大学生网络培训调查

随着信息化进程的日益加快,网络培训这一新的培训方式开始被越来越多的机构所采用.该文采用问卷调查的方式,对南京地区大学生参加网络培训的现状进行了调查和分析,提出了一些建议.     

Perspectives on continuing professional development in and through information and communications technology

This paper considers the role and development of meaningful dialogue in digitally mediated learning (DML) in UK higher education for teachers. It argues that more research is vital in the field of meaningful dialogue if we are to avoid the risk that pedagogic values in DML become increasingly driven by market forces toward ‘data vending’ without sufficient contextualisation of learning as social practice. Three data collection sources are interpreted. The first is the narrativised experiences of a DML development team transforming an MA Education award; the second is some key reflections on the experiences of MA participants on a newly transformed DML module and the third is a brief analysis of student results and evaluations. The key focus for the paper is how important and challenging it can be to nurture a dialogic academic community online that clearly supports and nurtures the professional development of teachers across the education sector. Using a methodological approach incorporating Ulrich’s notion of ‘reflective competence’, the paper considers the pitfalls of transforming face-to-face modules into DML, arguing that both staff and participant preparation for DML must be at the forefront of such transformations. The paper concludes with a consideration of the vital role in DML of pedagogies which promote emotional engagement and ‘kindness’.     

Exploring ethical issues associated with using online surveys in educational research

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings.     

职业技能鉴定考试网上报名管理系统

为开发学生职业技能鉴定考试的网上报名数据和成绩查询数据库系统,高效采集考生个人报考信息、提供成绩查询并为管理员获取考生报名数据,实现我院技能鉴定考试的信息化和网络化管理.先对系统的建立背景和功能需求进行分析,再概要性说明系统开发所需要的软件环境后,最后对整个网上报名管理系统的模块功能进行了简单描述,并提供经过测试投入运行后的主要功能界面网页.     

在线学习准备度对大学生在线学习投入度的影响

在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。     

Using blogs in qualitative educational research: an exploration of method

When compared with wider social research, qualitative educational research has been relatively slow to take up online research methods (ORMs). There is some very notable research in the area but, in general, ORMs have not achieved wide applicability in qualitative educational contexts apart from research that is inherently linked to the Internet, for example, research on educational technologies or students' online behaviour. This paper demonstrates how ORMs can be useful in qualitative research projects. It describes how on-going, reflective, qualitative data were collected using a popular, community-based online tool – blogs. The research project that utilized this approach aimed to trace how a group of international students in the United Kingdom responded to their new environment over six months. This article attempts to provide a new understanding on the use of blogs as a tool for data collection.     

大学生网络课程学习情况调查研究——以深圳职业技术学院2019级新生为例

网络课程在教学中具有巨大优势,也存在许多不足。根据对深圳职业技术学院2019级1557名新生网课学习的调查,分析了在平台数量、网络状况、操作流程、学习时段、课程比较评价、学习过程中存在的困难和问题等方面的情况,提出了认识网课发展趋势、加强网课建设顶层设计、深入研究并遵循网课学习的内在规律、调整评教体系并开展对网课教学的评价等建议。     

美国网络高等教育十年发展报告：现状、问题与启示

经过多年的不断发展,美国网络高等教育已走在了世界前列.文章以图表描述和分析美国高等教育第十次年度报告主要内容的基础上,探讨了其中存在的师生接受度低、质量成本控制难、辍学率高与社会认可低等多方面的问题,最后针对我国网络高等教育的未来发展提出开放学分认可、加强质量监控、推广成果应用等三个方面的启示.     

Online video gaming: what should educational psychologists know?

Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning “addiction” to online video games like World of Warcraft, this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two decades of the author’s own research in this area, this paper briefly overviews: (i) online gaming addictions, (ii) the differences between online and offline video gaming, and (iii) video gaming benefits. The paper ends with some practical advice that educational psychologists can give to parents about the safe playing of video games.     

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluations of teaching (SET) methods be both reliable and workable in practice. Online SETs particularly tend to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies of SET processes have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at the course level rather than attending to the student unit, thus compensating for the inter-dependency of students’ responses according to the instructor variable. It explores the impact of the administration method of SET (paper based in-class vs. out-of-class online collection) on scores, with a longitudinal sample of over 63,000 student responses collected over a total period of 10 years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.     

Understanding community in synchronous online learning: do perceptions match behaviours?

ABSTRACT

The community of inquiry (CoI) framework is becoming increasingly popular in online learning. The relationships among CoI constructs (cognitive, teaching and social presences) were generally investigated through surveys. However, some methodological challenges were noticed in CoI studies such as the limitations in data diversity or data verification. Hypothesising that learners’ perceptions about CoI constructs may not reflect their actual behaviours, this study matches students’ perceptions and actual behaviours reflecting the CoI constructs in an online learning setting in a synchronous online undergraduate programme. Data from CoI surveys, online discussion records and observations were comparatively discussed. The results indicated that relationships between the behaviours and perceptions about CoI constructs were quite positive and students’ perceptions about CoI constructs almost matches with their actual behaviours. Thus, the study confirmed the power of determining the interactions reflecting CoI constructs in online learning within CoI surveys. It is hoped that the study may shed a light with its contribution in providing some evidence for the question of whether conventional data collection techniques in CoI studies is required to be revisited or not.     

网络在线考试系统分析与设计

随着计算机技术的发展以及国际互联网络的普及,在线考试已经成为一种重要的考试方式。本文简要介绍了一个在线考试系统的系统分析、基本功能和系统设计。     

基于"雨课堂"的仪器分析线上教学现状调查与思考

为了解某高校卫生检验与检疫专业学生对基于"雨课堂"的仪器分析课程线上教学的看法,本论文通过问卷调查等方式,调查了该高校卫生检验与检疫专业本科生对该门课程线上教学的满意度、认识和评价等内容,对该课程线上教学过程中存在的问题展开分析,提出改进举措.     

AD转换的动态在线校正技术

提出了一种以动态在线技术为出发点的快速、方便、准确地进行模拟量非线性校正的技术方案。阐述了该方案的基本思想、数据结构设计和实现方法。给出了以Freescale HC08 MCU为前台数据采集,PC为后台数据处理的非线性校正系统实例。系统也可以独立运行,作为嵌入式系统的辅助开发工具,用于模拟量的非线性校正。     

Is students’ qualitative feedback changing,now it is online?

Student feedback can be used to enable institutions to achieve the best possible outcomes for students through informing changes which enhance the quality of teaching and learning. Following the introduction of an online survey platform to gather student feedback at a top-performing UK university, anecdotal concerns raised by academics suggested students were being more critical. This exploratory study investigated the effects of switching from a paper to an online survey by comparing the open-ended responses between the two methods of collection. The main contribution of this study is the development of an analytical framework which can be used by other institutions to evaluate student comments, in order to understand and improve the student experience. Three key findings in this study were uncovered. Firstly, the quality of student feedback is not undermined by a switch to a more efficient online collection. Secondly, student comments via both methods of collection predominantly continue to focus on fulfilling basic needs, such as study resources. Finally, a small number of comments online revealed a lack of behavioural constraint and were considered to be inappropriate. These findings have important policy implications for the global higher education sector, highlighting the need for students to be given guidance on providing constructive feedback.     

网络学习中反思性学习及模型研究

为实现网络学习中的有效学习,文章在了解国内外反思性学习研究的基础上,从哲学的角度对反思及反思性学习做了重新认识:反思是一个过程,更是一种能力,是支撑整个反思迭代循环过程的能力集合体;反思性学习是一种内在内容不变,外在形式随时代不断变迁的传统学习策略。其次,以班杜拉三元交互决定论为理论基础,通过对网络学习与传统课堂学习进行比较分析,对影响网络学习中反思性学习的因素做了初步探究,并尝试构建了网络学习中反思性学习模型。     

大学英语网络自主学习的低效率及对策

当前,多媒体网络技术在大学英语教学中得到广泛应用,在网络教学环境下提高学生自主学习能力和学习效率至关重要。本文简要的阐述了多媒体网络自主学习的内涵,系统地分析了大学英语网络自主学习的低效现象及其产生的原因,并提出了几点改进措施。     

男女生在线英语学习动机对比分析

在线英语学习动机在一定程度上影响在线英语学习效果,研究男女生在线英语学习动机的差异性具有十分重要的意义。问卷调查法是研究男女生在线英语学习动机差异性的有效方法。运用学习动机理论。设计了在线英语学习动机相关因素调查问卷;并对男女生问卷调查结果的差异性进行了深入全面的分析,调查结果显示女生在线英语学习动机更强烈。增强男生在线英语学习动机,提高男生以及全体学生在线英语学习积极性．提高在线英语学习效率势在必行。     

在线语言学习的发展与前景

在线语言学习作为外语学习的一种趋势,扩大了学生对教师、对课程、对时空的选择范围,这种不同于传统授课模式的学习方式受到大家的广泛关注。对在线语言学习的发展进行了简要的介绍,并对时下流行的在线学习方式（包括在线语言学习教程、语言学习智能系统、语言学习游戏、移动语言学习和网络沟通五个方面）逐一进行了说明。     

高职院校学生在线学习投入与在线学习倦怠研究

基于对高职院校学生的随机抽样调查数据,通过描述性统计分析和结构方程模型进行研究。结果显示:在线学习投入对在线学习倦怠和在线学习满意有较大正向影响,在线学习倦怠对在线学习满意有较小的负向影响;学习动机和学习专注对在线学习满意有较大正向影响,学习精力对在线学习满意有很大的正向影响;情绪低落和行为不当对在线学习满意有很大的负向影响,低成就感对在线学习满意有较大正向影响。基于研究结果,从课程系统性改革、强化技能训练、参与技能大赛方面提出建议。