Interaction and cognitive engagement: An analysis of four asynchronous online discussions

Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.     

Social Constructivism and Asynchronous Text-Based Discussion: A Case Study with Trainee Teachers

The paper reports a case study using asynchronous text-based discussion. It considers the role of the tutor and discusses the extent to which online discussions can facilitate social constructivist approaches to instruction and the creation of knowledge. Participants were 17 trainee teachers studying on a post graduate teaching course. The asynchronous text-based discussion (using e-blackboard) focused on planning for progression in children's learning in history and culminated in the trainee teachers writing individual assignments on the topic. The paper analyses the different types of contributions made and reports on the trainees' evaluations of the benefits and limitations of using e-blackboard. It concludes with recommendations and areas for further research.     

The multimedia case as a tool for professional development: an analysis of online and face-to-face interaction among mathematics pre-service teachers, in-service teachers, mathematicians, and mathematics teacher educators

In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within these heterogeneous groups tended to focus on issues of classroom implementation of the tasks shown in the multimedia case. Secondary foci of discussion included task characteristics and appropriateness of tasks for engaging students in thinking about mathematical concepts and processes. Analysis of contributions to discussions across group member type revealed differences that suggest that the variety of backgrounds and experiences of group members can blend in ways that support rich and critical discussions of mathematics, teaching, and learning.     

中小规模高校校园网络规划设计

网络技术日新月异,对于中小规模高校校园网络这一特定网络环境,面对如此繁多的技术进行规划设计,要从中小规模高校校园网络的用户需求入手,对当前热门技术及产品作出合理的取舍,保证校园网络的经济性,先进性,可靠性及可扩充性。     

单片机在电动机软起动中应用

近几年来,单片机已经被认为在现代文明和技术发展与进步中,起着越来越重要的作用;工业上,单片机技术有着广泛的应用,针对其应用的越来越广泛,提出了利用面向对象技术设计的方法,并将其用于以intel16位系列单片机8098为中央处理单元的电子软设计中;因为三相交流异步电动机启动电流过大,易烧毁或损坏电机,基于单片机系统、集成芯片和可控硅为辅助,提出了三相晶闸管交流调压的数字移相控制方法,通过控制触发角来控制输出电压,从而降低电动机的启动电流,使安全稳定的启动。这种方法具有其特点.即达到了延长异步电动机使用寿命的目的,具有故障显示及自诊断功能。     

异步教学与教育创新

教育创新是由教育理念、教育目标、教育途径和教育方式所构成的教育体系，它体现在创造性的教学活动中，其目的是为了培养具有创造性人格、创造性思维和创造性技能的高素质人才。异步教学是黎世法经过20多年的潜心研究创立的具有创造性活力的教学模式，它是我国新时期基础教育实施新课程标准，培养创造性人才，强化素质教育的难得资源。异步教学与教育创新有十分密切的关系，它对培养、训练学生的创造性人格、思维和技能有独特的功能。     

例析异步电机变极增容的可行性计算及测试

介绍两台异步双鼠笼型电机由130千瓦电机改为185千瓦,采用了3△/4Y方式转换绕组接线进行6/8极变极改造和测试,实现旧的异步双鼠笼型电机的增容,能节约投资,经济效果明显.     

略论北魏孝文帝改革中的朝议

朝议的形成和发展,影响了北魏孝文帝改革的决策,并能自始至终给改革提供动力支持。在正反朝议的合力中,改革层层深入。朝议的主流观念来自汉文化。这种朝议的形成和发展,与北魏早期的历史变迁和孝文君臣的主观努力都有关系。     

提升轮机英语教学质量的方法初探

轮机英语是航海类院校轮机工程技术专业的主干课程之一,本文总结了轮机英语教学过程中出现的几个问题,并在教学实践中尝试了异步教学法;同时,通过进行专业思想教育、提高自身专业修养等方法．提高学生对轮机英语的学习认可度、学习兴趣和信心,与同年级的其他班级做比较,可使教学质量有比较明显的提高。     

高职声乐教学中“一对一”加小组讨论的微格模式

根据生源现状及其特点,借鉴微格教学理念,探索＂一对一＂加小组讨论的教学模式。