Effects of learner–instructor relationship-building strategies in online video instruction

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based instruction that did not use those strategies. The two instructions were identical in every other way. The results show that the attitudes of the college students were positively affected by the relationship building strategies in a statistically significant way (p = .025) and that learning gains were also positively affected at a very near-significant level (p = .052). The implications of the findings are discussed.     

基于能力构建及个性化需求的高职公共英语教学实践

高职公共英语教学存在重知识、轻能力,强调知识的传授重于语言技能的训练,忽视培养学生实际交际能力,忽略学习者个体需求等弊端。通过改革高职公共英语的教学模式,赋予学生个性化选课的权利,采取模块化教学内容及形成性考核,提高教学的针对性,提升学生运用英语语言的能力,并培养学生的自主学习能力。     

网络学习社区中学习者的社会行为及其影响的教学论阐释

网络学习社区是与学校教育与课堂教学相区别的另一种教育社会和教学时空,从教学社会学的视角来诠释网络社区中学习者行为的社会性及其对网络教育的影响是非常重要的研究范式。学习者通过最常见的6组基本行为建构着网络学习社区中的知识与情境,这些基本行为既是社区学习者从个体行为演绎成从众活动和学习懈怠等群体行为的基本途径,也是实现学习者之间竞争与合作交互行为、师生之间控制与服从交互行为的基本途径。上述学习者社会行为是网络中教育主体的社会关系与教学活动的主要呈现方式,设计与把握学习者的这些社会行为是网络教育绩效提升的关键,很值得网络教育管理者重视。     

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.     

The professional role and exercise of the role of educational assistance professionals in schools with School Integration Programs in Chile

The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.     

大学生的阅读需求与馆藏建设

通过对上海电机学院图书馆2011年图书流通清单数据的挖掘和分析,提出了大学生阅读需求的主分量分析与提取方法.比较了常用的“使用效率”和新建议的“加权使用效率”提取大学生阅读需求主分量方法的结果,认为该方法是提取大学生阅读需求主分量的更好方法.根据本科生阅读需求,提出一种改善馆藏结构以适应该需求的方法.     

基于知识链接的文献服务策略

以知识管理的视点,阐述了E时代文献信息的特点以及用户对文献检索的新需求,以知识集成替代文献堆积为基点,以知识链接的系统集成为路径,以提高检索与知识再应用质量为目标,探讨了知识元集成和知识群链接的路径,研究了图书文献服务部门如何面向用户需求,发挥检索工作者管理能力、研究能力和创新能力,通过对文献信息资源的深度挖掘,实现从信息到知识再到智慧的转变,提高文献服务的附加值,以显著提高用户对于知识的应用和创新能力的问题。     

学生英语学习需求视角下的大学英语教学

伴随着时代不断发展,我们不能否认英语已经成为全球应用最广的语言。因此在中国教育之中,英语作为一门主要学科在教学。但是我们要看到的是,现在的大学英语教学之中还是存在着一些问题,使得英语的学习和英语的教学都不能有本质性的提高。本文主要是通过学生学习需求的视角来研究现在的大学英语教学,并且提出一些改革思路,使得其对于实践有一定的指导。     

科技型中小微企业竞争情报需求关联分析

[目的/意义]文章旨在揭示我国科技型中小微企业竞争情报(Competitive Intelligence,CI)需求的特征及内在关联,为我国企业CI服务理论与实践的发展提供参考借鉴。[方法/过程]通过问卷调查获得117家科技型中小微企业的数据,借助形式概念分析的理论与方法构建CI需求的概念格,并提取对应的关联规则,进而从更微观的视角深入分析CI需求。[结果/结论]科技型中小微企业对20项CI的需求程度不尽相同,既有共性需求,也有个性化需求,同行业竞争对手情报和创新策略情报是所有企业最迫切、最稳定的CI需求。中型、小型、微型企业的CI需求相对集中,而不同年龄、不同行业的企业CI需求差异明显。相关CI服务机构可以根据CI需求特征及关联,制定更有针对性的CI服务策略。[局限]有限的调研数据不足以展示科技型中小微企业CI的全貌,后续相关研究有待于扩大样本范围。     

关于大学生工程实践能力与企业需求不匹配现象的分析

面对2l世纪现代工程对人才的需求,培养工科学生的工程实践能力,是高等工科院校急需研究解决的现实问题。本文分析了目前学生工程实践能力无法适应企业需求的影响因素,提出了解决问题的相应措施。