共查询到20条相似文献，搜索用时 390 毫秒
1.
近年来,在国外MOOC的影响下,中国在线教育发展如火如荼。较之网易云课堂、淘宝同学等相对保守的在线教育平台,腾讯课堂通过模拟真实课堂对在线教育进行创新,为在线教育注入了新的活力。介绍在线教育发展现状,深入分析腾讯课堂及其应用于在线教育的优势,探讨基于腾讯课堂的在线教育新模式,并给出应用腾讯课堂的典型案例,以期展现给学习者一个新的在线教育平台,让学习者获得最佳学习体验。 相似文献
2.
3.
随着在线教育的蓬勃发展和教育大数据时代的来临,一种新型学习支持工具——学习仪表盘（LearaingDashboard）应运而生。学习仪表盘基于信息跟踪技术和镜像技术,对学习者的学习行为、习惯、情绪、兴趣等信息进行记录和追踪,通过分析与可视化、个性化的显示,为在线教育的学习者、教师、研究者、教育管理者等提供多层次的学习支持,帮助学习者实现自我认知、学习反思以及意义建构,促进学习新方法或模式的产生。目前,学习仪表盘发展快速,正逐渐从关注学习登录次数、学习时间和进度等浅层学习信息的辅助性学习工具,逐渐发展为集学习、分析、评价、反馈等多功能于一身的统领学习资源、支持学习过程的强大集成化系统。随着其功能和形式的不断创新与完备,学习仪表盘将在更多学习情境中得以应用,以更精妙的数据分析设计框架和更l喻悦的使用体验为学习者提供更为高质高效的学习支持。 相似文献
4.
5.
随着互联网技术的不断发展,在线教育打破了人们传统的学习模式。在线教育的开放性与共享性、自主性与个性化、低成本与公平性的优势满足了人们不同的学习需求。然而,在线教育的发展仍然存在教育质量提升受限;教学缺少实时互动;受众缺乏普遍性等诸多问题。在线教育发展一定程度上需借鉴传统教育的优势,主动寻求与传统教育的整合发展路径,在线教育需突破单一的教学模式,利用互联网的优势把握学习者的需求,优化符合信息化时代的教育服务功能。 相似文献
6.
吴亚婕 《中国远程教育(综合版)》2011,(5)
第17届斯隆联盟在线学习国际年会将在美国举行第17届斯隆联盟在线学习国际年会将于2011年11月16日至18日在美国佛罗里达州举行。大会的主题是新媒体生态下的在线学习、教学与研究,大会将关注以下领域的研究、应用和实践:K-12在线教育;教师专业发展和支持;开放教育资源;学习有效性;技术与新型学习环境;学生服务和学习者支持; 相似文献
7.
基于网络的教育资源环境经历了开放教育资源运动、在线教育与社交分享到智慧学习环境的发展.教育资源环境在为学习者提供丰富的学习资源的同时,对学习者的学习方式产生了重大影响,其发展追求是：开放与共享、协作与互动、融合与创新.教育资源环境须以学习者为中心,实现学习者与技术、资源最为自然和谐的交互,使其把注意力集中于学习过程,进而落实教育技术的宗旨：促进学习者学习,推动人的全面发展. 相似文献
8.
9.
10.
11.
受新冠肺炎疫情影响,在线教学方式首次在全国得到广泛应用。在线教育平台作为开展线上教学的载体,学生对平台的评价以及使用意愿,对在线教学效果产生显著影响。因此,以H大学本学期选修“财务管理”课程的学生为研究对象,以调整后的技术接受模型为理论基础,对教师在线课程设计及在线教育平台进行评价,以了解学生对在线教育平台的评价以及使用意愿,发现在线教育平台存在的问题,并据此提出相应的对策。通过研究,有助于改善在线教育平台的设计与开发,以提升学习者的使用意愿,保障教学效果。 相似文献
12.
Joanna Tapper 《高等教育研究与发展》1997,16(1):25-40
The present situation in which students enter tertiary education with different experiences of online literacy poses challenges for instructors of subjects in which content and online literacy are integrated. It is hard for university teachers to predict what can be expected of incoming students in terms of computer experience, or to plan suitable syllabuses. In this article, the online literacy practices of students in one subject offered at an Australian university are examined. These practices are viewed within the context of the subject itself, and in the wider context of tertiary education. It is suggested that studies of the contexts and practices of online literacy can provide information which will help instructors to have some idea of what to expect concerning their students’ online literacy. In turn, this knowledge may make it easier for instructors to plan subject syllabuses which provide for groups of students with mixed online experiences. Areas for further research are also identified. 相似文献
13.
Although science education intends to help students learn to think, research in this area does not usually use psychological research on how people think. The purpose of this article is to describe one type of research, commonly called information-processing psychology. Its goal is understanding how people think while doing complex tasks. It uses detailed data, usually from individual subjects, and develops precise yet powerful models of human performance, often by using a computer. After describing information-processing research, we illustrate it with two studies. The first shows how computer models are used to explain thinking. A computer program models the knowledge needed to understand and use a physics textbook. The second study shows how information-processing approaches can be used systematically but more simply. This study clarifies why students find it so difficult to master the “factor-label” method for converting chemical units. The article concludes with a discussion of guidelines and suggestions for using information-processing ideas. 相似文献
14.
梅明玉 《唐山师范学院学报》2009,31(4):127-130
随着计算机和网络技术的发展,语言教学中使用网络进行教学越来越受到人们的重视,相关的教学试验也验证了网络教学的问题和优点．运用网络和软件进行学生的外语阅读理解能力的培养,相关的试验目前还不是很多．如何使反馈和互动运用到网络教学中,使有效反馈与互动和网络阅读教学结合,具有一定的理论和实践意义． 相似文献
15.
There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided. 相似文献
16.
Tricia Ryan 《TechTrends》2002,46(4):44-48
The process of constructing A Portrait of Academic Life web resource has included careful evidence gathering and analysis
of student performance necessary to assess learning and give useful feedback to increase the students’ ability to use information
effectively in education. The students, too, develop self-assessment and reflective skills as they create online research
portfolios. The online resources model new technologyenhanced strategies for teaching and learning that support standards-based
teacher education programs in higher institutions. Other artifacts contained in A Portrait of Academic Life include digital
video vignettes of students actively completing course assignments and reflecting on the learning process, and instructor
reflections on teaching strategies to improve learning outcomes. As a culminating course activity, students showcase their
online research portfolios at a gallery walk. The students were tremendously excited to present the wealth of information
they have so carefully collected using the powerful technology tools available for their use in the teacher education program
at Towson University. The innovation and originality presented in the form of student online research portfolios offered fresh
perspectives to the honored guests. Likewise, it will enormously help students and faculty to see examples of the process
of transforming traditional research papers into rich, informative online research portfolios. 相似文献
17.
人工智能赋能基础教育的重要路径就是以智能教学系统的形式为学习者提供个性化支撑和辅导。在正式的学校教育中,教师以混合式教学的方式将智能教学系统整合到常规教学中,可以对学生的学习效果起到显著而正面的促进作用;对于非正式的在线教育,智能教学系统对学习者的适应和帮助不仅体现在知识和能力上,更重要的是在情感和态度、方法与过程方面。本文以参与一个教育信息技术研究重点课题的三所学校的数学混合式教学实践为例,详细阐述人工智能赋能教育的路径及其影响效果,指出其未来发展方向。 相似文献
18.
This volume is largely about nontraditional data; this paper is about a nontraditional visualization: classification trees. Using trees with data will be new to many students, so rather than beginning with a computer algorithm that produces optimal trees, we suggest that students first construct their own trees, one node at a time, to explore how they work, and how well. This build-it-yourself process is more transparent than using algorithms such as CART; we believe it will help students not only understand the fundamentals of trees, but also better understand tree-building algorithms when they do encounter them. And because classification is an important task in machine learning, a good foundation in trees can prepare students to better understand that emerging and important field. We also describe a free online tool—Arbor—that students can use to do this, and note some implications for instruction. 相似文献
19.
新冠疫情期间,各级各类学校不得不在线开展教育教学。这一转变带来教育便利,也突显了传统学校课堂教育主体性缺失问题。本研究以县城A中学为调查点,呈现在线教育阶段教师、学生和家长多方教育主体的系统性不适应现象。研究发现,线上教育打破了传统线下课堂教学的管控模式,教师和学生都有了更大的自主空间,但也因为传统课堂教育过于依赖“管控”而忽视了对主体性的培养,具体表现为:教师自主学习和技术运用的缺陷、“双师”模式下“经师”与“人师”角色调整的迟滞、家庭教育中学校管控模式的移用失败,以及传统教育中学生学习自主能力和习惯的缺乏。对开展线上教育所做的反思,有助于复归常态化教学后学校教育对主体性培育的关注。 相似文献
20.
随着计算机网络及通讯技术的发展和广泛应用,人们对虚拟学习社区产生了浓厚的兴趣。由于虚拟学习社区的形成不同于现实生活中的社区,其成员之间是一种隐性关系,这种关系会随着时间的推移而发生变化。因此对虚拟学习社区的研究是网络时代不可回避的课题。为了帮助人们更好地理解虚拟学习社区,以便对其的建立、运行、预测和管理提供可测量的依据。文章就此提出了虚拟学习社区的定量研究框架,并讨论了其中的关键技术。 相似文献