共查询到20条相似文献，搜索用时 46 毫秒
1.
2.
新技术的快速发展促进了情境感知泛在学习的进展。情境感知泛在学习利用移动、无线通讯技术和传感技术检测真实世界中学习者的学习行为并给他们提供直接的、个性化的学习支持。但是,是否每一个学生都能受益于这样一种新型的泛在学习形式仍然受到人们的质疑并成为一个值得进一步讨论的问题。同时,认知风格经常被教育者认为是在新的学习环境中影响学生学习效能的一个重要因素。作者试图通过在一个情境感知的移动学习环境中开展蝴蝶辨别的学习活动来研究学习者不同的学习风格之间的差异。 相似文献
3.
In recent years information technology has been integrated into education to produce a series of trends, beginning with “electronic learning” (e-learning), through “mobile learning” (m-learning) and finally to “ubiquitous learning” (u-learning), which aims to improve learner motivation through overcoming the conventional limitations of time and location. U-learning practices are still being developed, and learners frequently experience difficulty focusing on learning objectives, and effective learning strategy tools are still lacking. This study reports the design of a context-aware astronomy learning system. The system integrates several technologies, including radio frequency identification, wireless communication networks, handheld mobile devices, and databases to help students learn astronomical concepts. Two content modules were developed in the context of natural science education for fifth-grade elementary school students in Taiwan. Indicators of user experience with the system were collected for further phenomenographic analysis, based on four perspectives of the Unified Theory of Acceptance and Use of Technology model to assess learner willingness to use this novel u-learning approach. Results show that ease-of-use and the availability of immediate operational or technical support are key factors in increasing learning motivation and performance. 相似文献
4.
In recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today’s teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently treat field trips as one of the major ways to aid traditional classroom teaching. Based on Keller’s ARCS motivation model, this study used the natural disaster section in the sixth graders’ Natural Science-Taiwan subject as an example and application of radio frequency identification (RFID) technology in mobile devices to develop a context-aware ubiquitous learning system to be applied in the 921 Earthquake Museum of Taiwan. With the guide of the system, learners can use mobile carriers to receive content information displayed in the Museum for learning. This study conducted experiment in the 921 Earthquake Museum of Taiwan to explore whether using the system for learning significantly improves learning outcomes and motivation in comparison to traditional navigation learning. Felder & Silverman’s theory of learning style was incorporated to explore whether there exists differences in learning performance and outcome among learners with different learning styles so design and strategies for future teaching system can be improved. 相似文献
5.
泛在学习中自适应学习系统模型研究 总被引：1，自引：0，他引：1
泛在学习能够给予学习者随时发生的学习提供支持,更有利于培养和激发学习者的学习兴趣,促使学习者自主研究学习。从"区别传统学习系统"一点出发,考虑学习者学习风格,结合泛在环境下灵活自由的学习形式,提出了一个自适应学习系统模型。该模型主要是体现高等教育学习者自主探究学习,根据环境感知和学习者的学习偏好和认知结构、情感倾向,提供不同资源以满足学习者的需求。最后对泛在学习中自适应学习系统进行思考,为以后研究提供改进建议。 相似文献
6.
7.
Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, numerous studies have attempted to increase the efficiency and performance of learning English vocabulary. ‘The situational learning approach’ proposed that ‘context’ is an important consideration in the language learning process and can enhance learner learning interest and efficiency. Restated, meaningful vocabulary learning occurs only when the learning process is integrated with social, cultural and life contexts. With the rapid development of context-awareness techniques, the development of context-aware mobile learning systems, which can support learners in learning without constraints of time or place via mobile devices and associate learning activities with real learning environment, enables the conduct of a novel context-aware ubiquitous learning mode to enhance English vocabulary learning. Accordingly, this study proposes a personalised context-aware ubiquitous learning system (PCULS) for learning English vocabulary based on learner location as detected by wireless positioning techniques, learning time, individual English vocabulary abilities and leisure time, enabling learners to adapt their learning content to effectively support English vocabulary learning in a school environment. Experimental results indicated that the accuracy of the employed wireless positioning scheme is over 92%, which is sufficient to help learners detect their locations. Additionally, the PCULS has been successfully implemented on PDA devices in a school environment to support effective situational English vocabulary learning. Experimental result indicates that the learning performance of learners who used personalised English vocabulary learning systems with context awareness (i.e. PCULS) was superior to learners who used personalised English vocabulary learning systems without context awareness. 相似文献
8.
Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning. 相似文献
9.
针对我国现有的混合式学习模式普遍存在适应性不足的问题,本文提出利用移动与无线通信技术和境脉感知技术构建移动混合式学习系统,对系统的结构、功能和关键技术进行了探讨,得出移动混合式学习系统可以利用境脉感知功能获取有关学习者的境脉信息,从而以智能的方式为学习者提供适应性的学习内容与服务。 相似文献
10.
《International Journal of Educational Research》2004,41(6):445-465
The goal of this chapter is to outline a theoretical and empirical perspective on how learners’ conceptions of educational technology might influence their learning activities and thereby determine the power of computer-based learning environments. Starting with an introduction to the concept of powerful learning environments we outline how recent developments in information and communication technologies might be used to implement these environments technologically. In the next step we refer to several exemplary empirical studies to argue that the power of computer-based learning environments will largely depend on very detailed aspects of the learning activities within these environments. In order to design these environments so that they elicit effective learning activities, it is necessary to analyze the factors that determine learners’ goals and their choices of processing strategies. The focus of this paper is on one of these factors, namely on learners’ instructional conceptions with regard to educational technology and its use in instruction. Up to now, there has been nearly no research conducted within the educational community addressing the issue of how this particular type of instructional conceptions determine learning activities. Therefore, we review several relevant findings from neighboring fields like epistemological beliefs, attitude research, human computer interaction, or cognitive modeling. We use this review to demonstrate that there are numerous findings outside the educational technology community that deserve much more resonance in this community than they currently receive. 相似文献
11.
吴会松 《福建师大福清分校学报》2012,(5):46-51
泛在学习系统要求能有一个完整的和有组织的方式,通过情境感知推荐学习单元,使学习者可以建立一个自我管理和个性化的学习环境,利用无线网络传输和真实情境实时感应学习目标,让学习的目标由抽象转化为具体,更易于掌握。 相似文献
12.
Dongho Kim In-Heok Lee Joo-Ho Park 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3420-3436
Open educational resources (OERs) are increasingly adopted in non-formal education contexts. However, little research has been conducted to investigate the self-directed learning patterns of non-formal learners using OERs. A lack of knowledge about non-formal learners precludes discussions on how to support their self-regulated learning in open learning environments. We explored the self-directed learning patterns of 1892 non-formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non-formal learners’ use of self-directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non-formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self-directed learners. 相似文献
13.
Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage
in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what
they know. By design, such environments require sophisticated levels of cognitive functioning. The purpose of this paper is
to critically analyze assumptions underlying learner-centered, technology-based environments in light of how well learners
appear to meet the cognitive demands for engaging them. Implications for design include the following considerations: (a)
direct learner attention to key variables and visual cues; (b) prompt and guide connections to prior knowledge; and (c) provide
explicit scaffolding of metacognition and teaching-learning strategies. 相似文献
14.
Lewis Winks 《The Journal of environmental education》2018,49(5):390-399
Outdoor learning experiences can invoke feelings of uncertainty and discomfort, acting to disrupt human-environment narratives. In this article, the “performance” of nonhuman nature and discomfort in outdoor learning is considered, told through two vignettes from residential field trips with secondary age students, held at Slapton Ley Field Centre in South Devon, UK. This article asserts that discomfort associated with outdoor learning and fieldwork creates opportunities for learners to challenge their own environmental beliefs, values and attitudes. In particular, it is suggested that learners enter into a coproduction of place through interaction with nonhuman nature, and that this can, in turn, lead to a development of environmental sensitivity beyond the normally instrumental focus of such field trips. 相似文献
15.
Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled by recent and rapid advances in sensing and motion capture technologies. These advances allow for a new wave of cyberlearning environments that permit learners to use their bodies to create and manipulate digital representations of core ideas in a variety of learning domains. Drawing on the research literature on embodied cognition and design principles for creating effective embodied educational simulations, we present the design of a cyberlearning platform called ELASTIC3S. We describe the design rationale and preliminary data from a small empirical study of the ELASTIC3S platform that address the potential for enhancing science, technology, engineering, and mathematics (STEM) learning and engagement through embodied interaction. 相似文献
16.
Rapid advances in technology, particularly with the Internet, have led to the availability of numerous tools to support teaching
and learning. This study involved the use of an Internet application, Connecting Communities of Learners (CCL), in courses
for prospective teachers. Unlike earlier studies involving the use of the CCL, the context of this study related to full-time
graduate students who used the CCL to augment weekly face-to-face instruction. An interpretive study was undertaken to ascertain
student and teacher perceptions of the learning environments associated with the use of the CCL. Through the use of the CCL,
students were able to be autonomous in regard to their own learning, co-participate with their peers and the instructor, and
establish and maintain a community of learners in which participants could interact with others as co-teachers and co-learners.
The CCL was perceived as a useful tool for building learning environments in which all participants can contribute written
texts as evidence of what is known and as objects from which others can learn.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
《学校用计算机》2013,30(1-2):169-182
Abstract This paper introduces the Global Forum on School Leadership (GFSL) as a Type II application of interactive computing technology suitable for 21st century learners, teachers, and school leaders. Simply put, the concept of the GFSL brings together learners who share a common goal, a common subject area, or a common profession, and encourages them to interact and learn together. Among the many differences that learners bring to the learning task, the one central and very obvious difference upon which the GFSL depends is culture. In the example presented here, the GFSL creates a learning partnership between a class of neophyte school leaders enrolled in a school leader preparation program in the United States and a similar class of students enrolled in a school leader preparation program in Australia (it could be anywhere else in the world). The discussion begins with a focus on the evolution of technology use in schools and the related evolution of learning in technologically rich environments. The GFSL is introduced as a Type II application increasingly necessary in a learning world where a global focus is being forced upon learners and where global understanding and awareness is becoming a basic survival skill. The paper generates a global version of the five characteristics of Type II applications, and concludes with an analysis of the impact of the Global Forum on participants' learning experiences and professional skills. 相似文献
18.
李静 《重庆第二师范学院学报》2008,21(6):67-69
如何根据学习者特点有效实现个性化学习一直是远程教育领域中面临的挑战。网格的发展使远程教育在技术、模式和理念等方面产生一场深刻的革命,提出了基于网格的个性化学习系统模型,给出其体系结构和实现技术方案。实例分析表明,该模型能较好地提取学习者的个性化特征,以组织特定的学习内容,采取特定的教学方式,加入特定的学习环境,并能动态反馈调整,是远程教育个性化的一个可行方案。 相似文献
19.
Technology-rich learning environments (TREs) play an increasingly important role for 21st century education, and the emotions learners experience in these environments are pivotal for their cognitive and affective learning gains. The contributors to this special issue address the importance of understanding and measuring emotions in TREs as a mechanism for fostering learning. In particular, the special issue situates this research with a systemic review and meta-analysis of the literature on emotions in TREs. Following this review empirical research is presented on measuring emotions in the context of learning with TREs in multiple domains, including medicine, history, and mathematics. These researchers use concurrent measures to capture students’ cognitive, metacognitive and affective processes before, during, and after solving problems, documenting the complex role of such processes as individuals and groups learn with technology. The special issue concludes with two commentaries that point the way to next steps in this field of research. 相似文献
20.
Susanne P. Lajoie 《Instructional Science》2005,33(5-6):541-557
A brief overview overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes
a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what
does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments).
The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type
or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can
occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and
where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to
this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed
with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics
designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others. 相似文献