚本的编写也要予以足够的重视。     

论学习的本质与当代学习变革

学习就其本质而言 ,是人的个体在历史文明的全面占有中实现的加速发展。当代学习变革作为社会变迁的一个重要方面 ,已经成为当代社会发展的基本动力之一。学习变革在学习主体、学习权利、学习内涵等方面显示出一系列本质特征。     

校园网络学习环境构建问题研究

网络已成为大学生活的重要组成部分,利用学生对网络的热情,构建网络学习环境,是提高大学生学习兴趣及学习效果的好方法。文章针对高等学校,阐述了构建网络学习环境的现实意义,提出建立基于校园网络的学习环境,并对构建网络学习环境的具体模块进行了探讨。     

网络学习社区的社会网络研究

网络学习社区作为教育领域中一个重要的学习支持平台,承载着信息共享、培养参与者的解决问题的能力,并成知识重构和创新的责任。文章以社会网络为视角对网络学习社区进行研究,利用社会网络分析方法对一个具体的网络学习区——现代教育技术论坛进行实践研究,量化地分析了社区成员之间的相互关系和相互影响,从而得出该网络社区的结构特和存在的问题,并为网络学习社区的发展提出了建议。     

Challenging hierarchies: The impact of e-learning

New developments in e-learning and increasinglysophisticated learning technologies arebeginning to make a major impact in U.K.universities. It is clear that universitiesneed to change to accommodate the impact oftechnology on learning. Communicationtechnologies that are free from time or placeconstraints provide new challenges touniversities on how they should be organised. The paper reflects on the university's strategicplanning process and outlines the developmentprocess of an e-learning initiative. Examplesof the emergent change agenda are identifiedand finally possibilities for futuredevelopment are explored. It isclear that the impact of e-learning willrequire universities to re-think fundamentallytheir thinking and therefore their strategiesin a whole range of areas. There hasbeen much focus on technological advancementbut much less on how technology impacts onstrategic planning. This paper addresses thisgap in the literature by examining oneuniversity's strategic responses to thischallenge of e-learning. The learning attachedto this case study could be used to help otheruniversities respond to the change agendabrought about by e-learning.     

E-Learning 3P模型:人-过程-结果的交互体

人-过程-结果的交互过程或3P模型为设计、开发、评价、实施以及管理e-learning和其他混合的学习材料与学习系统提供了一个综合图解，文章讨论了不同的人在开发e-learning方式或其他混合学习方式的产品时所经历的各种阶段及其相应的责任。     

Institutional perspectives: The challenges of e-learning diffusion

There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was an accepted part of everyday activity, while in others it struggled to gain traction. There were identifiable common elements in those institutions that had appeared to have successfully engaged with e-learning across their teaching and learning functions. The findings of this exploratory study indicate that institutions have either achieved a state of sustainable embedding for e-learning, or else need to. Unless a state of institutional sustainability is achieved, it is likely that e-learning activity will in the long term be limited to enthusiasts.     

Rethinking e-learning support strategies

This paper discusses an e-learning support team model developed as part of a new e-learning strategy within a tertiary education polytechnic. Based upon a community of practice model, the e-Team supports the establishment of e-learning and m-learning (mobile learning) throughout the institution as a catalyst for the adoption of social constructivist pedagogy. The paper reviews and reflects upon the impact of strategies for creating and supporting communities of practice across the institution along with the ways this model is achieving the breaking down of the barriers to ‘e’ and ‘m’ learning adoption among lecturers. This model helped to move lecturers from non-engagement to legitimate peripheral participation and onto full participation within the institution’s e-learning community, and ultimately enabling social constructivist learning environments for students. This model based on a community of practice framework for e-learning support is potentially transferable to other educational contexts.