E-Learning 3P模型:人-过程-结果的交互体

人-过程-结果的交互过程或3P模型为设计、开发、评价、实施以及管理e-learning和其他混合的学习材料与学习系统提供了一个综合图解，文章讨论了不同的人在开发e-learning方式或其他混合学习方式的产品时所经历的各种阶段及其相应的责任。     

基于所罗门认知风格的Web学习系统的设计与实现

本文以所罗门的认知风格分类作为个性化学习风格分类的基础,构建了个性化e-learning学习系统的模型。采用B/S模式的三层网络编程技术,用JSP来生成服务器端的程序。结合客户端浏览器中表单提交的学习风格测定数据并与数据库关联,通过数据库的操控来实现e-learning环境下个性化学习的过程。     

e-learning研究新视野——社会心理学

通过“一个优秀学习者的e-learning退出事件”的个案研究,说明社会心理学在e-learning学习者学习行为研究中的作用与地位;然后从社会心理学视野分析了此事件中学习者的学习行为的发生、发展、变化的过程与原因,明确提出从社会心理学视野研究e-learning,为我国e-learning实践与研究开拓新的领域。     

基于引领式在线学习模式的学习管理系统设计

本文详细分析了现在一些流行的学习管理系统,总结了这些系统的功能和特点,提出了基于引领式在线学习模式的学习管理系统的三个设计理念--系统提供学习时间管理和学习目标管理;网上学习资源以e-learning在线课程为主;挖掘学习记录,提供个性化的主动的学习支持服务。系统的设计旨在改变目前中国远程教育中存在的一些问题,提高远程教育的质量。     

移动学习的内涵、方式及其对远程教育的意义研究

计算机网络已经在教育和企业培训等领域得到广泛应用，并产生了新的学习方式——数字化学习（e-learning)。近几年来，随着无线通信技术的发展和移动计算技术的进步，一个新的概念——移动学习（m-learning)逐渐纳入人们的研究视野，与之相关的理论研究和实践项目正随之展开。本文主要对移动学习的概念，实施的形式以及移动学习对远程教育研究的理论意义等相关问题进行了系统阐述。     

移动学习在新生代农民工培训中的应用初探

移动学习是移动技术与e-learning技术发展相结合的产物,它的学习理论和技术支撑使得移动学习应用于新生代农民工培训成为可能。从移动学习的定义和特点入手,分析移动学习应用于新生代农民工培训中的优势,提出移动学习在新生代农民工培训中的应用策略。     

应用数字化构建实施网络培训系统

在数字化管理和企业培训相结合的基础上建立的培训系统即E-Training系统不仅可以实现管理方式的更新和变革,而且可以充分发挥培训优势,促进组织学习,强化培训效果。一、应用数字化构建实施E-Training系统的原则为实现E-Training系统的管理效能,提高企业整体人力资源管理水平,在构建该系统时,应遵循以下原则:1、以“自我培训”为系统构建理念。E-Training培训过程中没有培训者与受训者面对面的交流,缺乏直接的监督和控制,受训者自始至终处于自我管理的状态中。这要求受训者将“学习、培训、提高”上升为自己的强烈愿望,对培训具有高强度…     

英国：“新一代学习”运动方兴未艾

当国内很多家长对青少年的＂网瘾＂束手无策之时,英国的中小学里却逐步推行e-learning和网络教育,并把该种学习方式作为教育信息化过程的一个重要方面。因为在英国,计算机已经渗透到学生学习和生活的各个环节,包括学习、作业、探究和交往等。况且很多课程都会涉及一些研究性课题,通过研究性学习的形式来完成。     

基于协同过滤技术的学习资源个性化推荐研究

e-learning的调查发现,e-learning支持系统中学习资源推荐主要有Top-N和关键词检索两种方式,都无法向学习者个性化地推荐学习资源。受电子商务研究领域中相关研究成果启发,我们尝试将协同过滤推荐技术引入学习资源的个性化推荐研究中。通过综述学习资源个性化推荐中三种常用的推荐技术,介绍了协同过滤推荐技术的工作原理、实现方法及存在问题。在此基础上,提出了一个优化的基于协同过滤技术的学习资源个性化推荐系统的理论模型,重点讨论了模型的结构、隐式评分机制和算法的实现,并讨论了个性化学习资源推荐模型中的三个关键技术。以启发e-learning研究人员从不同的层面和角度探索协同过滤技术在e-learning中的应用,提高学习资源个性化推荐的精度和效率。     

网络课程及其有效设计的六项原则--e-learning国际著名专家克拉克与梅耶的观点综述

e-learning是通过计算机传递教学内容和教学方法，为完成个人或企业目标而设计的知识和技能建构过程。评价e-learning课程要十分重视理解学习的认知过程。依据梅耶等人的研究，运用多种媒体、邻近呈现信息、言语讲解优先、适当控制冗余、避免诱人细节和凸现沟通特点等是改进e-learning的重要原则。     

Potential Use of Course Management Systems in Higher Education Institutions in Jordan

Given the increased adoption of the CMS （course management systems） as an instructional tool, it is important to address the potential use of this technology in Jordanian higher education institutions. This study investigates the potential to use CMS tools in instruction in the academic institutions in Jordan. This study does not seek to evaluate the current use of computer mediated tools or their features in instruction. Its purpose is to investigate what is currently taking place with CMS in higher education settings. Therefore, the study does not seek to determine the value that the use of the CMS tools may have contributed to instruction, however, it identifies the level of technology integration as well as the level of the technology use in higher education and problems associated with its use among the faculty. This study identifies prevalent faculty attitudes and perceptions toward the potential use of CMS tools in higher education institutions, in general, and in Jordan, in particular.     

Development and evaluation of an e-learning course for deaf and hard of hearing based on the advanced Adapted Pedagogical Index method

Web-based and adapted e-learning materials provide alternative methods of learning to those used in a traditional classroom. Within the study described in this article, deaf and hard of hearing people used an adaptive e-learning environment to improve their computer literacy. This environment included streaming video with sign language interpreter video and subtitles. The courses were based on the learning management system Moodle, which also includes sign language streaming videos and subtitles. A different approach is required when adapting e-learning courses for the deaf and hard of hearing: new guidelines must be developed concerning the loading and display of video material. This is shown in the example of the e-learning course, ECDL (European Computer Driving Licence). The usability of the e-learning course is analyzed and confirmed using two methods: first, the Software Usability Measurement Inventory (SUMI) evaluation method, and second, the Adapted Pedagogical Index (AdaPI), which was developed as part of this study, and gives an index to measure the pedagogical effectiveness of e-learning courses adapted for people with disabilities. With 116 participants, of whom 22 are deaf or hard of hearing, the e-learning course for the target group has been found suitable and appropriate according to both evaluation methods.     

支持多种产品的移动学习管理系统

本文介绍的Porta-bile项目正在特伦托大学(University of Trento)开展,旨在研究移动计算技术在教育环境中对学习过程的支持作用.这个项目主要关注移动学习中的技术因素,它们与e-Learning系统的整合以及与学术机构的信息系统的整合.这个项目是建立在特伦托大学经济学院使用的e-learning学习平台的大量源代码研究以及对整个特伦托大学使用的新平台所收集的大量经验和数据基础上.     

Corporate learning: A knowledge management perspective

This paper provides a point of view on the relationship between learning and knowledge management in corporate training. This relationship forms the framework for the development of an effective learning management system (LMS). It comprises four sections: (1) a theoretical analysis of the relationship between training and knowledge management. In today's corporate environment, characterized by rapid change and restructuring, organizations need to become “learning organizations”; (2) some examples are provided of how training issues are intertwined with other processes, such as sales, communication, research and development (R&D), external network management; (3) corporate universities are the means for achieving those goals. They are efficient as long as they become strategy-supportive organizations. Such a structure is in need of the appropriate technology tool, an LMS; (4) it is possible to underline which functionalities are needed in order to have an efficient LMS. These are the kinds of considerations that led ID Technology in developing LiveLearning. Thus, an LMS for corporate training should take into account the relationship between knowledge management and training. An LMS should allow the integration of training with company processes and should assist in meeting corporate university goals. The same considerations also guide decision makers when choosing an LMS.     

Charting trends for e-learning in Asian schools

E-Learning is the confluence of many technology-based learning opportunities. It employs technologies as part of the delivery systems, as tools to assist with the representation of ideas, and most recently as the integration of processes and the topics to be learned. This paper reviews some of the approaches adopted by Asian schools and charts the trends that will guide instructional designers as they seek to effectively employ e-learning strategies. It also suggests a more integrated view of e-learning for those managing the learning and training systems within schools.     

Korean Content Management in e-Higher Education: Here and Hereafter

Current trends in the management of e-learning content in Korean higher education are reviewed, along with important issues for future development. South Korean technological infrastructure, among the most advanced in the world, provides the necessary conditions for e-learning to proliferate, but as e-learning in higher education approaches a certain level of maturity and proliferation, there will emerge issues to be resolved at the national level. Suggested future considerations include establishing a national level of overarching planning for courseware management; university and consortium level planning for quality content management; e-learning content sharing systems through such methods as learning technology standardization; and a training and support system for specialists in educational development, instruction, and administration that can operate mutually and concurrently. By Insook Lee     

Comparing learning outcomes of video-based e-learning with face-to-face lectures of agricultural engineering courses in Korean agricultural high schools

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com. Eighty-five Korean agricultural high school students were randomly assigned into the two groups: face-to-face lecture (control group), and video-based e-learning (experimental group). The students of the experimental group logged onto the LMS in the school computer lab and completed each e-learning module. All students were required to take a pretest and posttest before and after learning under the direction of the subject teachers. One-way analysis of variance (ANOVA) was used to examine any difference between the two groups in terms of learning outcomes. One-way analysis of covariance (ANCOVA) was also administered to verify whether there was any difference between the two groups after controlling for the covariate variable: pretest score. According to the results, e-learning resulted in better learning outcomes than face-to-face lecturing. These findings suggest that the use of well designed and appropriately applied e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities. Further research should focus on a different e-learning content type in different agricultural subject fields and its relationship with learning outcome.     

Competencies development and self-assessment in maintenance management e-training

The maintenance management function requires staff to possess a truly multidisciplinary set of skills. This includes competencies from engineering and information technology to health and safety, management and finance, while also taking into account the normative and legislative issues. This body of knowledge is rarely readily available within a single university course. The potential of e-learning in this field is significant, as it is a flexible and less costly alternative to conventional training. Furthermore, trainees can follow their own pace, as their available time is often a commodity. This article discusses the development of tools to support competencies development and self-assessment in maintenance management. Based on requirements arising from professional bodies’ guidelines and a user survey, the developed tools implement a dedicated maintenance management training curriculum. The results from pilot testing on academic and industrial user groups are discussed and user evaluations are linked with specific e-learning design issues.     

试析教师远程培训中的知识管理——基于安徽省初中教师远程培训项目的实证研究

安徽广播电视大学以国培门户网站和远程培训学习平台为载体,以线上学习、线下研讨、岗位实践研修和专家跟进指导相结合的混合学习方式,实施安徽省农村初中骨干教师远程培训项目。通过显性知识和隐性知识的积累及相互转移,实现远程培训过程的知识管理。     

从“工作流”到“学习流”：E-learning系统设计的新视角

目前大多数E-learning支持系统基于内容对象设计,由此造成的学习者控制、网络迷失和认知超载等问题已成为制约E—learning发展的瓶颈。本文借鉴“工作流”的理念,结合学习活动的流程化特性,提出了“学习流”的概念,并建立了学习流的数学模型——ATC模型,在此基础上分析了学习流的构成要素和控制策略设计,试图为E—learning系统的设计和开发提供新的思路和视角。最后简要介绍了本研究开发的基于“学习流”理念的管理系统功能架构,该系统已于2006年成功地应用于一项由教育部主持的面向全国的教师培训项目。研究结果表明,学习者对于“学习流”管理系统支持下的培训有着很高的评价和认同度;采用基于“学习流”的方式组织和管理学习活动,可以大大提高系统的易用性和学习活动的组织效率,避免学习者网络迷航,从而为实施有效教学、促进有意义的学习创造了条件。