排序方式: 共有157条查询结果,搜索用时 15 毫秒
41.
张云霞 《柳州职业技术学院学报》2014,(5):49-52
现代信息技术的发展对地方高校教学资源、学习方式、教师角色及作用等产生了巨大影响。地方高校应抓住现代化契机,通过开展混合式教学、开发和使用新的应用程序、建立新的评价系统等方式创新地方高校教育方法。 相似文献
42.
基于SPOCs模式的“UML建模工具”课程改革 总被引:1,自引:0,他引:1
SPOCs即小规模限制性在线课程,相对于MOOCs说,学生规模小,并且设定了学生的准入条件。更有针对性的教学设计使得SPOCs更有助于提高大学自身的教学质量,而且因其建设成本较低,也更容易开展。在实践中,可以先建设SPOCs,待课程材料和教学组织更为成熟时,再将其发展为MOOCs。"UML建模工具"是软件工程专业的一门专业必修课程,也是理论和实践并重的课程,传授式的教学方式学习效果相对较差,因此借鉴SPOCs的模式进行课程改革,以提高学生的学习兴趣和学习效果。 相似文献
43.
黄超夷 《安徽广播电视大学学报》2016,(4):77-80
基于慕课给全国高校课程设置带来的挑战和机遇,进行了慕课与具体学科相结合的混合教学模式的调查;报告了隶属于知识传承类课程的因师资水平不足和学生学习能力匮乏遭遇发展瓶颈的高职ESP知识体系构建的现状。在对慕课在高职ESP知识体系构建中的目标做出明确定位后,对结合慕课的以学科知识为依托、语言课程为主的面对面教学为主、线上教学为辅的“半翻转式混合教学”模式进行了研究,为困境中的高职ES P教学提供了有效出路。 相似文献
44.
45.
46.
47.
Jingjing Zhang Hongmei Sziegat Kirk Perris Chenchen Zhou 《Learning, Media and Technology》2019,44(2):108-123
ABSTRACTThis paper presents an analysis of the conceptualization of massive open online courses (MOOCs) by major influencers in Chinese higher education. Using critical discourse analysis, predominantly from university resources, a map of the discursive construction of MOOCs is presented and interpreted. The centralized orientation of decision making in Chinese higher education is reflected in how MOOCs have been introduced, envisioned, and utilized in China. With the increase of Chinese MOOCs, elite universities are able to capitalize on their comparative advantages, which may be counter to the true intent of MOOCs, which is to raise teaching standards across sectors. This paper serves to illuminate how MOOCs may reinforce the status of elite universities, thereby having the opposite effect to their real intention of democratizing higher education for the masses. The strategy of using MOOCs to improve teaching quality and augment the worldwide reputation of Chinese institutions is central to China’s reinvigorated focus on higher education, which counters the widely held perception, and intention, that MOOCs are vehicles for widening access. 相似文献
48.
49.
ABSTRACTLearning outcomes is mediated by multi-channel learning environment and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). The goal of this study was twofold: a. to compare behavior intention patterns of traditional e-learning platform and MOOCs participants; b. to examine relationships between behavior intention and perceived social support. Therefore, this study applies the concepts of technology acceptance model and social support theory to examine the underlying the determinants of learners’ continuance intention factors for MOOCs in Taiwan. In addition, this study adopts perceived convenience, computer self-efficacy, sense of community, and perceived gains as the constructs of social support perspective. Our examination reveals that sense of community, and perceived gains influence learners’ behavior intention of both general e-learning platform and MOOCs. However, perceived convenience and computer self-efficacy did not influence learners’ behavior intention for traditional e-learning platform, but still have efforts for MOOCs. In summary, our results show that the social support theory and technology acceptance model could be the suitable examination model to investigate the behavioral intentions for MOOCs. These findings have significant theoretical and managerial implications. 相似文献
50.
文章首先对大学英语后续课程建设进行了需求分析,然后分析了许多高校建设后续课程面临的困难,继而对国际大规模开放课程(MOOCs)进行了简介,文章指出我国大规模开放大学英语后续课程建设可以(1)借鉴国际MOOCs课程的教学组织形式(课程具有时效性、注重作业和师生互动、提供学习档案查询和课程合格证书等);(2)借鉴国际MOOCs课程管理模式;(3)实施国际合作,共同建设后续课程。 相似文献