网上信任评价模型及其因素研究

缺乏信任被认为是电子商务潜能充分发挥的主要障碍之一。在国外信任实证研究的基础上,提出了网上信任研究的拓扑结构,并分别阐述了这一模型中信任前因、信任表现因子及信任结果的构成要素。     

基于实践的网上教学活动方案设计及实施效果反思--以“物流外包的界限”一课为例

对如何设计并实施基于实践的网上教学活动进行了研究,以具体一课为例,提出了设计思路、方案内容和实施要点,并对教学效果进行了反思。     

La Parte Chusca of a Pedagogical Here and Now: Oaxacan Teachers’ Heteroglossic Joking About State Repression and Educational Reform

Faced with repression and reform, humor has become tactical for public school teachers in Oaxaca, Mexico, engaged in a decades-old movement that after 2006 involved intensified street- and school-based pedagogies. This piece explores how humor adds to a political project via mocking names, images, and dictates of elite leaders to bring a here and now to what is taken as inaccessible in the teachers’ political lives. Humor forms part of an (e)sc(h)atology in which critical practices are part eschatological, a call for definite transformation, and part scatological, embodied vulgarity. La parte chusca (the funny part), its (e)sc(h)atological contribution, angles toward critical literacies in Oaxaca and beyond.     

Anti-racist moral education: A review of approaches,impact and theoretical underpinnings from 2000 to 2015

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components—making visible systemic oppression (visibilising), recognising personal complicity in oppression through unearned privilege (recognising) and developing strategies to transform structural inequalities (strategising).     

Pedagogical practices of NetNZ teachers for supporting online distance learners

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students.     

Deliberative communication goes to college: the ‘Deliberation Forum’ project as a democratic agent of empowerment for communication students

A new field of research has developed over the last few decades, called ‘Deliberative Communication’. It focuses on the potential contribution of public deliberations to strengthening the foundations of democracy and the promotion of social–political goals and objectives. The current research focuses on a unique case study, the ‘Deliberation Forum’ project, conducted by the Department of Communication at the Yezreel Valley College, Israel. The researcher sought to learn about students' experience of participating in this online forum and the effects they attributed to it, through unstructured interviews she held with them. The students indicated that, for the most part, the experience of participating in the deliberation forum was very positive: it enhanced their self-image as thinking people; strengthened their sense of self-importance as students within the department; developed and reinforced habits of keeping abreast of current affairs as well as critical thinking; and finally, the experience developed and strengthened habits of active participation in pluralistic debates. The study findings indicate that participation in projects of this kind has a clear empowerment potential, while also improving participants' attitude toward public deliberation and decision-making processes.     

‘You want us to teach outdoor education where?’ Reflections on teaching outdoor education online

This article reports on the experiences of two lecturers working at the University of Tasmania required to teach outdoor and sustainability education (O&SE) courses online. Using an (auto)ethonographic case-study approach, the lecturers were interviewed with a view to exploring their perceptions, challenges, ethical dilemmas, tensions, opportunities and experiences in this space. A number of themes emerged, including commitment to quality teaching and learning, the role of experience, and experiential learning, in the online space, the challenge of fostering a connection to place, difficulties faced when trying to develop a learning community, and the role of professional learning and support in terms of pedagogy and technology in the online space. These themes, and their implications for teaching and learning in higher education both generally, and specifically in O&SE, are discussed in light of what is a mounting body of literature exploring the move to online delivery in higher education.     

Innovation in Adult Language Learning Programs: A Case Study of Livemocha Online Language Learning Community

Due to the increasing broadband Internet access, VOIP adoption as well as the Web 2.0 concepts, online language learning communities have gained great popularity among adult language learners. Based upon Malcolm Knowles’ adult learning theory, this paper analyzes the innovation that online language learning communities have brought to adult language learning programs. At the same time, the limitations of such programs have been pointed out.     

网络舆情中的政府回应策略分析

网络舆情是现实民意在网络空间的反映,政府对网络民意的反应事关政府的执政基础和执政能力。文章根据2009年地方政府应对网络舆情能力排行榜的数据,归纳并分析排名高低的原因,总结出一些规律性的经验教训,为政府应对网络舆情提供有效的理论依据,从而形成网络民意与政府工作的良性互动。     

学习者元认知作用机制:面授与远程学习之比较

本研究重点探讨了面授学习者与远程学习者在元认知作用机制上的差异。首先通过文献研究建立起预设概念模型,分别向面授学习者和远程学习者发放调查问卷,共回收有效问卷424份,然后通过责任教师取得研究被试的课程成绩,使用结构方程模型多群组分析方法比较面授学习者与远程学习者的元认知活动对其学习成绩和学习效能感的作用和影响,最后提出对远程学习者进行元认知支持的策略。