Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons

In this study, we observed and interviewed six teachers from two Singapore primary school classrooms. The schools were reportedly achieving high levels of computer integration as reflected in a nationwide questionnaire survey. Out of the 18 lessons that we observed, 14 lessons have incorporated some elements of constructivist teaching. However, closer examination revealed that the underlying orientation of the lessons was inclined towards information acquisition and regurgitation. Five out of the six teachers we interviewed were reportedly inclined towards constructivist notion of teaching. The teachers accounted for the inconsistency between their espoused beliefs and the teacher-centric teaching practice as due to contextual constraints. The teachers expressed that the need to complete the syllabi according to stipulated schedules so as to get the students ready for examination was the main barriers that prevented them from engaging in more constructivist teaching. This case study therefore highlights that although it is necessary for teachers to hold pedagogical beliefs that are compatible with the constructivist notion of teaching and learning, this is an insufficient condition to shift traditional teaching practice. Changes in assessment systems and substantial professional development are further conditions that have to be addressed.     

“精讲多练”教学法在应用写作教学中的运用

本文从"精讲多练"产生的背景、具体做法、实施效果三个方面具体阐述了"精讲多练"教学法在应用写作教学中的运用,以期抛砖引玉,共同探讨应用写作教学的最佳方法.     

基于分布式系统的锁服务器的容错机制的设计与实现

随着需求的不断增长,分布式文件系统的重要性和易用性也渐渐的展现了出来。大凡分布式文件系统都有容错机制来实现数据的恢复以及服务器之间的冗余备份或者动态的调整某个服务器的负载,本文将会讨论一个分布式系统的锁服务器的容错机制。     

国内Web2.0教育应用研究综述

Web2.0范畴内的理念和技术自2004年以来被迅速地传播和应用,关于Web2.0理念和技术的教育应用的文献也越来越多,本文运用内容分析法,从文献的计量、应用主题、作者来源等角度对2004-2009年间Web2.0教育相关的期刊及硕博论文进行分析,详述了当前Web2.0范畴内的理念和技术的教育应用研究现状,归纳总结了Web2.0的已有研究成果,讨论分析了国内Web2.0教育应用研究存在的问题,最后结合全文的研究结果,提出了国内Web2.0教育应用研究的趋势,以期给Web2.0教育应用的研究者及实践者提供有益的借鉴和指导.     

Psychometric characteristics of a sexuality education survey for teachers of secondary school students with learning disabilities in Malaysia

Delivery of sexuality education to secondary school students in Malaysia started since 1989. However, this area of education was neglected for secondary students with learning disabilities. Therefore, in order to explore their needs for sexuality education, society's perceptions especially teachers’ towards this matter should be considered. To achieve this objective, it is important to conduct a needs analysis on teachers’ perceptions towards this topic. An instrument with good psychometric properties is needed to obtain consistent and reliable information. This paper describes the development and psychometric testing of the Sexuality Education Survey for Teachers of Secondary School Students with Learning Disabilities (SES). SES showed acceptable content validity, construct validity, and achieved satisfactory reliability. The instrument also has good stability (intraclass correlation coefficient = 0.95) to be adopted as an instrument for analysing the health and sexuality education needs of secondary students with learning disabilities in Malaysia.     

高校图书馆价值与功能的内隐观调查与分析

采用内隐观调查方法,对三所大学615名大学生进行高校图书馆价值与功能的调查研究。结果表明,大学生读者所认为的高校图书馆价值功能可归为6类：获取信息、提升素养、提供资源、提供学习环境与氛围、提供服务与管理、传播传承文化。同时,讨论内隐观研究结果的层次性特点及对当前高校图书馆核心价值研究的启迪意义。     

The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot

The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self-regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self-determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between students' previous technical (AI) and disciplinary (English) knowledge and SRL, using an AI conversational chatbot. Data were collected from 323 9th Grade students through a questionnaire and a test. The students completed an AI basic unit and then learned English with a conversational chatbot for 5 days. Confidence intervals were calculated to investigate the mediating effects. We found that students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot, and that satisfying the need for autonomy and competence mediated the relationships between both knowledge (AI and English) and SRL, but relatedness did not. The self-directed nature of SRL requires heavy cognitive learning and satisfying the need for autonomy and competence may more effectively engage young children in this type of learning. The findings also revealed that current chatbot technologies may not benefit students with relatively lower levels of English proficiency. We suggest that teachers can use conversational chatbots for knowledge consolidation purposes, but not in SRL explorations.

Practitioner notes

What is already known about this topic

• Artificial intelligence (AI) technologies can potentially support students' self-regulated learning (SRL) of disciplinary knowledge through chatbots.
• Needs satisfaction in Self-determination theory (SDT) can explain the directive process required for SRL.
• Technical and disciplinary knowledge would affect SRL with technologies.

What this paper adds

• This study examines the mediating effects of needs satisfaction in SDT on the relationship between students' previous AI (technical) and English (disciplinary) knowledge and SRL, using an AI conversational chatbot.
• Students' previous knowledge of English but not their AI knowledge directly affected their SRL with the chatbot.
• Autonomy and competence were mediators, but relatedness was not.

Implications for practice and/or policy

• Teachers should use chatbots for knowledge consolidation rather than exploration.
• Teachers should support students' competence and autonomy, as these were found to be the factors that directly predicted SRL.
• School leaders and teacher educators should include the mediating effects of needs satisfaction in professional development programmes for digital education.