开放在线课程教法的适应性变革:从OCW到MOOC

文章旨在通过对OCW和MOOC所采用的教学方式的对比,探索开放在线课程在由"重资源"向"重服务"变革的过程中,其教学方法所发生的适应性变化。文章通过四个常用的开放在线课程搜索引擎,随机抽样出51门OCW课程和51门MOOC课程作为研究样本,并从课程说明中获取课程周数、建议学时、学习方式、教学手段等信息。结果表明:与OCW相比,MOOC建议以较短的周数、每周投入较多的时间来完成课程,以提高课程完成率;少量课程采用了基于项目、基于研究和基于团队的学习方式,但MOOC环境下的在线协作学习仍存在难度;在线论坛和讲座视频是MOOC中使用较多、发展较成熟的教学手段;社会媒体和位置地图等则是OCW中未出现而在MOOC中发展形成的。最后,文章根据研究结果提出了相应的教学建议。     

Interdisciplinary project working in engineering education

The purpose of this paper is to give an overview of the interdisciplinary project programme implemented by the Faculty of Technology at Plymouth University teamed with three Royal Academy of Engineering Visiting Professors in Principles of Engineering Design. We examine the challenges encountered in developing such a scheme and identify the processes that were put in place to ensure the quality of the course and to support and maximize student performance. Prior to commencement of the programme the Dean and Vice Chancellor had developed clear objectives and expectations for building upon the significant achievements of the six schools comprising the Faculty of Technology. These objectives were: (a) For the Faculty: ? Provide a focus and impetus for the development of multidisciplinary design in a new portfolio of Masters-level (4 year) engineering courses. ? Enhance the teaching of design in all engineering courses. ? Strengthen a design-oriented approach to all teaching in engineering courses. ? Enhance students' enthusiasm and awareness through greater contact with senior practitioners. ? Improve the understanding of both staff and students concerning the principles of modern engineering design and manufacturing/construction in contemporary professional practice. ? Provide experience and an understanding of the value of interdisciplinary working. (b) For the students: ? Give students the opportunity to tackle problems outside their disciplines. ? Help students understand the relationships between different disciplines. ? Develop innovative and creative solutions to open-ended problems. ? Develop management skills. ? Develop personal and interpersonal skills. ? Focus on developing team-working skills. ? Develop communications and presentation skills. In addition to providing students with a significant intellectual challenge the interdisciplinary project is designed to help them gain a broader insight into problem-solving and in dealing with uncertainty--the essences of engineering. Our experience leads us to believe that both undergraduate and postgraduate engineering students would benefit from working in interdisciplinary teams whilst at university and that having done so they would leave university better fitted for careers in engineering.     

Behavior management in cognitive early education

Even though behavior management is a very high priority of teachers of young children, systems of behavior management receive less attention than do methods of teaching academic content. Even when there are well developed sytems of behavior management, they do not necessarily reflect the same philosophy and methods of teaching that are used to teach content. The authors report on “cognitive-mediational behavior management”, a system designed to be consistent with a cognitive early education program, the Cognitive Curriculum for Young Children. In both behavior management and all their other teaching, teachers use in this program a mediational teaching style. Teachers emphasize thinking processes rather than correct answers, take a problem-solving approach to learning, help children to acquire generalizable strategies of thinking and problem-solving rather than using trial-and-error learning, are optimistic about children’s abilities to learn, and facilitate children’s acquisition of fundamental thinking modes. This system is seen as basically incompatible with a behaviorist, contingent reinforcement system. Behavior sequences are suggested for working with unacceptable behavior so as to produce both behavior change and cognitive change.     

Attitudes of Business Faculty Towards Two Methods of Collecting Teaching Evaluations: Paper vs. Online

Business professors were surveyed to determine their attitudes towards two methods of collecting students' teaching evaluations of faculty--the traditional paper-and-pencil method conducted in class and the online method conducted via the Internet. Faculty preferred the traditional paper method, mainly because they believed it would produce a higher and more accurate response than the online method. Faculty characteristics were examined to determine whether they were related to attitudes towards the online method of collecting teaching evaluations. No characteristics were found to be significantly associated with attitudes towards the online method. Suggestions for future researchers are offered.     

Collaborative Development and Evaluation of an Online Nursing Course

Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards.     

A qualitative critique of teacher labor market studies

Qualitative studies of the teacher labor market suggest that problems and remedies generated by quantitative research fail to capture the most dynamic variables which are affecting the supply and demand of public school teachers. For example, quantitative research has not accounted for (1) the continual exiting and reentering of urban teachers, (2) the considerable bifurcation between urban and rural teacher labor markets as reflected in teacher mobility and cultural economic opportunities, (3) local definitions of labor market needs and teacher quality, and (4) the demanding and stressful working conditions of teaching, which are having a systemic and adverse effect on the occupation.