远程教育学习支持服务满意度调查分析

远程教育机构关注的焦点在于学生的学。本研究把学习者的满意度作为学习支持服务的衡量标尺,从服务对象出发,展开学习支持服务满意度调查。结果表明,学习者对学习支持服务总体上呈现出比较满意的状态。专业对学生满意度影响较为显著;就地域来看,苏北、苏南区域差异变得不甚明显。研究者认为,必须根据学习者的需求,针对学习支持服务中存在的问题,更新理念,投入更多的人力与物力,为建设开放大学打下坚实基础。     

低碳经济与水能资源开发

水能资源作为中国发展低碳经济突出的优势资源之一,其开发需要国家的政策支持：出台支持水能资源开发的具体政策,改变对水电的不公正待遇,建立和实施环境税制度,建立移民分享工程收益机制。     

ICF理念下残疾人康复服务人才队伍建设新探

近年来,我国残疾人康复服务的需求正在发生着改变,国际上一些新的有关残疾、健康、康复的理念也逐渐被我国康复领域的学者及从业人员所认识与接受。其中,《国际功能、残疾和健康分类》（ICF）的提出,让全世界对残疾与健康有了新的理解,也对残疾人的康复服务有了新的思考。我国残疾人康复服务人才正处于亟待发展壮大的阶段,因此从ICF的理念出发,以ICF理念对我国康复服务人才队伍建设的启示及残疾人对康复服务的需求为主要依据,搭建了适合我国康复服务的人才队伍,并深入分析了ICF对残疾人康复服务人才队伍建设的支持。     

基于工作过程的学习领域课程体系的开发与实践——以高职物流管理专业为例

基于工作过程的学习领域课程体系的开发,是高职教育内涵建设的前沿课题。本文以学习领域课程体系开发的基本理念为指导,分析当前高职物流管理专业职业岗位和培养目标;然后结合我校实际,以国际物流、金融物流方向的工作流程为主线,确定各方向的学习领域课程体系,并对物流采购管理学习领域课程开发进行实践;最后对学习领域课程的教学实施进行探讨。     

开放获取对科学研究活动的影响分析

论述了信息开放获取给科研人员和科研机构带来的困扰,分析了现阶段开放获取存在的问题,提出通过制订积极有效的开放获取支持机制,保证和促进开放获取科学研究工作中的健康发展的措施。     

Suitability of school textbooks for 5 to 7 year old children with colour vision deficiencies

Purpose

The aim of the present study was to determine, through colorimetric analysis, whether school textbooks for children aged 5 to 7 years contained tasks requiring normal colour vision discrimination for their resolution. In addition, the performance of a group of observers with diverse colour vision deficiencies was evaluated while conducting the tasks under analysis.

Results

Textbooks of mathematics were found to include 10% of tasks which, to an observer with colour vision deficiency, would be very difficult or impossible to solve. The level of difficulty of each task was influenced by the type and degree of colour vision deficiency and by the actual ambient illumination under which it was observed.

Conclusions

Some school textbooks need to be redesigned through an alternative use of colours and textures to take into consideration colour vision deficiencies. In view of the present findings, many Spanish editorial boards have committed to undertake these changes.     

Comparing active delay and procrastination from a self-regulated learning perspective

Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement.     

Systemic action and learning in public services

Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the potential of action learning for the development of systemic leadership capabilities within public services. Starting from core principles it is argued that action learning be seen not simply as a small group process for problem-solving or individual development, but as a collective process for inquiring into and taking action on projects and practices within their complex, multi-agent contexts.     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

Intrinsic Factors for Continued ERP Learning: A Precursor to Interdisciplinary ERP Curriculum Design

Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided.