基于P2P技术的远程教育系统研究

首先介绍了P2P技术概念及网络结构,接着阐述了P2P技术在远程教育系统中资源文件共享、实时课堂、实时讨论答疑等方面的应用,最后对其关键技术进行了阐述。     

基于Web的多媒体教学系统的构筑和实现

基于因特网的远程教育是计算机技术和网络技术在教育领域最重要的应用之一。然而发展基于因特网的远程教育的核心在于构筑基于Web 多媒体教学系统。文中结合作者基于Web 的文献检索基础多媒体教学系统的设计实践, 首先简要介绍了我们开发的基于Web 的文献检索多媒体系统, 然后详细介绍了构筑基于W eb 的多媒体教学系统中应注意的问题和技巧。     

Distributed Departments: A New Approach to Protecting the Vitality of Small Programs

The Texas Electronic Coalition for Physics was established in 2000 as a means of demonstrating that by linking together, small programs can maintain their vitality in higher education. Using Interactive Television, the Internet, telephones, faxes, and other electronic media, five physics programs scattered across the state of Texas formed a distributed physics department. In addition to jointly offering lecture courses, the group (i) established procedures for operating as a unified entity, (ii) encouraged research regardless of location, (iii) provided a locus for professional camaraderie, (iv) created a distance-based advanced physics laboratory course, and (v) developed assessment tools for measuring success in a distance environment. Through these, the coalition demonstrated that a distributed department can carry out all of the functions associated with a traditional department.     

On the use of negation in Boolean IR queries

The negation operator, in various forms in which it appears in Information Retrieval queries, is investigated. The applications include negated terms in Boolean queries, more specifically in the presence of metrical constraints, but also negated characters used in the definition of extended keywords by means of regular expressions. Exact definitions are suggested and their usefulness is shown on several examples. Finally, some implementation issues are discussed, in particular as to the order in which the terms of long queries, with or without negated keywords, should be processed, and efficient heuristics for choosing a good order are suggested.     

Utilisation of formative peer-assessment in distance online education: a case study of a multi-model sport management unit

Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes.     

区域间知识溢出的创新效应研究——基于中国1985年-2011年专利引用数据

本文首先使用1985-2011年的三十多万条专利引用数据来估计知识在我国30个省市间的溢出情况。研究发现,区域内生产的知识约有59%留在区域内部,41%知识将溢出到外部。进一步,基于知识溢出量计算出各省可获得的外部知识存量,结合我国30个省市27年的专利授权数据回归发现,区域外部的R&D对本区域创新产出存在显著的积极影响。 `     

异步讨论系统的设计与实现

Peer learning and monitoring the procedure axe an important key to improve effectiveness and to increase the success rate of the learner in the distance education. The requirement of peer learning and monitoring the procedure were analyzed and outlined first in this paper, the asynchronous discussion system based on Moodle was designed and realized, the peer learning and monitoring the procedure were described in detail finally.     

网络环境下的虚拟学习系统及评测方法

本文主要介绍了网络远程教学的重要形式——网上虚拟学习系统的组成要素及教学效果的评测手段。     

远程高等教育公共服务体系的研究

我国远程高等教育经过几年的实践取得了一定的进展,但还是处在探索阶段,为了规范和有效的开展远程高等教育,提出建立公共服务体系,目前,如何建立这一体系成了人们的研究和实践的热点。本文从对公共服务体系的理解认识角度出发,对公共服务体系的运行环境、功能和结构等方面进行了探索性的研究。     

基于远程学习者模型的差异化教学目标设计

我国远程开放教育生源复杂,对远程学习者进行分类培养是远程教育的现实需求。然而,当前远程教育教学大都对所有学习者提供完全相同的目标和条件支持,忽略了学习者特征和需求的差异,不利于因材施教及提升远程教育效果。如何为充满差异的远程学习者提供符合学习者特征的、促进学生个性化发展的差异化教学是当前远程开放教育领域的重要研究课题。教学目标对教学过程起着导向作用,其分析与设计是教学工作的起点,差异化的教学目标设计是远程开放教育实施差异化教学的首要工作。教学目标的差异化维度包括目标起点、目标终点、目标容量以及目标程度四个维度;远程学习者的初始水平、学习投入、学习能力是影响教学目标差异化的关键特征。在进行差异化教学目标设计过程中,首先要对教学目标进行精细化分析,然后基于学习者关键特征收集学习者信息,最后在完成二者的基础上,通过设定最低目标以及建立学习者特征与差异化教学目标对应关系的方法来生成差异化的教学目标。