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The effects of different instructor 普通类
Abstract This study compared the impact of three different facilitation approaches on elementary teacher candidates’ interactions in an asynchronous discussion board as well as their satisfaction with an online educational technology course. These participants were enrolled in three different sections of the same online course. In the first section (Group 1), the instructor responded to each student’s initial message regarding the discussion question and then required students to respond to at least two of their classmates’ postings. In the second section (Group 2), the instructor responded to each student’s initial message to the discussion question, but did not require students to respond to other classmates’ postings. Instead, it was the student’s voluntary choice. In the third group (Group 3), the instructor did not respond to each student’s initial message on the discussion question, but required students to respond to at least two classmates’ postings. Data were analyzed both quantitatively and qualitatively, by using ANOVA, social networking analysis (SNA) and content analysis. The results indicated that in Group 2, voluntary interactions among students rarely occurred, resulting in the instructor primarily providing feedback to the students, with a low number of cues for social presence. In comparing Groups 1 and 3, when students were required to respond to one another, too much instructor intervention did not lead to more interactions among the students. Rather, when the instructor’s intervention was minimal, students tended to more freely express their thoughts and opinions, with a large number of cues for social presence. However, more interactions among students, occurring in a required setting, may not have correlated with student satisfaction with the online course ratings and the instructors’ ratings. Article Outline 1. Introduction 2. Conceptual framework 2.1. Interactions in asynchronous online discussion boards 2.2. Communities and social presence in an online learning environment 2.3. Students satisfaction in an online learning environment 3. Research questions 4. Methods 4.1. Context and participants 4.2. Data collection and analysis 5. Results 5.1. Quantitative results 5.2. SNA 5.2.1. Density 5.2.2. Centrality 5.2.3. Share 5.2.4. Reciprocity 5.3. Content analysis results 5.4. Student satisfaction 6. Conclusion and implications 7. Limitations of the study and future research directions Appendix A. Discussion questions for all of the eight sessions References
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Questioning the assumptions 普通类
The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.
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ICT competence and championing innovations 普通类
The implementation of new technology is becoming more important to schools and the success of such implementations is often due to the presence of ICT champions. This article examines ICT champions to determine whether the intention to champion ICT is determined by the ICT competence of school leaders. This article, based on responses from 64 school leaders in New Zealand, reports that professional development and ICT usage are antecedents of ICT competency and that school leaders are ICT competent and willing ICT champions. These findings are contrary to existing research which has found that school leaders have poor ICT competency.
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Computer-supported negotiation of course content 普通类
Students learn more effectively with personally meaningful tasks. Thus, students learn more if they have a say in deciding what specific topics and examples are being discussed in class. Naturally, the instructor knows what topics are important to cover in a course and which ones might be optional. Finding the right balance between students’ preferences and the instructor’s requirements is not so easy and thus may prevent this kind of shared control of the classroom from being realized. This article describes how the instructor’s and students’ interests can be used to generate a list of course topics that satisfies both parties. However, instead of adding technology to the classroom, technology is used to improve the classroom experiences. Specifically, it is shown how course topics can be assigned to specific students maximizing what is meaningful to the students and satisfies the course parameters as defined by the instructor. This problem can be formulated as a variation of the linear assignment problem and solved with a binary linear program. Results from actual and simulated courses are discussed and generalizations of the topic assignment problem presented.
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Being polite while fulfilling different discourse 普通类
Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by members of a graduate course were analyzed for the kind of discourse functions and the kind of politeness strategies they displayed. Results indicated that synchronous CMD afforded more information seeking, information providing, and social comments than asynchronous CMD. Asynchronous discussions were slightly more likely to allow for such functions as discussion generating, experience sharing, idea explanation, and self-evaluation functions than synchronous discussions. Proportionately the two modes were similar in how politeness was expressed. Finally, in relating politeness and function, we found more politeness indicators when students were posting messages with such functions as positive evaluation and group conversation management, functions that carried the potential for face threat, and the least politeness associated with messages serving the function of experience sharing.
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Designing a semantic bliki system 普通类
Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one’s learning performance. This study aims to design a semantic bliki system to tackle such issues. To support various types of knowledge, this study has developed a new social software called “bliki” that combines the advantages of blogs and wikis. This bliki system also applies Semantic Web technology to organize an ontology and a variety of knowledge types. To aid adaptive learning, a function called “Book” is provided to enable learners to arrange personalized learning goals and paths. The learning contents and their sequences and difficulty levels can be specified according to learners’ metacognitive knowledge and collaborative activities. An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners’ learning performance.
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A case study on engineering graphics learning 普通类
In this work, we analyze the results obtained by a group of freshmen students in a test of prior knowledge on technical drawing carried out before and after attending an introductory course on this subject. The aim of this course was to help students to gain knowledge necessary to take full advantage of the CAD software that is regularly used to teach engineering graphics education in the classroom. Two aspects of the results will be analyzed. First, if this kind of course is good enough to show an improvement in students’ ability. As will be shown, the score obtained by the students improved after attending the course. Second, we have analyzed the results in order to know if the students’ prior knowledge is good enough to allow them coping with their first year. Although the answer to this question depends on many factors, it will be shown that an introductory course is a useful tool to reduce the possible gap between the students’ prior knowledge and the basic knowledge on geometry that should be requested to a first-year engineering student. The kind of test we propose here could also be implemented to test the cognitive abilities of the students.
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Saving time or innovating practice 普通类
Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.
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The use of computers in Brazilian primary 普通类
Brazil is a developing country that has undergone important changes at the social, economic, scientific and educational levels. A main policy challenge at present is related to the unequal distribution of vital resources, including technology. In the educational context, many changes have been observed, such as a decrease in analphabetism and an increase in the number of physicians, lawyers, and scientists. In this paper we will describe the educational experience involving the use of information technology, especially computers, at Brazilian primary and secondary schools. We live in a technological era in which it is important to educate our children to be aware of the impact of technology on society and the environment in general, as well as how to personally deal with them. From home to workplace, digital technological tools have become a part of day-to-day life. Digital technology has become essential in everyday life, and demands have been placed on schools to educate students so as to make them “technologically literate”. Millions of Reals (R$) have been invested by the Brazilian government to equip schools with computers and communication tools, but low technological literacy remains a serious challenge. To address this problem, it is crucial to elucidate the real advantages and disadvantages of the use of computers in the educational system.
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Unraveling the effect of simulated touch 普通类
While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture.