网络协作学习中的社会网络分析个案研究

协作学习可以归结为认知和参与两种形式的学习隐喻之间的对话,而现有研究很多都集中在学习者的认知特征的分析上,对参与特征的分析较少。因此,本文利用社会网络分析(Social Network Analysis,以下简称SNA)方法,从网络交互的密度、凝聚子群、核心-边缘、中间中心度等角度对一门网络课程中学习者之间的社会交往特征进行了实证分析。文章最后对研究结果进行了分析并提出了后续的研究计划。     

Serving Non-Traditional Students in E-Learning Environments: Building Successful Communities in the Virtual Campus

Online education has grown substantially and now must be adaptable to a variety of student cultures, concerns and needs. The current study was designed to describe the efforts of faculty who teach courses online to adapt their curriculum to meet the needs of students who fall outside of the traditional college student population that is defined as someone aged 18-24 and enrolled on a full-time basis. Utilizing survey research methods, the findings largely reinforced the notion that faculty members who teach in online, e-learning environments see differences in the way traditional and non-traditional students learn and, to the best of their abilities, work to accommodate these learning differences. Servant les étudiants non-traditionnels dans des environnements de e-apprentissage : construire des communautés réussies dans un campus virtuel.

L’éducation en ligne a grandi avec succès et doit être maintenant adaptable À une variété d’étudiants ayant des cultures, des problèmes et des besoins différents. La présente étude a été élaborée pour décrire les efforts des enseignants de la faculté qui

donnent des cours en ligne pour dapter leur curriculum pour répondre aux besoins des étudiants qui n’appartiennent pas À la population traditionnelle des collèges définis comme étant Âgés de 18 À 24 ans et travaillant À plein temps. Utilisant les méthodes d’enquête les résultats renforcent largement la notion que les member de la faculté qu enseignent en ligne, les environnements e-apprentissage voient les différences entre la facon don’t apprennent les étudiants traditionnels et non-traditionnels et au mieux de leurs compétences travaillent pour tenir compte de ces différences. Unterstützung von « nicht-traditionellen » Studenten in E-Learningumgebungen : Aufbau erfolgreicher

Gemeinschaften im virtuellen Campus. Die Nutzung von Online-Bildung hat erheblich zugenommen und muss nun an eine Vielzahl von Studentenkulturen, Belange und Bedürfnisse angepasst werden, Die vorliegende Studie wurde durchgeführt, um die Anstrengungen der Fakultäten, die Kurse online anbieten, in Bezug auf die Angleichung ihrer Curricula an die Bedürfnisse von Studenten, die nicht der Standardpopulation (18x9624 Jahre alt, Vollzeitstudent) entsprechen. Unter Benutzung wissenschaftlicher Erhebungsmethoden bestätigte sich, dass Lehrer, die online und mit Hilfe von e-learning-Umgebungen lehren, Lernunterschiede zwischen

traditionellen und anderen Studenten feststellen und dass sie daran arbeiten, diese Lernunterschiede nach Möglichkeit abzubauen.     

高等学校履行社会服务职能时的系统功能分析

当前中国高等教育已进入大众化阶段。随着各种高等学校类型的出现,各类高校在社会服务职能的发挥及实施内容上表现出差异,这是符合世界高等教育发展趋势的进步现象,但也由此出现诸多新问题、新矛盾,这要求我们在关注各高校独立功能充分发挥的基础上,更多的研究各类高校作为整体面向社会履行服务职能时的系统功能问题,着眼于高校的整体优化,通过相互合作,实现我国高等教育服务职能的整体发展。     

Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications

Abstract

Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning. This review and analysis of the research related to social learning perspectives on WBLEs provides several implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.     

网络管理与系统分析

帮助客户开发一些实现网络管理的策略和过程．帮助客户选择实现这些策略和处理的工具及产品。     

A Review of Two Mainline E-Learning Projects in the European Union

This was a survey of the literature regarding the use ofe-learning in two mainline e-learning projects in the European Union: (a) the e-Learning Action Plan and (b) the e-Learning Program. I found evidence that the European Commission (EC) has positively affected European countries that have participated in these projects by (a) providing necessary infrastructures and equipment, (b) implementing teacher training, (c) delivering useful content and services, (d) encouraging cooperation and networking; (e) promoting digital literacy, (f) launching European virtual campuses, and (g) supporting the use of the World Wide Web (WWW) for “e-Twinning” primary and secondary schools. By Huseyin Uzunboylu     

JUNG:一种实现社会网络分析自动化分析的框架

社会网络分析在许多研究领域开始用于网络社区中人际交流的研究,但目前的研究大多是基于手工数据收集和分析,只能进行静态网络结构的分析。JUNG提供了一种公共和可扩展的框架来实现数据的建模,分析和可视化展示并能够被绘制成图形或网络,可以用于社会网络分析、Web流量分析、图论的理论推导以及关系类型数据的数据挖掘等等。文章介绍了JUNG的基本原理,以及如何利用JUNG在网络社区中实现自动化的社会网络分析和可视化。     

Social Aspects of CSCL Environments: A Research Framework

Although there are research findings supporting the positive effects of computer-supported collaborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be traced back to impeded social interaction between group members. Social interaction is necessary (a) for group members to learn from each other in a CSCL environment and (b) for socioemotional processes to help create a social space where trust, sense of community, and strong interpersonal relationships exist. This article introduces a theoretical framework consisting of three core elements: sociability, social space, and social presence, along with their relationships with group members’ mental models, social affordances and learning outcomes. It postulates that the three core elements influence the social interaction needed for both learning and the emergence of a social space. This framework serves as a basis for a research agenda for systematic social CSCL research.     

Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

Education and Information Technologies - During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning....     

A Systematic Literature Review of Changes in Roles/Skills in Component Content Management Environments and Implications for Education

Component content management (CCM) enables organizations to create, manage, and deliver content as small components rather than entire documents. As CCM methodologies, processes, and technologies are increasingly adopted, CCM is reshaping technical communication (TC), the roles of technical communicators, and the skills they need for career success. This article reviews scholarly and trade publications that describe changes in roles and needed skills in CCM environments and identifies implications of these changes for TC education.     

Perfectionism in Academically Gifted Students: A Systematic Review

Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically...     

Adaptive Functioning in Williams Syndrome: A Systematic Review

Literature on the level of adaptive functioning and relative strengths and weaknesses in functioning of individuals with Williams syndrome (WS) was reviewed. The electronic databases PsycINFO, PubMed, Expanded Academic, Web of Science, Scopus and ProQuest were searched electronically for relevant articles and dissertations using the search terms ‘Williams syndrome’ or ‘Williams-Beuren syndrome’ combined with ‘adaptive function*’, ‘adaptive behavio*’, ‘independ*’ and ‘autonomy’. Selection criteria included English language articles, theses and book chapters, participants with a diagnosis of Williams syndrome and inclusion of a standardised assessment of adaptive functioning. Twenty-two published articles and two PhD. dissertations (one subsequently published as a poster presentation) met the selection criteria for inclusion in the review. Fifteen investigated adaptive functioning in children and adolescents aged up to 19 years of age, five investigated adaptive functioning in adults and four included participants across a wider age range and included both children and adults. Along with identifying methodological issues, the review addressed the following areas: overall level of adaptive functioning in WS, domain strengths and weaknesses, evidence of heterogeneity, relationship to intellectual ability, changes with chronological age, relationship with maladaptive behaviour, gender differences and the potential influence of environmental factors which may be related to adaptive functioning in WS.     

旅游企业网络组织初探

旅游企业网络组织是通过一系列关系纽带结合而成的企业群体,它的出现顺应了旅游业大发展的时代背景,也符合旅游企业自身的特点和发展需求。旅游企业网络组织可以分为"领导型"和"平行型"两大基本类型,具有区别于传统组织形式的显著特点,不仅可以为旅游企业的发展带来大量的机遇,也能为旅游产业结构的优化与升级提供新的思路和方法。在网络组织中各旅游企业的阶层划分十分明显,旅行社和在线旅游网站处于核心地位,将工作任务分包给次级阶层企业,高效地完成整个网络组织的循环运转。构建旅游企业网络组织是旅游业发展的必经之路,拓展对相关理论研究的力度和深度显得尤为重要。     

Novell网络中的DOS工作站初探

Novell网络是局域网中的一个重要成员,现在尚有许多用户.Novell网络操作系统NetWare有多个版本,其工作站也有多种形式可供选择.本文试图通过对Novell网络中各种工作站的原理、特点和实现方法的探讨以加深对Novell网络的理解与掌握,以帮助初学者解决在组网中可能遇到的难题.     

在线协作学习过程中社会临场感的社会网络分析

已有的研究和实践证明,社会临场感有助于降低学习者在线学习过程中的孤独感、提升学习满意度和促进虚拟学习社区的建立。社会临场感与交互的关系十分密切,以往研究者主要借助内容分析方法或调查问卷来分析两者之间的关系,注重测量个体的意见和主观的感知,但无法反映社会临场感随时间发展变化的动态特征。社会网络分析(SNA)的中心度、密度、中心势、派系等参数能够较为合理地表征在线协作学习中师生的交互过程特征,为研究这一问题提供了新的思路。通过对一门网络课程实施期初、期中和期末三个阶段师生在线论坛中的交互过程与行为进行定量和可视化的社会网络分析,结果显示:学习者在不同学习阶段的社会临场感存在显著差异,交互和社会临场感之间具有十分紧密的联系,个体的社会临场感会随时间的发展而变化。社会网络分析有助于理解在线学习环境中社会临场感的形成和发展变化,有助于教师改进教学,提升网络教学的质量。     

网络环境下高校档案信息化建设探析

依托校园网络加强档案管理和建设工作,可以高效、及时、准确地实现档案的收集与归档、提高档案信息的利用率和档案信息的传播速度等,从加强安全防护、健全规章制度、编制软件系统、提高人员素质等方面入手,可以打开档案建设的新空间.     

Bullying as a Group Process in Childhood: A Longitudinal Social Network Analysis

This study investigates the dynamic interplay between bullying relationships and friendships in a sample of 481 students in 19 elementary school classrooms (age 8–12 years; 50% boys). Based on a relational framework, it is to be expected that friendships would be formed when two children bullied the same person and that children would start to bully the victims of their friends. Similarly, it is to be expected that friendships would be formed when two children were victimized by the same bully and that children would become victimized by the bullies of their friends. Longitudinal bivariate social network analysis supported the first two hypotheses but not the latter two. This study provides evidence for group processes in bullying networks in childhood.