Web2.0在教育教学中的应用研究概述

随着Web2.0技术的不断成熟,其在教育教学中的应用越来越引入注目。分析了Web2.0理念和技术在教育教学中的应用研究现状及存在的问题,指出今后的发展趋势,以期Web2.0的教育应用更加广泛深入和富有成效。     

Web 2.0时代的"网民议程设置"

以"Web 2.0"为依托的"网民议程设置"以双向互动、自下而上、自由随意为其基本特征,在新颖、别致、富于想象力方面,往往超出传统传播学的议程设置."网民议程设置"的零碎、分散,并不意味着缺乏深度和社会价值,有时它提出的议题反而能够提供主流议程设置所不具备的时代精神,并成为主流媒体的"议程资源".这些,都为"Web 2.0"时代的大众传媒的议程设置理论探讨增添了新颖元素和广阔想象空间.     

Emerging instructional technologies: Exploring the extent of faculty use of web 2.0 tools at a midwestern community college

The purpose of this research is to provide insight into the several aspects of instructional use of emerging web-based technologies. The study first explores the extent of Web 2.0 technology integration into face-to-face classroom activities. In this phase, the main focus of research interests was on the types and dynamics of Web 2.0 tools used by community college instructors. In the second phase, we were predominantly interested in instructors’ preferences toward tools and the major barriers instructors confront in integrating these tools in a traditional educational setting. The study reveals the extent of instructors’ use of Web 2.0 tools in the classroom relates to a) their level of education and b) training on the tools. Results clearly indicate that level of education and current use of web 2.0 technologies in instruction are major determinants of the instructors’ preferences toward different groups of Web 2.0 tools. Finally, lack of faculty training opportunities was identified as the main barrier for using Web 2.0 technologies. The study offers research based evidence which undoubtedly represent the current trends and issues in the process of technology integration into course curriculum at a community college level. Considering obtained findings, we suggest implementation of an institutional and systematic approach to reinforce inclusion of Web 2.0 technologies in traditional teaching and learning.     

Web2.0环境下的金融理论课程互动教学模式探索

web2．0是近年来提出的一种互联网模式,其核心理念是以人为本,因这一理念而产生的各种应用在教育领域被广泛关注。金融理论课程具有理论性与实践性俱强的特点,这就决定了在该类课程教学过程中,要十分重视学生的参与性。结合电大开放教育金融理论课程的教学实践,探讨如何在web2．0环境下优化教学内容和教学手段,对于实现金融理论课程教学的互动与创新具有重要意义。     

Web 2.0支持的大学英语混合式教学理论探讨

从理论上对Web2.0平台支持的多元化大学英语混合式教学进行了探讨。利用web2.0平台的优势激发学生大学英语学习兴趣,以解决课堂教学有限的容量与学生个性化学习需求之间的矛盾,提高大学英语教学质量。     

Web2.0学习文化与信息素养2.0

Web2．0是互联网技术和理念的升级换代,是新型互联网模式的统称。它蕴涵新型的学习文化,对学习者的信息素养提出了新要求。理解Web2．0技术和学习文化概念,讨论Web2．0的学习文化特征,探索信息素养2．0的基本内涵,对学习者和教育者理解Web2．0学习文化和塑造信息素养2．0,具有重要的理论价值和实践意义。     

Web2.0技术在远程网络培训中的应用

远程培训在互联网发展到Web2.0时代呈现出新的特点,利用Web2.0成为基于网络的远程培训新的趋势和动向。面对远程教育技术发展和学习环境的变化,如何有效应用Web2.0技术,甚至成为远程教育需要思考的一个问题,本文通过Web2.0网络技术优势分析,阐述利用Web2.0开展网络交互式远程培训的应用策略,从而提高远程培训的质量和效益。     

基于Web2.0环境的社科类专业理论课教学改革

Web2.0环境下的信息传播机制可以改变当前大学生信息获取渠道和知识分享方式,强调网络性、个性化、社会化、共享性、平等性、开放性等传播学意义上的特征,并对高校社科类专业课教学提出新的要求。针对现行教学情境下传授双方的角色转换、学习共同体的形成等方面,提出开展在线课程建设和研究性学习是当前社科类专业理论课的有效学习方式。     

Web2.0下的E-Learning变革:从单向传递到协同共享

随着互联网技术从Web1.0发展到Web2.0,E-learning也相应地从E-learning1.0进化到E-learning2.0。E-learning1.0下的教学方式主要体现为单向传递,E-learning2.0下的教学方式则发展和超越了E-learning1.0,更多体现为协同共享。两种教学方式在师生角色、知识管理和传播方式、职责分配、学习目标定义和成绩考核等方面都有质的不同。文章提出E-learning2.0将是单向传递与协同共享教学方式的融合,这个融合的过程不仅需要硬件上的升级,更需要人们思维模式上的转变。     

协作学习2.0:基于Web2.0的协作学习新范式

文章在分析Web2.0的特征及协作学习概念的基础上,提出了协作学习2.0的概念与特点,给出了协作学习2.0的架构,在探讨了协作学习2.0的理论基础上,重点解析了协作学习2.0架构的元素,并具体说明了协作学习2.0的应用过程,为Web2.0时代的协作学习提供了一种新范式。     

Gender and use of instructional technologies: A study of university faculty

Instructional technologies have the potential to help highereducation faculty address increasing demands on their time and energy. Thisstudy investigated technology use by faculty at medium-sized, publicuniversity in the midwestern United States. Because a number of studies haveshown gender differences in technology use, survey data were analyzed alonggender lines. Results showed that males rated their knowledge and experiencewith some innovative technologies higher than did females. For frequency ofuse, no significant differences were found, with the exception of video,where females indicated slightly more frequent use. Both rated technologiesas important to instruction. For factors influencing technology use, femalesrated time to learn a technology, increased student learning, ease of use,training, and available information in discipline as more important than didmales. Such incentives as release time, merit pay, contribution to promotionand tenure, monetary rewards, and recognition by the university were ratedmore important by women, as were the barriers of lack of time and lack ofcontribution to professional advancement. These findings suggest that genderdifferences in technology use by university faculty may exist and need to beaddressed.     

Meritorious work and faculty rewards: An empirical test of the relationship

Previous research that tested the relationships between faculty performance in research, teaching, and service and faculty rewards has been inconclusive for several reasons. This case study of a large department at a midwestern research university examines these relationships. In this department, teaching quality was found to be a significant determinant of salary, though teaching quantity was not. While research, as measured by publications and presentations, had a significant effect on one year's salary increment, it did not affect salaries over several years. Administrative service was found to be significantly related to salary, as was public service. Implications of the study for research and practical applications of the methodology are examined.     

Web 2.0技术学习的问题与对策

本文以Web2.0技术为学习内容,根据课程教学实施,提出了学习者进行Web2.0技术学习时可能出现的典型问题;进而通过对Web2.0与多媒体技术的比较,对学习者出现这些典型问题的成因进行了分析;同时在对Web2.0技术所支持的学习性质与学习形式分析的基础上,对如何进行Web2.0技术的学习与运用,提出了个人网络场与网络场交流学习环境构建的方法与对策,并对此进行了初步实践与检验。     

Web 2.0 的特点及其对网络信息交流的影响

Web 2.0不仅是互联网的新生事物,更是一种新的网络信息交流的理念。Web 2.0环境下,网络信息交流在信息源、信息发送主体、信息交流方式、交流效率和信息组织方式等方面也发生了一定的变化。研究Web 2.0的特点并分析这些变化,为网络信息服务乃至网络思想政治教育的进一步发展提供了有益的思考。     

结合AJAX与SOA构建Web2.0应用程序

阐述了当前SOA技术应用的特点及存在的问题,提出了将AJAX技术与SOA结合起来构建新一代Web2.0应用程序的思路。