Encouraging social presence and a sense of community in a virtual residential school

This study describes the theoretical rationale underpinning the design and implementation of a career‐related activity as an optional element of a virtual residential school. The activity comprised an interview with a practising chartered psychologist recorded as an MP3 audio file, which was subsequently supported by an asynchronous discussion held in a dedicated online forum. The impact of the activity was assessed, based on the analysis of activity logs and the student response to a post‐course survey, together with the ethnographic data from the discussion forum. The design of the activity and its value for enriching the student experience and encouraging social presence and a sense of community is discussed and shows that there were benefits from this approach.     

Game-based learning in an OpenSim-supported virtual environment on perceived motivational quality of learning

This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, immediate rewards and the integration of game-play with learning content) in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of the learning activity (P-MQLA) for elementary school students. In this pre- and post-test experimental comparison study, data were collected from 132 fourth-graders through a Short Instructional Materials Motivation Survey. The same tasks were provided for the experimental and control groups, except that the control group’s tasks did not include the four aforementioned gaming characteristics. The non-GBL for the control group involved mainly web-based word problems such as selecting the correct answer by clicking on the potential responses. P-MQLA was improved after the intervention in both groups. There is a trend that the experimental group improved the P-MQLA more than the control group, at borderline statistical significance. The analysis of covariance also indicated a significant interaction between the group variable and the pre-intervention P-MQLA, indicating that the effect of the virtual reality-supported GBL is moderated by learners’ pre-intervention report of P-MQLA.     

基于虚拟现实技术的实训在线考核系统设计与实现——以药物制剂综合技能训练课程为例

实践教学是高职教育的建设重点,而考核手段是其薄弱环节。为完善实践教学考核体系,充分利用现代教育技术手段,采用虚拟现实技术和互联网技术设计与开发实训在线考核系统,建立起具备实践性、综合性、公平性、共享性特征的实训在线考核系统,为实训考核提供一种新的辅助手段。     

Immersive virtual field trips in education: A mixed-methods study on elementary students' presence and perceived learning

The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head-mounted displays (HMDs) on the presence and perceived learning. A mixed-method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary-school students through presence surveys and reflection papers. Statistical analyses were performed to compare immersive VFTs with traditional VFTs regarding students' virtual presence. Further, an inductive content analysis was performed to analyze reflection papers. The results showed an overall enhancement in virtual presence with the use of immersive VFTs. However, students felt that learning was not favorable with HMDs. The result of this study provides practical implications for the use of immersive VFTs in classroom settings.     

Cross-cultural learning in virtual reality environment: facilitating cross-cultural understanding,trait emotional intelligence,and sense of presence

Educational technology research and development - Cross-cultural learning projects were carried out in learning environments created using Web 1.0 or Web 2.0 technologies in previous related...     

Towards a more systematic approach to continuing professional development in vocational education and training

Vocational education and training (VET) teachers and trainers have a key role in ensuring that workers in business and industry are upskilled and up-to-date in a rapidly changing industrial, economic and technological environment. It follows that the VET practitioners should themselves keep up to date, not only with industry developments but also with the pedagogical skills needed to embrace technology and adapt to new sites for learning. However, in Australia and other Western nations, continuing professional development for VET practitioners has been spasmodic and not always well supported, in contrast to the ways it has been established and accepted in other professions. This paper examines the professional development approaches of some of those other professions and identifies the key features that might be adopted in any genuine attempt to develop a more purposeful and systematic provision of ongoing learning for teachers and trainers in VET. The paper concludes with a number of recommendations aimed at Australian VET practitioners in particular, but which might be applicable to VET in any developed country.     

The potential of immersive virtual reality to enhance learning: A meta-analysis

Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups.     

Learning style,sense of community and learning effectiveness in hybrid learning environment

The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental design was used and 140 sophomores were recruited in this study. Students' learning outcomes, satisfaction, sense of community and learning styles were measured. Results showed that students in a hybrid course had significantly higher learning scores and satisfaction than did students of the face-to-face courses. The result also indicated that students of hybrid learning classrooms felt a stronger sense of community than did students in a traditional classroom setting. Analysis of learning style indicated that learning style had significant effect on learning outcome in the study group. Accommodator learners had higher e-learning effectiveness than other style learners. Possible reasons of results were discussed.     

Contribution of mathematics in-service training course to the professional development of elementary school teachers in Israel

The present study aimed to explore the contribution of a mathematics in-service training course to elementary school teachers (1st–6th grades) in Israel. The study was conducted among 449 educators. They were required to respond to background questions. Moreover, they were asked to indicate their expectations from the in-service training course and, at its end, point out to what extent they benefitted from that course. The research findings illustrate that educators who teach mathematics at elementary school and attended the course are generally women in their 40s, holding a BEd degree and a teaching certificate not in mathematics, with an average 13-year seniority. The participating teachers indicated their wish to enrich their didactic knowledge in order to acquire varied tools for teaching mathematics to the entire pupil population as well as to gifted pupils and pupils with learning difficulties. Nevertheless, their demand to expand their mathematics knowledge was very limited. Based on the fact that most teachers have no mathematics education, this is a surprising finding as, in order to be a good teacher, one must be versed not only in Pedagogical Content Knowledge but also in Subject Matter Knowledge.     

基于建构主义学习观的高职房地产专业人才培养实践

本文分析了高职房地产专业人才培养目前存在的问题,并运用建构主义学习观进行房地产专业人才培养,从科学制定岗位标准及培养目标、＂专项·综合·顶岗＂三阶段课程体系、＂校内校外团队＂三平台等方面进行了人才培养实践.     

The professional learning needs and priorities of higher-education-based teacher educators in England,Ireland and Scotland

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.     

论广东职业院校办学理念的偏差及其对培养模式的影响

广东职业院校办学理念还存在一定的偏差,这种偏差与校长的办学理念偏差、学校的办学定位不准以及学校办学特色淡化都有密切的关系,办学理念的偏差对培养模式有直接的影响.     

Telementoring in Community Nursing: A shift from dyadic to communal models of learning and professional development

This article reports on a six-month telementoring initiative in a Canadian community nursing organization. The way in which Internet technologies may support and augment face-to-face mentorship of health care professionals is a relatively unexplored area of research and was the focus of this project. Participants ( N =22) were all employees of Saint Elizabeth Health Care (SEHC), a community nursing agency servicing 150,000 clients in urban and rural Ontario, Canada. Nurse mentees ( n =11) and nurse-mentors ( n =11) engaged in collaborative discourse in webKnowledge Forum, a second-generation computer-supported intentional learning environment (CSILE). Discussions among all participants were directed at collaborative learning and professional development. Results indicate that mentees contributed and read more notes than mentors and were more likely to engage in threaded discourse with peers. Readership patterns were similar for both groups. Fifty-eight per cent of all nurses reported improved asynchronous communication and problem-solving skills as a result of online collaboration. Seventy-five per cent of all respondents reported a positive professional development experience and 50% of all respondents reported improved clinical practice ability as outcomes of the telementorship program. All reported high satisfaction with the technology. It is concluded that this project facilitated a shift from dyadic mentor-mentee (preceptor-intern) training to communal opportunistic learning and professional development.     

加强自律,筑就心的防线--论高职财会专业学生职业道德的培养对策

新世纪迅猛发展的高职院校向社会输送了大批实用的人才,高职财会专业在培养学生专业技能、创新能力上,发挥着至关重要的作用。社会需要要求这一专业必须突出职业道德教育,使学生树立职业道德观,心中筑起坚固防线。     

虚实融合:5G智能新时代高校生物实验教学的数字化路径探析

生物是一门以实验为基础的学科,当前5G智能新时代各项技术带来的多维感官体验、人机高效交互等新特性,这既为生物实验教学带来新机遇,也形成一些现实困境,包括教学形式、学习支持、学习环境、教学评价等方面都面临机遇与挑战。针对5G、人工智能等新媒体新技术在生物教学中的典型应用场景,对5G智能新时代的生物实验教学的数字化新路径进行了积极探索,并具体介绍几种新技术在高校生物实验教学中的应用策略。     

Infusing higher-order thinking and learning to learn into content instruction: A case study of secondary computing studies in Scotland

This case study examines ideas on a thinking curriculum and learning to learn in the context of secondary education, by exploring one subject area- computing studies- at the Scottish secondary 3/4 (S3/S4) level with 14- to 16-year-olds. The infusion approach used in this project combines direct teaching on problem solving strategies, modeling of solution processes, on-going formative assessment, and developing metacognition through processes of reflection, articulation and exploration. The case study provides an example of how these approaches can be interweaved within a problem-based learning methodology for teaching computer programming at an introductory level. The study demonstrates how an appropriate balance can be struck between content objectives and broader educational goals within an infusion approach, resulting in the achievement of successful learning outcomes. Extending the approach to other subject domains could greatly enhance the connectedness of the secondary curriculum, thus enabling students to learn more efficiently. This would require cross-curricular collaborations and a reformulation of existing curricula.