大学英语混合学习方法整合性研究

界定了大学英语混合学习模式概念,阐述了课堂学习方法和网络学习方法,并就二者的整合策略进行了探究。     

基于“混合式学习”的云南省新建地州本科院校翻译课程设计

针对云南省新建地州本科院校网络环境及翻译教学现状,以混合式学习理念为指导,探讨翻译课程的设计以及翻译课程混合式学习的特点,提出在云南省新建地州本科院校翻译教学中可推行和实施学习资源、教学环境、教学方式三个层面的混合。     

The persuasive effects of statistical evidence in the presence of exemplars

This paper explores the impact of statistical evidence by varying it while pairing it with a constant set of exemplars. The resulting design includes a condition in which the statistical information and the exemplars advocate the same position (consistent condition), one in which statistical information and the exemplars advocate different positions (inconsistent condition), and a third condition in which only exemplars are presented (control condition). The data indicate that statistical evidence has a substantial effect on judgments, and that the impact of statistical evidence on attitudes is indirect. Specifically, it is mediated by judgments.     

New approaches,new vision: capturing teacher experiences in a brave new online world

The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.     

混合学习理论及其对计算机网络实验教学启示

本文简述了混合学习理论(Blended Learning)的定义、内涵,进而分析了其哲学依据,在此基础上结合Barnum和Paarmann提出的混合学习模式对计算机网络实验课进行了设计,以期促进学生对网络技术的有效学习,并对网络实验教学中存在学生缺乏自主学习、创新意识及合作精神的问题进行改进。     

Andragogy in blended learning contexts: effective tutoring of adult learners studying part-time,vocationally relevant degrees at a distance

The article proposes a new way of analysing and understanding blended learning and contributes to current debates about adult learner motivations for study. It argues that, whilst the validity of the Andragogical Model has been criticised, it has provided a useful framework of analysis in the context of blended learning to meet the needs of adult learners studying part-time, vocationally relevant degrees at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. The article argues that the predominant approaches to teaching and assessment adopted by tutors were mainly congruent with the Andragogical Model’s core principles, which was in part due to the structured, assessment driven learning environment, but particularly the type of problem and case-based assessments undertaken by learners on the courses investigated. The Andragogical Model offered an analytical lens that was valuable as it provided a number of actions appearing to influence learner perceptions of quality, which can support practice for tutors and HE institutions in similar contexts. Further, this analysis highlighted the importance to tutors of providing extrinsic motivators and suggests an addition to the Andragogical Model to accommodate this.     

有效的研究性混合型自主学习过程的模式探索

在研究思维过程理论和触发思维、继发思维理论的基础上,根据学习者内外部环境的特点,提出以自主学习为主导、研究性为目的、混合型为方式的研究性混合型自主学习过程的模式。该模式描述了整个自主研究过程,并在研究的各阶段应用混合的方式高效的发挥资源的特点,高效的促进思维和研究过程的发展,同时在研究各阶段描述了研究过程中一些必要的操作步骤。     

“教学存在感”及实现路径辨析

"教学存在感"阐释了教学环境下建立良好学习体验的核心要义,其理论视角对于网络教学、面授教学以及混合教学中改进教学质量、提升学习体验具有指导价值,可作为建立有效教学的抓手。"教学存在感"是"社会存在感"在教育领域的投影,是指学生感知到的教师对其学习的指导和关注,该描述性定义揭示了有效教学过程的本质,适用于在各种情形下确定有效教学的特征。对"教学存在感"定义及其内涵的辨析,有助于理解其存在现实差异的原因,进而揭示影响其强弱的因素:一是教师对专业知识的精通程度,二是教师对教学方法的了解程度,三是教师建立学习共同体的能力。因此,教师可以从扩展专业知识的渊博程度、与学生沟通教学用意、提高教学的针对性等方面提升"教学存在感"。与此同时,为避免因过于强调"教学存在感"而带来的教师工作量激增,可采取如下策略控制实现"教学存在感"的工作量:一是采取有规划更新教学内容的策略以降低更新工作量,二是采取预防为主的策略降低答疑工作量,三是采取学生互助的策略降低回帖工作量,四是采取覆盖抽样的策略降低一对一交流工作量。     

Strengthening the Conversation in Blended and Face-to Face Courses: Connecting Online and In-Person Learning with Crossover Protocols

There is currently strong and widespread support among university administrators for blended learning at the college level, or courses that incorporate some degree of online instruction. As instructors are called on to incorporate online and face-to-face elements into their instruction, they face the critical question of how to intentionally connect the two modalities in ways that strengthen learning. This article first outlines the historical context of social-constructivism's presence in online instruction, and then presents a rationale for the use of “crossover” discussion protocols that connect online forums and face-to-face discussions. The article argues that by drawing deliberately on the benefits of both online and in-person learning environments, crossover protocols help students make more insightful connections among ideas and push their own—and each others'—thinking in unexpected ways. A set of crossover protocols is then provided, along with considerations for implementing them effectively. These practical strategies for facilitating conversations across the two modalities were developed in the author's undergraduate and graduate level courses in English and education and are adaptable across course levels and disciplines. The article concludes with a discussion of how students experience the learning benefits of crossover protocols.