Editor''s choice 2006: Selected online learning resources

This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Over 250 resources are organized into several categories, including texts, journals, and websites.     

Effects of question stem on pupils’ online questioning,science learning,and critical thinking

The authors investigated the effects of differing question-stem designs (detailed stem, simple stem, and no stem) on elementary students regarding the quality of the posed questions by students, as well as their science reports, science achievements, and critical thinking ability. A quasi-experimental design was adopted. One hundred fifth-grade Taiwanese students were assigned to three groups: detailed stem (G1), simple stem (G2), and no stem (G3). Three pupils formed a team, with each group having 11 teams. The members of each team needed to collaborate for proceeding with an online questioning activity. The results showed that the detailed-stem group had a better questioning quality. For science reports, the detailed-stem group and simple-stem group had a significantly better effect than the no-stem group. Regarding science achievement, there was no significant difference among the three groups. And finally, for critical thinking, the detailed-stem group and no-stem group had a significantly better effect than the simple-stem group.     

传统社会主义的非世界历史性特征分析

世界历史时代的社会主义应该是世界历史性事业。但长期的遏制性环境与自身的主观判断错误,使得传统社会主义具有明显的非世界历史性特征。非世界历史性所表现出来的封闭性和保守性使得传统社会主义逐渐在现代化的浪潮中迷失了自己的发展方向,社会主义事业也随之陷入低潮之中。     

实体联系模型理论在学习环境设计中的应用及启示

文章从实体联系模型理论出发,论述了实体联系模型理论在计算机支持的学习环境中的应用,从中得出在计算机支持的学习环境中,该理论的应用特点及有关启示,为相关设计及其研究提供思路。     

工作过程为导向的课程教学改革探索——以《Linux服务器管理》为例

以《Linux服务器管理》课程为例,分别从分析工作任务,构建学习领域,设计学习情境,组织教学任务,探索新型考核机制等方面对工作过程为导向的教学模式的进行探讨。     

IT强制使用环境下员工象征接受模型研究

基于ECM模型,提出一个分析信息技术强制使用环境下的员工象征接受综合模型。通过调查问卷收集数据,利用SPSS进行信度与效度分析,并采用AMOS对研究模型的假设进行检验。研究结果表明,该模型能够很好地预测和解释信息技术强制使用环境下的员工象征接受行为。     

Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities

More than a decade after publications on Dialogic Literary Gatherings in indexed peer-review journals started, a systematic review that gathered the findings was necessary to provide further insight for future educational research, practice, and policymaking. The purpose of the present systematic review was to gather the existing evidence on the social, educational, and learning impact of DLGs on children, adolescents and adults involved in different settings. It has reviewed 46 articles published between 2010 and 2021. The findings of this systematic review provide a better understanding on the DLG as educational and learning action that enables dialogue and exchange, overcoming stereotypes and cultural barriers, self-improvement through education, increasing one's self-esteem, creating a non-violent and supportive environment, bringing the community in, and taking the new learnings out, building new possible worlds in all ages and in very divers settings such as primary, secondary, high, special, and adult schools, family and community education, foster care centre for minors, and prisons. Implications of the evidence on the impact of DLG for practice and policymaking could be considered for the promotion of educational and learning actions aimed at both the improvement linguistic and reading skills and the enhancement of values that promote social cohesión.     

The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text

The purpose of the study was to investigate the effects of imagination and learner-generated drawing on comprehension, reading time, cognitive load, and eye movements, and whether prior knowledge moderated the effects of these two strategies. Sixty-three undergraduate students participated in a pretest-posttest between-subjects study with the independent variable being the instructional strategies with three levels (learner-generated drawing vs. imagination vs. repeated reading). The results revealed that, compared to repeated reading, learner-generated drawing fostered learners' comprehension when their prior knowledge was relatively low. Moreover, when asked to read the science text after the intervention, learners who were previously engaged with imagination spent significantly more time reading the text, and fixated longer and more frequently than those in the repeated reading condition.     

“Cooperate is when you don't fight”: Students' Understandings of Their Classroom Learning Environment

This interpretative study of a Grade 8 science classroom in Western Australia investigated students' understandings of the nature of the classroom learning environment. Student and teacher interviews about selected items in a learning environment questionnaire are used to reveal several patterns in participants' understandings of their environment. We conclude with some theoretical insights about how individuals experience their environment and some methodological implications for future classroom environment research. This revised version was published online in August 2006 with corrections to the Cover Date.     

Maximizing Learning in Early Childhood Multiage Classrooms: Child, Teacher, and Parent Perceptions

The multiage classroom is not a new concept. In fact, the concept of multiage grouping dates back to the one-room schoolhouse of the 19th century. Most educators believe that multiage grouping allows them to develop a more developmentally appropriate program. It is considered as a natural community of learners. Graded schools focus primarily on the model that teaching is transmitted to the learner, whereas multiage settings focus on the interactive nature of the teacher/student. Multiage concept is based on the assumption that children learn best in active ways through the interaction with the environment and with different people. This study emerged out of my curiosity to examine what it means to have a child in a multiage classroom, especially from the child's and the parents' perspectives. In an effort to gain perspective from several sources, the researcher spoke with children, parents, and the teacher involved in the program. Although multiage classrooms seem to have several benefits, there are some concerns: the parents' and communities' lack of understanding of the program, the lack of training of multiage teachers, and the teachers' fear of more preparation time and more materials. Nevertheless, the multiage class allows for each child to progress at their own pace. Individuality is also valued in the class, and labels are not used to describe the more or less advanced students. Children also feel less competition as opposed to a traditional classroom because they are all on different levels and have different expectations set for themselves. Since the children spend more than 1 year in a class they have more time to develop caring relationships with other classmates and the teacher. As schools progress toward more developmentally appropriate programs, multiage and nongraded environments will flourish.