远程开放教育中实现人文关怀的有效策略——“交互距离模型”理论的应用

远程开放教育的基本特点是教师和学生之间存在着距离,但同时也存在着学生未知状态与学习内容之间的心理距离。面对这种状况,需要坚持人文关怀,并将其贯穿和落实到学习过程、学习内容和教学方法等环节中,以实现现代远程开放教育的可持续发展。"交互距离模型"理论对于促进远程开放教育中实现人文关怀有着积极的指导意义:理念上坚持以人为本,注重发挥学生的主体性;氛围上坚持师生平等,建立和谐的师生关系;机制上坚持有效反馈,重视信息的及时交流。     

Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.     

Query expansion with terms selected using lexical cohesion analysis of documents

We present new methods of query expansion using terms that form lexical cohesive links between the contexts of distinct query terms in documents (i.e., words surrounding the query terms in text). The link-forming terms (link-terms) and short snippets of text surrounding them are evaluated in both interactive and automatic query expansion (QE). We explore the effectiveness of snippets in providing context in interactive query expansion, compare query expansion from snippets vs. whole documents, and query expansion following snippet selection vs. full document relevance judgements. The evaluation, conducted on the HARD track data of TREC 2005, suggests that there are considerable advantages in using link-terms and their surrounding short text snippets in QE compared to terms selected from full-texts of documents.     

Bias in child maltreatment self-reports using interactive voice response (IVR)

Few methods estimate the prevalence of child maltreatment in the general population due to concerns about socially desirable responding and mandated reporting laws. Innovative methods, such as interactive voice response (IVR), may obtain better estimates that address these concerns. This study examined the utility of interactive voice response (IVR) for child maltreatment behaviors by assessing differences between respondents who completed and did not complete a survey using IVR technology. A mixed-mode telephone survey was conducted in English and Spanish in 50 cities in California during 2009. Caregivers (n = 3,023) self-reported abusive and neglectful parenting behaviors for a focal child under the age of 13 using computer-assisted telephone interviewing and IVR. We used hierarchical generalized linear models to compare survey completion by caregivers nested within cities for the full sample and age-specific ranges. For demographic characteristics, caregivers born in the United States were more likely to complete the survey when controlling for covariates. Parenting stress, provision of physical needs, and provision of supervisory needs were not associated with survey completion in the full multivariate model. For caregivers of children 0–4 years (n = 838), those reporting they could often or always hear their child from another room had a higher likelihood of survey completion. The findings suggest IVR could prove to be useful for future surveys that aim to estimate abusive and/or neglectful parenting behaviors given the limited bias observed for demographic characteristics and problematic parenting behaviors. Further research should expand upon its utility to advance estimation rates.     

高校网络思政教育与传统思政教育互动模式研究

文章首先概括了网络思想政治教育与传统思想政治教育互动模式,然后阐述了高校网络思政教育和传统思政教育的优势,最后提出了几点优化策略,主要包括加强高校思政网站建设、加强高校互动机制的构建、延伸传统思政教育内容、强化思政教育的辅助性作用等,从而实现高校网络思政教育与传统思政教育的互动整合目标。     

基于WebGL技术和Oak3D引擎的交互式三维地球模型研究

使用WebGL技术和Oak3D引擎对三维地球进行了模拟。该模型与平台无关,简便高效,使用简单,具有良好的Web交互性,不需要任何浏览器插件支持,对互联网时代的3D可视化实现具有一定的参考价值。     

工商管理课程互动式案例教学探讨

文章通过介绍课堂讨论互动式案例教学、课堂专题案例互动式研讨、课堂案例实例互动模拟教学法,利用“能量守恒定律”,力争在互动式案例教学中达到最佳教学效果。激发学生学习的积极性、主动性、创造性,培养学生分析和解决问题能力,从而最终提高学生理论水平和实际运用能力,发挥学生在学习中的主体地位。并对管理类案例互动式案例教学实践进行探讨,旨在探索一条行之有效的教学模式提高教学质量和教学效果,希望形成一套完整的互动式案例教学方法体系。     

网络论坛中信息资源再生的统计分析与归因

随着互联网技术及应用的快速发展,网络论坛中信息资源的再生问题成为研究者关注的重点问题。信息资源再生是Web2.0环境下信息资源建设模式的一种变革,是指网络用户在利用信息的同时对现有信息资源进行修复和补充的过程。网络论坛可以视为信息资源再生的一个典型代表,可以从再生资源数量、再生资源质量和用户行为等角度对其进行分析。以网易、新浪和猫扑三大网站的四个版块（财经、教育、数码和旅游）中的550个帖子为分析对象,对其信息资源再生情况的分析表明：不同论坛、不同版块的帖子在浏览次数、回帖次数、每百次浏览回帖数、回帖内容构成等方面存在显著性差异;不同用户在参与帖子数、发帖数、发帖者自顶帖比例等方面存在差异;高价值组和低价值组用户在参与帖子的个数上也存在差异。造成这些差异的因素可以归结为网站和版块规则差异、用户行为差异、论坛主题差异等。总体而言,网络论坛中用户的交互程度较低,对论坛中的内容缺乏深入思考。     

Interactive response system (IRS) for college students: individual versus cooperative learning

In this study, the researcher aimed to understand how students learned the targeted knowledge with an interactive response system (IRS) tool, and whether learners in two different learning modes: individual and group use of IRS, differed in their learning performance and knowledge retention after the IRS activity. These two kinds of IRS interaction were integrated into the course which included multiple choice questions for testing memorable knowledge and open-ended questions for enhancing organization and critical thinking ability via a methodology that involved 120 college students and included the analysis of tests, survey questionnaires and a course learning diary. Overall, the results were consistent with the consensus that students perceive the IRS as a positive addition to their classes, as its use increased course participation, fostered interaction, and promoted the general enjoyment of the class. The results revealed that the immediate learning performance of the learners who participated in the activity through group use of the IRS was better than that of the learners with individual IRS accounts; however, the individual IRS users seemed to have better learning retention of the learning contents, and showed significant improvement on the delayed tests. Furthermore, the study also confirmed that the IRS with collaborative work could promote the students’ academic and social-emotional performance because the collaborative learning allowed them to learn from peers’ opinions and to make judgments and co-examine the learning concepts again while finding the correct answer. This paper contributes data and analysis that highlight the pedagogical benefits of the implementation of an IRS, and supports the value of using the IRS for college education.     

多元性、认知性、互动性的修辞学理论——读《理论修辞学——宏观视野下的大修辞》

《理论修辞学》认为修辞的本质在思维层面,从修辞哲学的高度建构修辞学理论,演绎推理修辞技巧,初步建立起多元性、认知性、互动性的修辞学理论,是目前国内把修辞学研究范围拓展的最宽的理论与实践,有利于我们的学科建设和发展。