对于有效开展网上教学活动的思考——以“公共政策概论”课程为例

网上教学活动环节是电大教学中为学生开展远程辅导最为重要的一环,可目前总体来看,网上教学活动开展的效果并不理想。文章结合行政管理专业的公共政策概论课程的网上教学活动开展的实践,在分析教学过程和效果的基础上,探讨了有效开展网上教学活动的途径与方法。     

生态视角下网络教学资源的开发

面对网络教学资源相对陈旧、种类单调,资源的重复建设现象严重的情况,可以将网络教学资源、网络环境、开发人员、学习者作为一个生态系统,从生态学的视角出发,运用生态理论来研究网络教学资源建设过程中的问题,指导开发优质网络教学资源,创建远程学习的生态学习环境。     

If You Build It and They Still Don't Come: Effective versus Successful Alternative Teacher Preparation

The continuing shortage of special education teachers, combined with increased ideological critiques of teacher education programs, has spurred the growth of alternative models of teacher preparation. Only recently have professional standards for alternative models been proposed. This paper summarizes two years of a program based on professional standards. External influences, internal design, and implementation elements are presented. Results suggest that there is value in distinguishing between the effectiveness of alternative programs and their success.     

Effects of feedback on collaborative writing in an online learning environment

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.     

ARTICLE WITHDRAWN: Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

ABSTRACT

This article focuses on what we learned as online teachers about relational contexts in our online courses using a self-study of teacher education practices methodology. Using the curriculum commonplaces of teacher, learner, subject matter, and milieu, we inquired into the design and implementation of our online courses. A responsive audience at the 2018 international self-study conference moved our work forward. We consider the ways the curriculum commonplaces interact and inform each other. A significant aspect was the shaping of milieu across distance. The ontological basis of Self Study of Teacher Education methodology resides in attention to practice and relationship, which clearly supports a focus on the relational in this online teaching context.     

Using blogs in qualitative educational research: an exploration of method

When compared with wider social research, qualitative educational research has been relatively slow to take up online research methods (ORMs). There is some very notable research in the area but, in general, ORMs have not achieved wide applicability in qualitative educational contexts apart from research that is inherently linked to the Internet, for example, research on educational technologies or students' online behaviour. This paper demonstrates how ORMs can be useful in qualitative research projects. It describes how on-going, reflective, qualitative data were collected using a popular, community-based online tool – blogs. The research project that utilized this approach aimed to trace how a group of international students in the United Kingdom responded to their new environment over six months. This article attempts to provide a new understanding on the use of blogs as a tool for data collection.     

基于真实项目的网络营销课程设计探究

以网络营销课程为实例,从课程的项目化设计及项目化课程设计需要注意的问题两方面,阐述如何基于真实项目带动教学.     

在线语言学习的发展与前景

在线语言学习作为外语学习的一种趋势,扩大了学生对教师、对课程、对时空的选择范围,这种不同于传统授课模式的学习方式受到大家的广泛关注。对在线语言学习的发展进行了简要的介绍,并对时下流行的在线学习方式（包括在线语言学习教程、语言学习智能系统、语言学习游戏、移动语言学习和网络沟通五个方面）逐一进行了说明。     

远程教育中的教师角色探究

远程教育在中国多年的发展中,始终困难重重.尽管信息技术发展很快,已经能够很好的支持远程学习,但由于多年来传统的课堂教学思想在人民大众的心目中根深蒂固,远程教育的接受度仍然没有达到理想程度,因此,远程教育的优势没有充分发挥出来,也没有做出对中国教育应有的贡献.这其中教师角色未能实现良好的转变是阻碍远程教育发展的重要因素.本文在解读远程教育五个特征的基础上,对教师在远程教育中应扮演的角色做了探究,呼吁从事远程教育的教师尽快转变思想,转变角色,努力学习,做一个合格的现代教育者.     

A retrospective look at replacing face‐to‐face embryology instruction with online lectures in a human anatomy course

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face‐to‐face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face‐to‐face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face‐to‐face in 2007 and by online videos in 2008–2009, while a second instructor provided the supplemental face‐to‐face classes in 2008–2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face‐to‐face embryology instruction versus the hybrid approach. Comparison of the face‐to‐face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end‐of‐course survey to assess their opinions. They rated the two forms of delivery similarly on a six‐point Likert scale and reported that face‐to‐face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well‐designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. Anat Sci Educ 7: 234–241. © 2013 American Association of Anatomists.