远程学习者时间管理的特征、障碍与干预方式

任何学习活动都离不开时间因素,网络远程学习也需要时间作为支持.远程学习活动的特征使得加强时间管理、尽量争取时间用于学习活动成为学习者的一个重要管理目标.本文在描述远程学习者时间管理特征的基础上,详细论述了学习者时间管理障碍的表现形式和干预方法,以期为网络远程学习者提供时间管理的参照.     

远程学习者有效时间管理研究

工学矛盾是远程学习者学习过程中面临的主要障碍,学习时间无法保障会影响远程学习者的学习进度和效果.本文根据以往时间管理的相关实证研究,提出远程学习者要进行有效的时间管理,应树立时间管理意识,进行针对性的时间管理培训;应重视远程学习者时间管理与性别、学业成就、学习态度和学习动机等人格特征相关关系的研究;鼓励远程学习者制定自己的时间表,统筹安排学习活动;利用网络学习平台对学习者进行时间管理的提示与监控.     

论远程学习者的学习过程管理

远程学习过程管理是远程学习者获取理想学习绩效的重要条件之一。针对远程学习者如何进行有效的学习过程管理，本文论述了远程学习过程管理的定义与意义，建构了远程学习过程管理的模型，讨论了作为远程学习管理基础的元认知，探讨了相应的管理方法、原则，以及学习过程管理的技术支持方式。     

论远程学习者的学习动机管理

学习动机是影响远程学习效果的核心要素之一,它直接决定学习者激发、维系学习过程和状态,影响学习者学习的深度、广度和效度.如何激发和维持学习者的学习动机,一直是远程教育研究和实践机构所关注的重大现实问题.对远程教育来说,如果不能有效引导、激发和维系远程学习者的学习动机,那么,再好的远程学习条件也不过是一堆摆设.由于远程教自和远程学习的特征使然,从教学设计的角度为学习者创设最佳的学习条件,给力学习者实现学习动机管理,是最为基本的路径.本文在探讨学习动机管理的定义以及动机理论和动机模型的基础上,通过归纳整合,建构了学习动机管理的综合模型,讨论了该模型在远程教学设计中的实践策略,以期从远程教学设计的角度为促进远程学习者实现有效的学习动机管理提供有益的启示.     

略论塑造学习型远程学习者

提升远程教育学习者的自主学习能力是塑造学习型远程学习者的必要条件,塑造学习型远程学习者的最终目的,是促进现代远程教育和继续教育发展,建设全民学习、终身学习的学习型社会。塑造学习型远程学习者的主要途径是:导入先进的学习理念,培养远程学习技能,优化远程教育学习资源,强化学习过程管理,为学习者提供完善的学习支持服务。     

思想政治教育中大学生压力管理的对策研究

为探讨思想政治教育中进行大学生压力管理对策的有效途径,本文采用分层随机抽样法抽取274名大学生进行压力状况调查,分析学习压力、就业压力和经济压力等维度压力源对不同性别、年级学生压力的影响。结果显示：就业压力和学习压力是目前大学生感到的最大压力来源;不同性别、年级的学生对压力源的感受存在一定的差异,大三年级是四个年级中承受压力最大的年级。因此,高校思想教育应有针对性地结合心理健康教育实施有效的压力管理对策化解压力。     

影响远程学习者学习动机的因素分析

学习动机是发起和维持学习行为的基本动力,如何有效激发远程学习者的学习动机也是提高远程教育效果的重要条件。通过使用学习动机量表和自编的影响因素问卷,对279名远程学习者的动机现状及其影响因素进行调查,探索性因素分析表明,影响远程学习者学习动机的因素主要有:学习坚持性、学习兴趣、网络课程质量、学习支持服务、个人时间因素。其中,远程学习者的学习目标多为外在目标,工作和生活压力造成的学习时间不足,以及学习坚持性较差是远程学习者面临的较为突出的问题。最后通过多元回归分析表明:探索性因素分析所得出的五个因素能够很好地解释远程学习者学习动机的变异。     

网络远程教育学习者的学习焦虑调查问卷设计分析

随着开放大学的发展,越来越多的成人选择了网络远程教育.网络远程学习者承担着工作和生活的压力,很容易产生学习上的焦虑.给予远程学习者实施一定的心理帮助和学习建议,是每个远程教育工作者所关心的问题.要做到这一点,我们认为应从了解远程学习者的学习体验着手,用问卷的方式对其进行调查,取得第一手资料,以便对网络远程学习者提供一些探索性的建议和意见.     

远程学习者远程学习自我效能感的调查研究

为了明晰远程学习者在远程学习自我效能感方面的一些特点,做了一个远程学习自我效能感的调查问卷。将编制的问卷选取远程学习者进行测试。结果发现该问卷具有良好的信度和效度。此外,研究还发现远程学习者的远程学习效能感总得分在1.5以上,其中计算机操作效能感、情绪管理效能感、时间管理效能感得分相对偏低。     

少数民族远程学习者学业表现变化研究

以内蒙古广播电视大学远程开放教育的学生为研究对象,通过分析发现：少数民族学习者在第一学期的平均成绩、专业排名、不及格科目数都明显弱于汉族学习者,而在第三学期,少数民族与汉族学习者的学业表现的各项指标均值不存在显著差异。说明经过一年半的学习过程,少数民族逐渐能够适应远程开放教育这种学习方式,在学习中不断进步。研究进而利用教育生产函数模型,对影响少数民族远程学习者学业表现变化的因素进行了分析。得到的研究结论：由于网络环境因素的改善,对少数民族远程学习者学业表现变化带来更大的益处;同样社会家庭环境的支持对促进他们在学业上取得更大的进步,工作环境带给他们的压力相比汉族学习者压力更大,工学矛盾更突出。     

论远程学习者的努力管理

努力管理是自我管理的重要构成，也是学习策略的一个具体表现它是远程学习者在学习活动中的主体性精神体现。一般说来，远程学习者的学习成效主要归因于自身的努力，努力管理与学习成效之间具有显著的正相关。本文根据自我管理理论和Mckeachie等人关于学习策略分类的框架，从信念、归因、勤勉、意志、内省和自我强化等方面，讨论了努力管理的内涵与方法，以期为远程学习者的努力管理提供理念与实践的参考、     

提高远程开放教育学习者管理素质的探索——以管理方法与艺术课程教学为例

在远程开放教育中搞好管理课程的教学,加强管理素质教育,对于提高学习者的自主学习能力具有重要意义。远程开放教育应在管理素质的学习、管理素质的实践管理及管理素质的默化三个层面展开管理素质教育,运用教学设计、个人学习管理、合作学习等教学策略,使学习者充分获取课程知识,提升管理素养、增强自我管理能力。     

论远程学习者的资源管理

资源管理是自我管理的重要内容,是远程学习者顺利开展自主学习的重要保障。本文从学习资源的定义和分类出发,分析了学习资源特点,论述了学习资源管理的意义,阐述了学习资源管理的应用框架,讨论了学习资源管理的过程、原则以及信息技术对资源管理的作用,以期为远程学习者实现有效的资源管理提供一种概念和实践框架。     

Exploring school stress in middle childhood: interpretations,experiences, and coping

With increased academic and social challenges at school, middle childhood can be a particularly stressful time. The present study explored how a sample of children from a supportive learning environment interpreted, experienced and reported coping with everyday stress at school. Using a phenomenological approach, third graders attending an elementary school in the United States participated in semi-structured interviews in which they could discuss the nature of stress, stressful moments at school, and their responses to different situations. Despite nearly optimal learning conditions, child reports included a range of school stressors. Children’s interpretations of ‘stress’ seemed inextricably linked to their learning and social obstacles at school; those daily experiences were further linked to coping strategies. The discussion section emphasises the importance of understanding how children interpret and report stress and coping, and how pastoral care can support young students.     

论远程学习者的自我认识

自我认识是远程学习者开展自主学习、个性化学习和终身学习的前提,也是学习者实现自我管理的基础。本文讨论了远程学习者自我认识的内涵、范畴与意义,根据远程学习的实际,从学习意识、学习需要、学习目标与学习任务、学习风格、学习动机、优势智能和元认知等七个方面探讨了自我认识的指向和方法,以期为远程学习者的自我认识提供有益的参考。     

Stress in international work: Stressors and coping strategies of RNGO international directors

This study examines how international directors in religiously-affiliated nongovernmental organizations (RNGOs) cope with workplace stress. Interviews were conducted with directors from eight RNGOs who oversee programs in seven international regions. Findings reveal they experience three major stressors: difficulties communicating with others abroad, lack of funds, and dealing with constant travel. Overall, directors encounter these unique stressors due to the international demands of RNGO work, including international travel, fundraising for international programs, and intercultural communication. Moreover, they cope with stressors by striving for physical/mental health, pursuing/providing education, putting family first, seeking support, facilitating stakeholder communication, and planning ahead. Directors rely on problem-centered and emotion-centered coping, but they also describe the beneficial outcomes of avoidance-centered coping. Since only a few directors use prayer as a coping strategy, RNGOs must recognize that employees rely on secular and spiritual coping when developing organizational practices and programs related to stress management.     

Parents of disabled children burn-out too: counseling parents of disabled children on stress management

This paper explores the problems faced by parents of disabled children with respect to stress-related factors. Parents of disabled children experience tremendous stress in the responsibilities and problems that they face. Counselors who become involved with parents of disabled children need to be capable of assisting these parents in developing and implementing stress management programs. The counselor needs to teach the parents effective ways of reducing stress, in their everyday activities centered around the disabled child.This paper will discuss some of the circumstances that cause stress and suggest procedures for training parents in becoming aware of the stressors and learning to manage them. The paper will also discuss promoting self-awareness and developing coping skills for parents of the disabled children. Counselors are encouraged to use these and other stress management techniques in helping parents become more effective in managing the stressors and developing appropriate coping skills.     

Developing career management competencies among undergraduates and the role of work-integrated learning

This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.     

A qualitative study of the UK academic role: positive features,negative aspects and associated stressors in a mainly teaching-focused university

The literature demonstrates that stress in the working life of academics has increased over recent years. However, qualitative research on how academics cope with this is very scarce. Using online interviewing with thematic analysis, this paper examines how 31 academics in a post-92 predominantly teaching-focused UK university cope with the stressors of work. An innovation was to ask about both positive and negative experiences at work unlike most stress research which focuses only on negatives. Six themes emerged from the data; administrative loads, coping with stress at work, task preferences, the academic role, and positive and negative feelings around research/scholarship and thoughts around leaving academia. Increases in student numbers, being able to spend less time with students, heavy workloads, increasing administration, poor management, funding cuts and government initiatives threatening the future of education, obtaining research funding, and increasing insecurity of academic posts were all stressors. Positives identified included satisfaction gained from teaching students, support from colleagues, relative autonomy at work and the ability to manage their time more effectively were perceived as factors that can moderate some of the negative consequences of work stress. Overall, academics reported being happy at work because of the satisfaction gained from teaching and research.