共查询到20条相似文献，搜索用时 23 毫秒
1.
This article is a case study of the first foreign university invited to open a campus in Malaysia under the 1996 Education Acts: Monash University of Australia, in partnership with the Sunway Corporation. The authors provide some historical background leading to the July 1998 opening of the new campus‐‐Monash University Sunway Campus Malaysia (MUSCM). Using MUSCM as a case study, they explore a number of issues that they argue must be addressed in such an international educational undertaking involving co‐operation among government, business, and a university. The article is structured under the following headings: why a foreign branch campus; nuts and bolts, operational structure and legislative requirements; quality assurance procedures; and some educational challenges. 相似文献
2.
陶俊 《湖北成人教育学院学报》2013,19(4):10-12
工学结合是将学习与实践结合在一起的一种教育模式,学生是主体。它是以任务为导向,充分利用校内外不同的教育资源和实践环境,把以课堂教学为主的学校教育和直接获取实际经验的校外IT企业实践有机结合,贯穿于学生的整个培养过程之中。本文以江汉大学计算机科学与技术本科专业为例,积极探索这种新型IT人才培养模式。 相似文献
3.
This study investigated the effects of computer use upon the computer literacy of preservice elementary teachers using two methods of instruction: computer assisted instruction in an earth science course and computer programming in a mathematics education course. Computer literacy was measured by the Minnesota Computer Literacy and Awareness Assessment (MCLAA). For each component of computer literacy, differences in group posttest scores were compared using an analysis of covariance with pretest scores used as the covariate. Pre- to posttest increases in scores for each group were also examined. The results indicated that the treatment given to the computer programming group had little or no effect upon the students' computer literacy, while the treatment given to the computer assisted instruction group had a significant effect upon the affective subscale of the MCLAA. A positive effect was also indicated on the cognitive subscale of the MCLAA. Thus, it appears that an effective method for improving preservice elementary teachers' computer literacy is to involve them in computer assisted instruction, possibly through a science course. 相似文献
4.
James Johnson Richard Fiene Jane Keat Harriet Darling Donald Pratt Joyce Iutcovich 《Journal of Early Childhood Teacher Education》2013,34(4):267-274
Abstract In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
5.
远程学习者经常面临地理、时间、心理、沟通空间等方面的交互距离(Moore,1997).相对于全职学生来说,这些有着全职工作、家庭责任的成人学生,在平衡学业、工作和家庭方面往往面临艰巨任务.他们经常需要努力寻找额外的时间和空间进行学习,经常需要付出额外的努力以确保他们与大学、辅导教师、同学保持联系.本文介绍了马来西亚开放大学通过利用文本信息这一最简单、广泛应用的技术,积极支持学生完成学业的探索,展示了如何利用移动技术促进混合教学方法,并为学习过程提供更多的灵活性和普遍性.文章利用定量研究和定性研究方法,探索了这一创新在帮助学习者更容易地回顾/定位/记忆课程内容、在线讨论、管理学习、坚持学习、记住与课程相关的重要日期和活动等方面的有效性.Abstract： Distance learners often face what is known as "transactional distances" in terms of geographical,time,psychological and communication spaces(Moore,1997).Comparing to full-time campus students,these adult learners who mostly hold full-time jobs and have family commitments face a daunting task in juggling study,work and family.They often struggle to find extra time and space to fit in their studies and frequently need to exert extra effort to ensure that they remain connected to the university,their tutors and their peers.This paper describes the efforts of Open University Malaysia in actively supporting learners in their studies through the use of text messaging technology,the simplest and most widely used of all mobile technology applications available.Further,it illustrates how mobile technology enhances the blended approach to instruction and lends more flexibility and ubiquity to the learning process.It also examines the effectiveness of the initiative in terms of helping learners to review/locate/remember course facts easily,discuss online,manage their learning,persevere in their studies,andremember important dates and actions to be taken related to the course.Both quantitative and qualitative data are presented. 相似文献
6.
7.
计算机辅助教学(CAI)可以大大地提高课堂教学效率。因此,计算机辅助教学系统已被广泛地应用于教学之中。然而,在计算机辅助教学的实践过程中却出现了信奉“多媒体万能”等若干误区。本文对其误区进行了剖析,为计算机多媒体辅助教学进行了较为准确的定位。 相似文献
8.
杨斌 《甘肃广播电视大学学报》2005,15(1):64-66
从广播电视大学在网络教学资源方面得天独厚的环境优势的分析入手，以电大《计算机应用基础》课程为例，根据实践经验论述了如何在建构主义、任务驱动教学法指导下，充分利用现有网络环境与教学资源对课程进行教学设计。 相似文献
9.
Fern Willits 《Assessment & Evaluation in Higher Education》2017,42(3):443-462
This study assessed the relationships of student attributes, course characteristics and course outcomes to college students’ ratings of course quality in three types of settings. The analysis utilised data from online surveys of samples of college students conducted in 2011 and 2012 at the Pennsylvania State University. Included in the analysis were: (1) 1805 students at the main campus; (2) 1453 students at 19 smaller satellite campus locations of the university scattered across the state; and (3) 522 students participating in online degree programmes through Penn State’s World Campus. Students were asked to rate the quality of instruction they received in a randomly selected course in which they had been enrolled during the previous semester, and to respond to a number of questions about the course, the instructor’s behaviour and themselves. The relationships of these factors to how students rated the course were assessed for subjects in the three study settings. In all three settings, student and course characteristics, course difficulty and amount of required work had little effect on course ratings. Grade received was modestly related to course rating. However, instructor’s use of selected recommended pedagogical practices and students’ perceptions of how much they felt they learned were by far the strongest correlates of students’ course evaluations. Implications of these findings are discussed. 相似文献
10.
This paper describes an instructional design class??s experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master??s level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally, challenges and lessons learned from this experience are described. This case study will benefit those who are considering teaching a course on designing mobile learning; also to those who are considering developing mobile instructional websites. 相似文献
11.
现代教育技术与高师音乐教育改革 总被引：2，自引：0，他引：2
马达 《福建师范大学学报(哲学社会科学版)》2000,(4)
信息技术的高速发展 ,为教育现代化提供了物质基础。在高师音乐教学中运用计算机多媒体技术是高师音乐教学改革的一个重要课题。本文论述了计算机多媒体技术运用于高师音乐教学的重要性及其优点 ,提出了计算机音乐教学的硬件和软件建设的可行性建议 ,以及做好音乐专业教师计算机培训工作所应注意的几个问题。 相似文献
12.
何利娟 《石家庄职业技术学院学报》2004,16(2):51-52
计算机辅助教学可通过机房、多媒体教室、校园网等进行，课件作为计算机辅助教学的主体，存在灵活性差、形式不适用、界面过分华丽的问题，教师作为计算机辅助教学的实施主体，应加强学习，制作出适合自己教学特点的课件。 相似文献
13.
14.
移动虚拟校园(MVC)的构思与实践 总被引：6，自引：0，他引：6
移动教育已经成为现代教育技术应用的一个新方向，如何将移动计算技术应用于教育正在成为研究的热点。本首先探讨了移动计算技术的原理和特点，讨论了移动计算技术在校园建设中的作用，提出了移动虚拟校园（MVC）的概念，给出了其基本框架。同时，本还对该构架中的多项关键技术进行了研究并开发了多个实用的系统，并正在北京大学进行试用，目前运行效果良好。实践表明，移动虚拟校园在目前的技术条件下是可行的，并能发挥巨大的效益。 相似文献
15.
《Journal of Experimental Education》2012,80(1):22-26
This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes. 相似文献
16.
Timothy J. Weston 《Innovative Higher Education》2005,30(2):99-115
Using a comparative case study approach, the researcher followed 13 instructors for 2 years as they attempted to integrate the Visible Human Dissector, an educational software program, into their undergraduate anatomy courses. Instructors were motivated to use the software as a supplement for limited educational resources and because of its ability to provide students with novel educational experiences. Obstacles in technology access and services as well as organizational factors prevented integration. However, personal hesitancy and lack of confidence, posited to be a major obstacle to integration in the literature, played only a minimal role in slow integration for these instructors. The greatest obstacles to changes in instruction supported by the new technology were difficulties in finding computers to run the software in traditional anatomy laboratories.Timothy Weston currently works as research associate for the Alliance for Technology, Learning and Society (ATLAS), Institute Evaluation and Research Group at the University of Colorado, Boulder. He received the Ph.D. from the University of Colorado in Research and Evaluation Methodology in Education and a B.A. in Psychology from Metropolitan State University (1993). His interests include the evaluation of educational technology and the use of web-based assessment for formative course evaluation in undergraduate science. 相似文献
17.
《The Journal of educational research》2012,105(6):365-372
Abstract The authors investigated the interactive and differential effects of professors' instructional methods and university students'conceptual levels on students' achievement and motivation in a course designed to teach computer technologies. As predicted, matching high-conceptual-level persons with student-centered instruction and low-conceptual-level learners with teacher-centered instruction enhanced students' achievement and motivation in the classroom. In addition, an unpredicted main effect for type of instruction was discovered with respect to motivation-regardless of conceptual level, students exposed to student-centered instruction demonstrated greater motivation than did students exposed to teacher-centered instruction. These findings have ramifications for the design and implementation of computer technology courses and deserve further research. 相似文献
18.
Wilhelmina C. Savenye Gayle V. Davidson Patricia L. Smith 《Educational technology research and development : ETR & D》1991,39(3):49-58
Knowledge of instructional design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was redesigned to include substantial components to teach instructional design. Also described are the results of a study conducted to examine the effectiveness of the instructional design training. End-of-course measures indicated that the preservice teachers learned the essential principles of instructional design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction. 相似文献
19.
This paper examines personalized instruction in business and economics at the Long Island Learning Center, Empire State College, State University of New York. In this mode of instruction the course of study is tailored to the individual background, interests, needs, and abilities of the student. Learning activities often incorporate some aspect of the student's academic or professional experience. Most of the students have fairly well-established goals, are highly motivated, have jobs, and have enjoyed considerable success in their fields. Various examples are provided that indicate how the subject matter gains relevance when basic theoretical concepts are applied to real-life situations. 相似文献
20.
基于网络的智能计算机辅助教学设计系统是一个复杂系统。提出应用钱学森等人提出的综合集成方法论作为设计思想,设计出辅助教师教学和学生自主学习的系统,并以教育技术学专业硕士研究生的教育技术学研究方法课程的设计为例加以说明。 相似文献