E-learning对高校图书馆服务的挑战

论文分析了数字化学习环境下高校图书馆用户的新变化，探讨了在这种环境下高校图书馆应采取的对策。     

基于Agent的网络教育学习信息智能分析研究

提出了一个基于Agent的学习信息智能分析算法，并实现了一个系统原型，该原型利用Agent的特性动态获取学习者的信息，并利用知识库对学习者的信息进行分析，从而实现对用户的自动指导。     

On Affective Communication-From Perspective of Cultural Context

Nowadays, cross-cultural study is turning to pragmatic fields concerning communication, such as business negotiation, overseas life and language teaching, etc. This paper reviews previous studies of cu...     

基于语义Web的教育资源模型相关技术研究

针对E-learning(电子学习)系统中实现教育资源智能搜索与整合的要求,对建立一个基于语义Web技术的教育资源语义模型涉及到的一些技术进行了分析研究。介绍了语义Web的体系结构,针对目前E-learning中存在的问题提出了相应的解决方案。     

Consensus among stakeholders about success factors and indicators for quality of online and blended learning in adult education: a Delphi study

Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among stakeholders about students’ quality needs is useful to support dialogue between professionals to strategically adopt OBL and to ensure that the needs of students are met. This study aims to validate a quality instrument for OBL, taking a set of 74 quality indicators and analysing them in terms of seven success factors (credibility, accessibility, transparency, flexibility, interactivity, personalisation, productivity). The Delphi method was selected as most suited. Participants from adult education were asked to indicate on a 7-point Likert scale to what extent the indicators add to OBL quality to meet students’ needs. After four Delphi rounds, the participants agreed on definitions of success factors and 30 indicators. The results are useful for institutions, ministries of education and external quality assessment agencies to assess the quality of OBL and can support institutions to implement improvement actions to ensure that the needs of students are met.     

创建E-Learning系统教学模式初探

本文在对现行教学模式的弊端进行分析的基础上,提出指导E-learning系统教学模式的教学理论,分析了建构E-learning系统的教学环境,并具体指出研究型学习模式、案例研习模式、发现式学习模式、资源型学习模式、协作式学习模式、虚拟教学模式等具有较强实用价值的E-learning系统的教学模式。     

Lecturers on teaching within the ‘supercomplexity’ of Higher Education

While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement of learning for students.

否定转移及其功能词的理解和翻译

从分析英语中的否定转移现象入手，探讨了否定转移功能词汇的理解和翻译技巧，也强调了语境、逻辑及常识在否定转译中的重要性。     

探析企业E-learning培训的解决方案

随着电子技术的发展完善和互联网的普及运用，越来越多的企业将E—Learning运用到企业的员工培训中，作为学习的主体，企业员工对电子学习运行的成败起着举足轻重的作用。本文从E—Learning的外在表征和发展入手，分析电子学习与传统教室训练课程相比较的利弊，结合成功范例，提出企业针对员工的学习特点开展电子学习的方案。     

基于网络教学平台的数字课程研究与开发

数字课程是在信息网络环境下,一门学科(教学科目)的数字教学内容,以及在数字教学内容和网络教学平台基础上学生在教师指导下各种活动的总和。数字课程与精品课程相比有着本质的区别,在用户对象、建设内容、网络教学平台以及教学支持服务等方面存在诸多不同。在数字课程出版的整个过程中包含课程作者、出版社、数字课程包、教学支持服务、网络教学支撑平台、用户(教师和学生)等六个要素。该研究参照互联网出版的一般流程来进行数字课程的开发,具体包括选题策划、收集数字资源、数字资源二次开发、补充设计和开发部分数字资源、学习活动设计、平台改造、编辑集成、质量检测、审稿发稿、应用和评价等环节。