网络化(WWW)-多媒体教学的发展方向

本文介绍了当前多媒体教学的发展现状,利用网络技术(WWW)进行多媒体教学的意义,指出WWW是多媒体教学的发展方向。     

机械设计基础多媒体教学积件系统的研究与开发

针对以往机械设计基础课程多媒体教学课件存在的封闭性、静态性等问题,提出了基于WWW的课程积件系统框架模型,对课程基元信息进行了原子积件、分子积件和呈现方式积件的分类,设计了课程积件资源的编码方式,给出了课程积件资源库组织和口管理方法,探讨了积件组合平台和呈现界面等相关技术,开发了较为系统全面的机械设计基础多媒体教学积件系统。     

基于WWW技术的课件探讨

讨论了WWW技术，WWW课件的特点、主要开发技术、常用制作工具、评价标准、课件制作系统以及开发中的若干问题及其解决方案。     

基于WWW的自主学习环境的构建策略

主要从如何构建一个基于WWW的适合远程学习者的、有效的自主学习环境的角度,讨论了学习者认知模型的构建、学习资源库的构建与优化、智能代理的应用、支持服务与动态监控的集成,作为基于WWW的自主学习环境的构建策略,并给出了基于WWW的自主学习环境的构建模型,作为e线远程教育服务提供者的参考框架.     

WAP技术在移动学习中的分析与研究

本文介绍了WAP技术的网络架构、WAP模型和WWW模型的联系比较,分析了WAP技术在移动学习中的特点与不足,并介绍了一个WAP技术的简单应用.     

Shockwave流媒体技术在远程多媒体教学中的应用

探讨流媒体的概念、工作原理以及流媒体传输技术在基于WWW网络多媒体教学中的作用。论述了运用Shockwave流媒体技术在Internet上发布和播放多媒体课件的方法。     

基于WWW模式的虚拟实验室系统

本文结合电子技术实验的特点 ,阐述了建立网上虚拟实验室的必要性 ,提出了一个基于WWW的、以动态网页、Web数据库为基础的虚拟实验室系统的结构模型 ,并列举了系统开发中所需的软件技术     

网络型多媒体教学系统研究与设计

网络型多媒体教学系统是现代化教育技术研究领域中一个比较新的课题。本文提出了一个集卫星电视、录像和ＣＡＩ三位一体的网络型多媒体教学系统结构模式。作者从网络型多媒体教学系统的功能特点分析入手,详细论述了系统的组成结构以及系统建设有关技术措施。     

基于COM/DCOM组件技术的Web-based多媒体教学软件的设计

本文通过分析 COM/ DCOM组件技术以及 Web- based交互式多媒体教学软件的特点 ,提出了基于组件技术的 Web- based多媒体教学软件模型 ,并着重讨论了 COM/ DCOM技术在实现 Web- based多媒体教学软件中的多媒体信息整合、时基媒体同步控制、教学策略管理中的应用 ,最后简单介绍了利用COM/ DCOM技术对多媒体教学光盘的 Web化     

一个基于WEB的自主学习系统模型

智能教学系统是计算机的一个重要应用领域。本文描述了一个基于Web的自主学习系统模型,着重介绍了系统的基本功能和主要特点。该系统吸取当前智能教学系统相关研究中较为成熟的技术给予实现,集成了教学、自学、自测、智能反馈等功能。     

The Role of Technology and Computer-Based Instruction in a Disadvantaged Alternative School's Culture of Learning

New approaches to instruction are increasingly being advocated to meet the needs of diverse learners. Educational researchers have identified the further development and application of computer-based instruction technologies for managing differentiated learning for all students as essential for shifting to a learner-centered paradigm of instruction in future schools. This study examines how a disadvantaged alternative high school implemented technology use and computer-based instruction to support a learner-centered culture of learning. Based on findings, the study looks for implications and future directions to better support learner-centered instruction for diverse students.     

基于WWW技术的教学系统

随着信息高速公路的迅速发展，ＣＡＩ（计算机辅助教学系统）的开发研制也转向了网络化、智能化和多媒体化。本系统采用Ｉｎｔｅｒｎｅｔ的ＷＷＷ技术，如ＨＴＭＬ制作、ＣＧＩ编程、Ｊａｖａ和ＪａｖａＳｃｒｉｐｔ编程、ＧＩＦ８９ａ动画制作、ＶＲＭＬ（虚拟现实）制作等技术，实现了既可用于课堂教学，又可以用于学习者通过网络和通用的浏览器自学、复习、自测、质疑以及在网上与老师、同学对话或讨论的“模拟电子技术”课程教学系统     

Effectiveness of Computer-Based Chemistry Instruction in Enhancing the Learning of Content and Variable Control Under Guided Versus Unguided Conditions

Computerized learning environments offer several possibilities that can be used to improve the teaching of content along with the process. Research indicates that students benefit from additional guidance, particularly when computer-based instruction requires active construction of knowledge. This study examines the relative effectiveness of guided versus unguided computer-based instruction with respect to regular instruction in improving content knowledge and process skills among students with low and high chemistry achievement levels. The results indicate that the effectiveness of computer-based instruction increases when learning is supported by teacher-directed guidance. Computer-based instruction (with or without guidance) was observed to be more effective than regular instruction in improving process skills particularly for students with high chemistry achievement. However, although the students who received regular or guided computer-based instruction showed significant gains in content knowledge, students under unguided condition failed to construct the expected content knowledge.     

Combining cognitive learning theory and computer assisted instruction for deaf learners.

This study investigated the effects of implementing cognitive learning theory principles in computer assisted instruction of educational psychology concepts. A total of 19 preservice deaf teachers participated in the study. We used a pre-post design to measure the learning and attitude changes of the teachers. The results of the analysis of pretests and posttests of cognitive outcomes indicated that significant learning occurred as a result of the computer-based instruction. Also, the majority of the students reacted positively to the quality of the lessons. The results also suggest that applying an appropriate theoretical framework to the design of instruction offers an avenue for meaningfully addressing the appropriate use of technology.     

Visualizing Without Vision at the Microscale: Students With Visual Impairments Explore Cells With Touch

Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656     

Control of Practice and Level of Feedback in Computer-Based Instruction

This study investigated the effect of type of control and level of feedback during computer-based instruction. Subjects completed a computer lesson about the microscope that presented either mandatory or optional practice questions. Practice was accompanied by either elaboration feedback, correct-answer feedback, or no feedback. Results indicated that level of feedback had a significant effect on achievement and attitudes. Implications for including feedback in computer-based instruction are discussed.     

Development principles for intelligent tutoring systems: Integrating cognitive theory into the development of computer-based instruction

This article describes a basic development model for an intelligent tutoring system (ITS): the interface, the student model, the expert model, and the pedagogical model. Because ITSs are a byproduct of research in cognitive science, we use this model to illustrate the possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI). Two examples of CBI designed from this perspective are included to illustrate the possibilities of the model and to suggest that the dichotomy between CBI and ITSs need not be perpetuated.     

Item difficulty in the evaluation of computer-based instruction: an example from neuroanatomy

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer-based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present article demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer-based instructional system.     

Teachers’ instructional perspectives and use of educational software

It has been argued that technology will promote the use of constructivist approaches to teaching and learning advocated by the current reform movement. Yet computer technology, in and of itself, does not embody a single pedagogical orientation. Different types of software can be used to address different educational goals. This article examines relationships between teachers’ instructional perspectives and their use of technology in instruction. Findings indicate that views about effective computer-based pedagogy are related to the types of software teachers report using with their students. Addressing these perspectives about effective instruction is necessary if computers are to reach their educational potential.     

Online homework impact in undergraduate mathematics and business statistics courses

This evaluation examines the impact on student success rates related to changes in instructional programmes in undergraduate mathematics and statistics courses. Success for students taking courses with a computer-based homework component was compared with success of students who took the course in prior semesters without the computer-based component. Graphical and analytical tools are used to compare results. Results come from multiple semesters of each type of homework application, for both pre-calculus algebra and business statistics courses. Students whose performance is utilised in this study are undergraduate students taking introductory level college mathematics or business statistics courses, with mostly no prior instruction at this level. Comparing the success of the intervention group with the success of the baseline control group, findings support that the students using the computer-based homework instruction are just as successful as those using the traditional method of homework instruction. Utilising the online homework applications, provide several important advantages in today’s universities, including the reduced time for faculty grading, consistency of graded assignments across all sections of a course and most importantly, immediate feedback for students.