网络环境下学习质量保证的关键因素的研究

学习质量是我国远程开放教育生存和发展的生命线。本文通过实证性实验研究分析表明,在网络环境下影响学习质量的关键因素是:观念的转变和体制的创新、教学资源建设以及提高学生自主学习能力。     

网络环境下课程学习资源建设

网络环境下,对课程学习资源的界定、分类和设计是远程开放教育课程学习资源建设的前提,课程学习资源分成素材性资源和条件性资源,课程学习素材性资源又分成预设性资源、形成性资源、关联性资源和泛化性资源。远程开放教育要注重课程学习素材性资源体系和专业学习素材性资源体系的建设,在课程学习素材性资源的设计中要遵循＂一个目标、两面思考、三维分析、多元设计＂的思路和方法。     

网络环境下的协作式学习

协作式学习是当前电大远程开放教育改革试点中提出的一种新理念，因而，对在网络环境下开展协作式学习的重要性、优势及协作式学习的教学指导策略等问题进行探讨，很有必要。     

网络环境下自助式学习模式的研究

自助式学习模式是网络环境下的一种有效学习模式;自助式学习模式必须具有丰富、实用的学习支持服务供学生选择;自助式学习模式有多种类型,每种类型应针对不同课程,不同学生配合使用才更有效果。     

基于网络环境下的协作学习研究

信息社会是建立在合作基础上，学会与他人协作，学会与他人沟通、交流是信息社会对社会成员的要求，计算机网络学习环境可以学习进行协作学习提供合作空间及支持手段，在计算机网络环境下进行协作学习可以培养学习之间的合作精神，增强互助意识，培养协作技能，本就基于计算机网络环境下的协作学习作一探讨和研究。     

远程网络学习环境中的学习支持:成功设计的十个要素

教育者和教学设计者如何评价他们所设计学习环境的有效性?在远程和面授环境中保证教学有效性的一个重要方法是提供学习支持。在学习者利用WEB进行合作学习时，支持系统对于学习过程的作用愈来愈大，它为学习者在自主学习和社会交互中发展能力和提高自信提供了巨大的帮助。维高斯基关于支持体系的理论起源于社会文化领域．该词指的是基于社会建构主义学习模式的学习支持。随着WEB愈来愈多地应用于初、中、高等教育，现有的支持体系却又很难直接应用于联机学习等非面授教学中，我们有必要对支持体系的概念加以重新考虑。本文在提出远程学习中支持体系概念的基础上，提供了一些如何为学习者提供建构主义学习的例子，并提出了适用于不同教学环境的学习支持体系的设计准则。     

浅析网络环境下研究性学习的利与弊

网络以其无可比拟的优势赢得了越来越多的受教育者的青睐,特别是广大青少年的欢迎。网络的强大影响迫使人们认真思考网络环境对学生开展研究性学习的利弊。     

网络环境下学生研究性学习能力的培养

研究性学习的提出是对现代传统学习方式的挑战,认知学习理论和人本主义观点从科学的角度奠定了研究性学习的基础,研究性学习是由四个紧密相扣的环节构成,以问题贯穿整个资料收集、论证的过程,要求学生成为学习的策妇l者,开展研究性学习的要旨,在于“研究最有效、最主动、最能够激发学生想象力和创造力的学习”．学生真正成为学习的“主人”．     

网络环境下自主学习模式中学生的角色定位

在网络环境下进行自主学习,传统的授课模式、学习效率、学生的角色等都已发生了根本性的改变。学生只有积极调整角色,才能适应现代教育技术的发展,享受网络科技带来的成果。文章着重讨论了学生在网络环境下进行自主学习时的角色定位。     

网络环境下学生与学习资源交互的研究

在远程教育中,学生与学习资源的交互是师生交互和生生交互的基础。为此,我们开展教学试验,探索网络环境下学生与学习资源交互的有效途径。从问卷调查、访谈和教学观察可以看出,要促使学生与学习资源有效交互,首先必须为他们搭建一个良好的学习环境,科学合理地配置学习资源,其次是提供必要的学习指导,再次是检查学生与学习资源交互的情况,提供必要的反馈。试验结果表明,网络环境更能有效提高这种交互活动的效能,受到普遍欢迎。     

网络教育环境的安全性分析及其对策研究

本文在充分研究网络教育环境的系统构成（逻辑结构）及功能的基础上，对各个具体系统进行了安全性分析，并讨论了安全隐患产生的原因，最后从物理结构的角度提出整体安全策略和具体安全措施。     

基于网络环境的远程协同支教模式研究

网络技术为农村支教工作提供了载体,以网络为核心的信息技术为支教提供了理想的物质平台和教学环境,基于这些认识。2006年起。我们尝试着把农村支教工作从传统的、有着多重时空限制的现场教学,转向利用网络进行远程协同实时教学,并以此为切入点,构建了远程协同支教模式,经过几年的探索和实践,支教效果显著。     

基于网络的协作式虚拟学习环境设计

本文探讨了设计网络协作学习时虚拟学习环境的重要性，具体阐述了如何创设网络协作学习的虚拟学习环境．并且从三个方面提出了虚拟学习环境创设的原则。     

数字网络语言实验室应用探索

21世纪语言实验室已经向数字化、网络化、自主式、开放式发展,成为具备教学、信息管理、资源管理等功能于一体的专业化产品。满足当前外语教学朝着“个性化学习、自主式学习方向发展”的时代需求,是提高语言教学水平和语言综合应用能力的重要物质支撑。     

In-service and pre-service teachers' perceptions of a web-based,case-based learning environment

Abstract

Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors.     

Experienced emotions,emotion regulation and student activity in a web-based learning environment

We examined what events cause emotional reactions when students use a web-based learning environment (WBLE) in their studies, and how the emotions experienced while using the WBLE, emotion regulation strategies and computer self-efficacy are related to collaborative activities in the environment. Lability of emotional reactions and their regulation in advance directed and maintained effective collaborative activities in the web-based learning environment. Further, students experienced a wide range of emotions while using the WBLE and especially the nature of interaction during the activities was important antecedent of the affective reactions. This result underlines that although the presence of technology is very obvious in web-based learning environments, it is not, however, prevailing antecedent of the affective reactions experienced while using such learning environments.     

The effects of a web-based learning environment on student motivation in a high school earth science course

Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.     

The factors influencing the outcome of solving story problems in a web-based learning environment

The aim of the present study was to investigate those factors influencing performance in solving story problems in a web-based environment. A situational simulation, “Hiking across Estonia,” was explored by two samples of voluntary groups of students, comprising 65 and 50 groups, respectively. They solved 25 ecological and environmental story problems and filled in a pre-test and post-test that evaluated problem-solving skills. The groups were clustered according to their characteristics and performance into five clusters: “slow learners,”“quick learners,”“successful learners,”“smart learners,” and “ineffective learners.” The clusters were provided with different types of supportive notes and the sequence of problems was rearranged according to the students' initial results in the first four problem-solving tasks. These treatments demonstrated statistically significant improvements in the outcome in solving story problems in small groups. The main factors determining the effectiveness of problem solving were: (i) time spent on learning; (ii) initial skills in problem-solving; (iii) the presence of support in enhancing situation awareness; (iv) graduated problem tasks sequenced on the basis of complexity and difficulty; (v) ratio of genders in a learning group. However, the importance of these factors depended on the cluster and, therefore, it can be concluded that the design of problem-solving instruction has to be adapted according to the clusters' characteristics.