基于网络的远程教学平台的设计

针对目前远程教育中学习支持服务不能够很好保证地保证教学质量,本文对基于网络的教学平台的功能结构进行了重新审视和设计。分为学习者模块、教师模块、管理员模块。其中答疑与交流讨论、虚拟实验和练习与测试系统为特色模块。     

运用多媒体技术优化课堂教学

多媒体计算机可以最大限度地综合处理文字、图形、图像、声音、动画以及视频,形象逼真地进行模拟,多方位刺激学生的感官,而且安全可靠,克服了传统教学中教师上课以讲述为主,有些内容无法描述的情况。同时激发了学生的学习兴趣,使学生由被动学习者变为主动学习者,增大了课堂容量,优化了教学过程,提高教学质量。     

利用远程教育网络资源

在远程教育网络环境下,信息技术可以提供基于文本、语音、图形和视频等多媒体的教学支持。教师可以边讲解边指示,控制教学的全过程,及时了解每位学生的学习状态,实现师生双方的交流,如讨论、辅导和答疑等,确保教学效率和教学质量。这种新型的网络教学环境下教学模式的创建,首先在于教师的新型理念。其次是建立了一个全面培养学生素质的教学程序,在课堂上通过导向、素材资源和操作资源的有序传递,强化了学生的主体地位,体现出教师的主导作用,取而代之的是激导鼓励、诱导启发和疏导整合,体现了以学习者为中心、以实践为创新和自主探索学习的教…     

基于FMS的实时视频答疑系统的设计与实现

目前,网络教育中的视频答疑系统在使用时,往往需要安装相应的客户端软件或插件．这会给那些学习时间、场所不固定的学习者带来很大的麻烦。能否在B／S模式下实现实时的语音视频答疑．这正是本文所探讨解决的问题。本文详细介绍了采用FLV流媒体格式．基于Flash Media Server的实时视频答疑系统的设计思路与实现方法。     

网上教学系统中“答疑”模块设计的探讨

疑难问题解答作为学习过程中的一个重要环节,在网上教学系统中一般体现为“答疑”模块。该模块作为网上学习支持服务主要形式之一,其目的就是模拟传统面对面教学中教师解答学生疑问的方式,给在线自主学习者提供及时、准确的疑难解答,以帮助并促进学习者的后继学习。可以说,“答疑”模块设计的好坏,直接影响到该在线教学系统的实用性与价值。如何设计开发出一个合理、高效、实用的答疑系统,成为了当前众多教育技术专家及学者所关心的问题。     

e时代答疑方式的创新

答疑解惑是教学活动中不可缺少的一个重要环节.学问贵在有疑,疑问解决了,学生在学习上也就前进了一步.对教师而言,成功地解答学生的疑问,也可以及时得到教学反馈,提高自己的教学能力,把答疑的过程变成一个教学相长的过程.     

e时代答疑方式的创新

答疑解惑是教学活动中不可缺少的一个重要环节。学问贵在有疑，疑问解决了，学生在学习上也就前进了一步。对教师而言，成功地解答学生的疑问，也可以及时得到教学反馈，提高自己的教学能力，把答疑的过程变成一个教学相长的过程。     

初中历史教学中先学后教模式的运用

先学后教作为一种以学生自主学习为主的教学理念,用在初中历史教学中,需要教师提前做好备课并给学生安排任务,在课堂上也要让学生充分互动,还需要答疑解惑,在教学结束后也要及时总结反馈,不断促进教学质量提升。     

基于Web的远程网络教学平台的技术实现

文章设计并实现了一个基于Web的远程网络教学平台,该平台提供了完整的远程网络教学环境。学生可通过网络完成整个的学习过程,包括注册,上课学习,交流讨论,答疑解惑,练习考试等一系列学习活动;教师则可以方便地在网上进行在线管理学生、发布信息和考核。     

基于FMS的实时视频答疑系统的设计与实现

目前,网络教育中的视频答疑系统在使用时,需安装相应的客户端软件或插件,给学习时间、场所不固定的学习者带来不便。本文采用FLV流媒体格式,设计与实现了基于Flash Media Server的实时视频答疑系统,取得了较好的应有效果。     

Community detection with opinion leaders’ identification for promoting collaborative problem-based learning performance

In the 21st century when knowledge-based economy is emphasized, the cultivation of autonomous learning and problem-solving abilities presents the importance. With web-based collaborative problem-based learning (CPBL), learners could more conveniently cultivate their problem-solving abilities through autonomous learning. Nevertheless, learners are often guided to solve a target problem by the information announced by teachers during the CPBL processes. Individual learners often could not effectively absorb such standard information, thus ignoring the important information from teachers. In the information communication theory, the two-step flow of communication through opinion leaders has been proved that it can better change audiences’ attitudes than the one-step flow of communication through mass media. This study thus employs the modularity Q function as the fitness function of genetic algorithm to optimally detect learning communities and uses PageRank measure to accurately find out community opinion leaders according to the social network interaction data of learners in the CPBL process. Based on quasi-experimental design, this study examines whether learners in the experimental group using the two-step flow of communication through opinion leaders to convey information for solving the target CPBL missions could more significantly enhance web-based CPBL performance, social network interaction and group cohesion than learners in the control group using the one-step flow of communication through teachers’ information. Analytical results show learners in the experimental group remarkably outperform those in the control group on learning performance and peer interaction under a CPBL environment. Particularly, female learners in the experimental group notably outperform female learners in the control group on learning performance, while there is no significant difference in male learners between both groups. More importantly, learners in the experimental group present significantly higher group cohesion than those in the control group. This study confirms that using the two-step flow of communication instead of the one-step flow of communication traditionally used in web-based learning environments could significantly promote web-based CPBL performance, social network interaction and group cohesion.     

远程开放教育微型移动学习设计

随着无线网络技术和移动通信技术的兴起及移动通信设备的日益普及,微型移动学习作为一种新型的信息化学习方式逐渐成为远程开放教育学习者获取知识的重要途径之一。微型移动学习使学习者进一步摆脱了传统网络学习方式的束缚,更能够契合当前开放教育学习者的学习方式,对提高开放方教育学习效率具有很大的优势。     

网络学习力与高校思想政治理论课数字化教学资源库建设

网络与通信技术的发展,改变了传统的学习方式,给传统学习带来了猛烈的冲击。在这样的形势下,学习者必须具备良好的网络学习力才能更有效地学习。如何提高高校思想政治理论课教学的实效性,一直是思政教师研究和关注的突出问题。网络的普及和计算机技术的广泛应用为高校思想政治理论课教学提供了新的方式和途径,构建思想政治理论课数字化教学资源库,提升大学生网络学习力,提高教学质量,是网络环境下提高思政课教学实效性的行之有效的方法。     

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.     

基于微信的虚拟学习社群研究

微信作为一款集通讯、社交和平台功能于一体的移动应用软件,为构建虚拟学习社群提供了技术支持。运用社会网络分析法中的整体网研究,针对一个基于微信的虚拟学习社群进行案例分析,通过群中学习者的行为特点及网络结构,构建其社会网络分析模型,并通过分析模型中网络结构关系、网络密度及小团体数目等因素探究微信好友关系对社群发展的影响,以期为成功构造基于微信的虚拟学习社群提供借鉴与启示。     

浅论高校精品课程网络平台建设

网络平台建设是我国当今高校精品课程建设的重点,也是精品课程立体化教材建设的内涵之一。网络平台不仅可创建便捷的教学交流渠道、实现学习者自主学习而且可充分展示精品课程的示范性和共享性。精品课程网络平台建设的主要内容为电子化教学资源的建立与管理、网页的整体设计、自主学习导航的设计和网络环境的情境创设,同时,教师和网络技术人员应注意精心设计网络版面、经常更新教学资源、保护知识产权和改革教学模式。     

网络学习与人的主体性发展

网络学习是人们通过互联网而进行的学习活动,具有开放性、平等性、交互性、虚拟性和自主性。一方面,网络学习使学习在实践和交往中获得更大的自由和更高的主体地位,它尊重个体的需要并予以满足,促进个体的认知和创造,丰富对自我的认识和体验。另一方面,网络学习又束缚了学习主体性的发展,主要表现在：强化了学习对技术的依赖,强化了学习对真实世界的疏离,弱化了学习的理性思考能力,弱化了学习的目的性。     

移动网络即时协作学习平台关键技术研究

移动学习平台是促进移动学习快速发展的重要因素,无线网络技术和移动通信技术及其相关移动终端设备的快速普及,使得基于有线网络和个人计算机的网络学习平台已不能满足当前学习者的实际需求.从无线移动网络环境下学习者的实际要求出发,研究具有移动Web即时通信、资源实时移动共享等功能的移动网络即时协作学习平台的体系机构和系统功能,探究实现该系统平台的关键技术,以便为移动学习者提供一种支持即时协作交流、实时共享资源与知识经验的新型移动网络即时协作学习平台.     

Success factors and challenges of an Information Communication Technology network in rural schools

In April 2008, an interactive information communication technology (ICT) network was established in Mpumalanga, South Africa. the network involved the implementation of SMART board interactive whiteboards (IWBs) and collaboration between a leading school and several disadvantaged schools. the main purpose of the Mpumalanga IWB project was to reach out to rural schools in the area in order to improve the teaching of Science and Mathematics for Grade 12 learners. the purpose of the research was also to determine the success factors contributing to the survival of the project as well as the challenges that the interviewees had to face. the project has been extremely successful in bridging the urban-rural divide and is a model for other schools to emulate.     

回应哪个贴子?——在线交流的个案研究

如何让学生积极参与在线的讨论一直是教师关心的话题。以《教育信息化理论与实践》课程的在线交流平台为个案,采用一个整合社会网络分析、内容分析和访谈等方法的分析框架,从回贴的角度分析影响在线交流的因素,探讨了不同学生在线交流的差异。研究发现,发贴者的核心度、发贴的质量以及"关系"是影响回贴的重要因素,通过改进这些因素可以促进在线课堂的交互。