《工程材料及成形技术》教学改革的行与思

在对“工程材料及成形技术”及其实验课的课程教学改革实践中,增加了在线课堂学习,丰富了实验课的教学内容,据此对课堂教学的形式和考评机制进行了改革和实践探索,并对教改效果进行了反思。实践证明,教改在提升学生自主学习能力的同时,也有一些问题值得我们去反思、探索与改进。     

基于山东省高等学校在线开放课程的教学改革--以“概率论与数理统计”课程为例

基于信息技术在教育领域的飞速提升,在线课程融入课堂势在必行。混合式教学是目前高等教育教学改革的热点。山东中医药大学教学改革团队依据培养应用型人才的毕业要求,对“概率论与数理统计”课程进行了混合式教学改革。“概率论与数理统计”课程知识点多且内容抽象,课堂容量较大,从而导致传统课堂重知识技能的传授,难以展开知识的应用,这进一步导致学生学习兴趣不高。另外,课程思政元素的融入也是一个亟待解决的问题。首先将知识点拆分,重构知识框架,建成山东省高等学校在线开放课程“医药数理统计”,在此基础上将智慧树平台翻转教学互动工具用于课堂教学,改革成果初见成效。     

学习分析视域下的在线学习动机评估研究

突如其来的新冠肺炎疫情使在线课程的学习效果受到质疑,在线学习动机研究逐渐受到重视。在此背景下,文章以现有研究中主观动机测量模型为基础,梳理出评估学习动机的一级指标,在借鉴学习投入研究成果的基础上,结合在线学习过程中产生的行为数据,确定了评估学习动机的观测指标,并通过机器学习研究得到一种在线学习动机四级分类模型。最后,通过半结构化访谈,文章发现在线学习过程中,近期价值、自主感、工具性、社会关系等与学习动机的形成有较强的正向关系,而情感态度对学习动机的形成影响较弱。文章提出的在线学习动机评估方法可为在线学习平台的设计提供一定的理论参考。     

Optimising the blended learning environment: the Arab Open University experience

This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face to face and online only counterparts. Three key elements will be presented as important ways for improving the blended learning environment: forging genuine collaborative partnerships between institutions in terms of the team-writing of Open and Distance Learning (ODL) material, adopting a more theoretically based instructional approach, such as the cognitive apprenticeship (CA) model, which emphasises making thinking visible and developing a comprehensive understanding of blended education in order to help students achieve their educational goals.     

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers.     

基于在线开放课程的大学英语教学模式在听障全纳学生中的应用

在"互联网+"的时代,在听障全纳专业大学生的大学英语教学过程中引入基于在线开放课程的教学模式具有重要的理论和现实意义。本论文是基于在线开放课程的大学英语教学模式在听障全纳学生中的课堂教学实践。实践表明,引入基于在线开放课程的教学模式后,提高了听障全纳学生学习的主动性,增加了教师的教学密度,使学生可以进行个性化学习,学生英语成绩显著提高,四六级通过率也大幅上升。在线开放课程在听障全纳学生的大学英语教学中的应用初见成效。     

财务管理专业建设——推进人才培养关键问题的研究与实践

为贯彻《国家中长期教育改革和发展规划纲要》和适应近年来高校教学手段的不断变革,在转型背景下,本科财务管理专业如何办出自己的特色、如何更好的推进人才培养,是一个值得思考的问题。现阶段,财务管理专业的教学中存在着教学内容陈旧、教学方法单一、实践活动较少、学生主动学习能力较差等几个方面的问题,想要对财务管理教学进行改革,就必须从财务管理教学内容、教学方法、教学实践、培养学生主观能动性等几个方面进行科学合理的改进。     

在线教学效果评价及质量保障体系建设

2020年疫情背景下教育部停课不停学的方案以多元化在线教学的形式实施.大规模在线教学同时启动对我国在线教学质量保障提出新的挑战,如何保障效果并持续提高在线教学质量成为社会关注的焦点问题.基于在线教学实施效果及质量保障策略的分析,参照《欧洲在线教学质量评价标准框架》,为保障在线教学效果提出以下建议:国家建立在线教学质量标...     

Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.     

高职院校实施在线教学的推进机制研究

高职院校按照教育部"停课不停学"的要求在2020年春季学期全面转向在线教学.通过采用质性研究的文本分析方法,对10所高职院校在线教学实施方案或在线教学质量报告等文本,进行了在线教学推进机制的编码分析.研究发现:疫情防控期间高职院校坚持育人理念,确保在线教学有序开展,但对今后在线教学定位与发展方向还不明确;及时出台了教学调整方案,发布组织管理文件,制订课程规范标准,精心组织在线教学工作,但教师在线教学的激励政策还不完善;通过新增在线教学机构、建立协同工作机制统一协调推进在线教学,但支持长期信息化教学改革的机构及工作机制尚待构建.根据高职院校在疫情防控期间开展在线教学的状况分析,从理念与规划、制度与政策、组织与机构三个方面构建了高职院校常态化实施在线教学的推进机制框架,为高职院校在信息时代深化教学改革,推动信息技术与教育教学深度融合提出了建议.