网络自主学习低效现象的原因及对策研究

针对网络自主学习效率低下的现象,本文分别从学习者、学习资源、学习环境和学习支持等方面分析了造成这种低效现象的原因,并探讨了克服低效、开展高效网络学习的措施,藉以给广大网络自主学习者和网络教育者一定的启示.     

Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.     

《现代教育技术》课程网上学习评价策略的探讨

本文从《现代教育技术》课程的性质、地位及建设现状入手。围绕《现代教育技术》网络课程的目标定位,从评价环境、评价过程、评价主体、评价内容、评价结果等方面对《现代教育技术》课程的网上学习提出了具体的评价策略。认为网上学习评价应该注重评价真实性、情境化、多元化、多样性、融合性。     

The effect of web-based portfolio use on academic achievement and retention

The web-based portfolio emerged as a result of the influence of technological developments on educational practices. In this study, the effect of the web-based portfolio building process on academic achievement and retention is explored. For this purpose, a study platform known as a computer-assisted personal development portfolio was designed for 30 Turkish students who participated in a web-based portfolio process. The academic achievements of the students were examined through an experimental design in which participants were divided into an experimental group and a control group and given a pre-test and a post-test. The results of the study revealed that the levels of both academic achievement and retention in the experimental group were significantly higher than those in the control group. Similar practices can be applied to the teaching of medicine, economics, physical sciences, humanities and other subjects in order to extend students?? performance and achievement levels.     

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。     

In search of a future: A critical analysis of research on web-based teaching and learning

Despite the explosion of interest in Web-based teaching and learning,many criticisms of research with past technologies have re-surfaced.Research efforts are often so diffuse and contradictory as toconfuse rather than enlighten. We have failed to break much newpedagogical ground with our collective effort to date. In thiscommentary, we briefly examine research questions and methods onand with technology, analyze current Web-based research focus andpractice, and identify directions we believe to be especiallypromising.     

基于Web的学习支持服务系统的实践与探索

学习支持服务已成为远程开放教育的重要支柱,本文主要探讨的是,构建基于Web的学习支持服务系统,使教学全过程始终和学习支持服务无缝融合,为学习者全面、主动地提供个性化的支持服务,真正使“以人为本”和“以学习者为中心”的理念得到体现。     

基于网络的控制-自组织学习模式研究

当前关于网络学习模式的研究,以分离还原的研究居多,综合实践的研究较少;应然研究多,实然研究少.本文在对当前三种主流的网络学习模式分析的基础上,提出,这些学习模式只具有局部的合理性,不能作为网络学习的总体模式出现,控制-自组织模式才是网络学习的可行模式,并对控制-自组织学习模式的概念及特征进行了阐述.     

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。     

关于远程教育网络课程建设的几点思考

透视2007年国家精品课程的评选标准,网络课程的开发与建设是当前远程教育发展的重要任务。根据参评课程的基本现状,网络课程的内涵问题必须重新界定,规范化的课程建设标准是建设精品课程的基本依据,梳理与整合已有课程存在的基本问题是反思与建设精品课程的最佳策略,创新网络课程的建设思路是课程精品化的重要举措。     

网络教育评价系统及其设计

网络教育系统的各个环节呈现出一种松散结构，开发出一种与网络教育环境相适应的新的评价方式十分必要。本文探讨了利用网络环境开发一种新的评价系统──网络教育评价系统，并介绍了这个系统的主要结构、功能。     

美术学习档案袋的实施与运用

学习档案袋是美术教学过程性评价的重要有效的手段。在其实施过程中,要充分发挥教师的主导地位和学生的主体地位,在美术学习档案袋设计、使用、保管和展示的过程中,如何给学生提供表现自己所知所能的各种机会,让学生学会更多的学习策略,形成学生良好的美术学习习惯,是新课程美术教学亟待解决的问题。     

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。     

Implementation and evaluation of a student-centered learning unit: A case study

The purpose of this case study was to explore the issues involved in implementing a technology-enhanced student-centered unit in order to provide recommendations to improve and enhance these types of learning activities. Specifically, the study examined problems students encountered in completing the unit activities, problems the teacher encountered in facilitating the delivery of the unit to her students, and strategies to improve and enhance these types of learning activities. One teacher and the 21 students in her intact United States history class participated in the study. The central unit problem required students to determine the strategies that should be pursued in 1968 to continue the struggle for a more just, equal United States society. Students worked in teams to gather data from an electronic database of primary- and secondary-source materials, and use the data to develop solutions to the unit problem. Results of this study suggest that a variety of factors impact the success or failure of student-centered activities, including student orientation to the unit problem, student collaboration, teacher management strategies, and student accountability mechanisms. These results also provide insight into how the design of these types of activities can be improved. Perhaps the most important considerations that need additional attention are the additional aids required by teachers as they struggle to implement these types of activities in their classrooms.     

基于网络的课程学习评价方案设计与实践

在基于网络的远程开放教育学习评价研究与实践过程中,良好的网络环境是课程学习评价的基础,学习评价方案是课程学习评价的核心,相应的管理运行机制是课程学习评价的保障。本文阐述了学习评价方案是基于网络进行学习评价的核心的指导思想,分析了可供设计者选择的学习评价任务类型,简要介绍了中央电大课程考核改革试点中部分试点课程的学习评价方案,提出了学习评价方案设计应注意的问题。     

网络教学互动对教与学的影响

在远程网络教育中,交互性（互动）是决定教育质量的一个重要因素,交互活动直接影响着远程课程的学习效果。影响现代远程教育课程交互水平的因素主要有教师、学生和教学资源三个方面。同时高质量的互动对“教”与“学”都有着新的要求和影响。     

Problem-based learning effectiveness on micro-blog and blog for students: a case study

Problem-based learning (PBL) is regarded as an effective learning strategy to enhance cognition not only in traditional learning but also in e-learning. In e-learning settings, blogs and micro-blogs can plausibly provide a platform to conduct PBL. Recently, most studies on blogs and micro-blogs have respectively probed satisfaction and learning effectiveness. However, little effort has been made to explore their effectiveness on learning. Therefore, this study explored an application of a PBL approach on a micro-blog and blog by seventh-grade students taking an information ethics course; in particular, the effect of a micro-blog and blog on student learning with different learning achievement levels. Moreover, results showed that the micro-blog had more effect on PBL for low achievement students compared to the blog. This study suggests that using a micro-blog for PBL is more appropriate for the sake of maximizing learning effectiveness, if generally considering students with different learning achievement levels.     

A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme

In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.