共查询到19条相似文献，搜索用时 140 毫秒
1.
基于网络虚拟团队的成人项目学习模式的绩效研究 总被引：1，自引：0，他引：1
文章首先就虚拟团队和项目学习的定义与特点进行了简要综述,随后就如何构建基于网络虚拟团队的成人项目学习模式提出了建议和看法.文章的重点是应用SPSS的T检验和逐步回归方法对基于网络虚拟团队的成人项目学习模式的学习绩效进行实证研究.研究结果表明,网络教学已经成为继传统课堂教学之后的另一重要教学媒介,网络虚拟团队的运行效率随时间延续而不断提高,网校学习、社区讨论、知识共享等六大因素是影响基于网络虚拟团队的成人项目学习模式的学习绩效的主要因素. 相似文献
2.
文章在探讨虚拟学习团队概念的基础上,指出软件项目开发的相关课程的课堂外建立虚拟学习团队拓展课堂教学的可行性和必要性,并在此基础上提出了构建虚拟学习团队的一般策略。 相似文献
3.
River City是美国哈佛大学开发的一个基于中学科学课程的多用户虚拟学习环境,从2000年至2008年,它历经三个发展阶段,已经在美国多所学校进行了实验并取得了一定成果。在详细分析River City项目的研究目的、研究方法、发展历程和研究结论的基础上,认为River City项目对多用户虚拟学习环境设计和开发具有重要的借鉴意义,具体包括:多用户虚拟学习环境要与课程内容有机融合,多用户虚拟学习环境应支持基于问题的探究性学习,多用户虚拟学习环境应强调团队合作学习,重视采用基于设计研究方法以及组建强大的开发团队。 相似文献
4.
VILL@GE项目是英国、希腊、匈牙利等欧盟国家的语言专家和技术人员在三维虚拟环境平台Second Life中开发的一个虚拟语言学习环境,已在欧盟多所学校进行了教学实验并取得了一定的成果,目前仍在进一步研发过程中。该项目对我国虚拟语言学习环境的设计及应用具有重要的借鉴意义,具体包括:虚拟语言学习环境应尽量贴近目的语环境;应与外语课程内容有机融合;应支持任务型语言学习;应重视采用基于设计的研究方法;加大教育经费投入,组建强大的研发团队等。 相似文献
5.
VILL@GE项目是英国、希腊、匈牙利等欧盟国家的语言专家和技术人员在三维虚拟环境平台SecondLife中开发的一个虚拟语言学习环境,已在欧盟多所学校进行了教学实验并取得了一定的成果,目前仍在进一步研发过程中.该项目对我国虚拟语言学习环境的设计及应用具有重要的借鉴意义,具体包括:虚拟语言学习环境应尽量贴近目的语环境;应与外语课程内容有机融合;应支持任务型语言学习;应重视采用基于设计的研究方法;加大教育经费投入,组建强大的研发团队等. 相似文献
6.
赵君仡 《河北广播电视大学学报》2014,19(5):29-31
在远程教育背景下,虚拟学习团队能够很好地弥补网络学习环境的弊端,实现合作学习和自主学习的融合,有利于自主学习成效的提升。在团队模型的基础上展开虚拟学习团队的运作策略研究有助于更好地构建开放大学虚拟学习团队。此外,虚拟学习团队的构建模式化和规范化对于促进开放大学学员的学习方式的实质性蜕变意义深远。 相似文献
7.
以开放大学英语课程为依托,针对远程英语学习过程中的实际困难,通过分析虚拟学习团队在远程英语学习中具有的主要优势和效能的呈现,探讨了构建虚拟学习团队在远程英语课程学习过程中的必要性.旨在通过构建虚拟学习团队来减少远程英语学习的障碍,提高英语课程学习的成效,加强远程英语学习的支持服务. 相似文献
8.
论网络远程教育中虚拟学习团队的构建 总被引：1，自引：0，他引：1
在网络远程教育中,师生、生生处于时空分离的状态,彼此间缺少交互,影响了学习的质量.构建虚拟学习团队能弥补远程教育的缺陷,加强学生之间的交流.在网络条件下,虚拟学习团队具有鲜明的特点和优势.在群体动力理论和社会认知论理论的指导下,构建虚拟学习团队,深入挖掘其深层优势和构建策略,对提高网络远程教育的质量有着重要意义. 相似文献
9.
项目是目前开展科学研究和新产品新技术开发的基本活动,而且一个项目需要专业团队的所有成员合作来完成.随着网络技术的发展和网络的普及,网络团队学习已逐渐成为未来网络环境下学习的主流模式之一.在项目实施过程中,通过系统科学的项目管理和学习管理,以项目为学习活动中心来实现网络团队学习不仅能够加速团队学习成果的转化,也会大大提升团队学习的品质.本文在深入分析项目、项目管理、项目团队、网络学习团队及网络团队学习相关概念的基础上,对学习团队和项目团队进行了区分,进一步探讨了项目团队与学习团队之间的关系,提出了以项目过程和项目团队成长过程为基础的基于项目的网络团队学习过程模型,试图为网络学习团队提供一种更有效的学习参考模型. 相似文献
10.
远程教育中虚拟学习团队的构建策略研究 总被引：1，自引：0，他引：1
在网络远程教育中,师生、生生处于时空分离的状态,彼此间缺少交互,影响了学习的质量。本文论证了虚拟学习团队的优势,并在借鉴群体动力理论和社会认知论的基础上,提出了构建虚拟学习团队应该采取的策略。 相似文献
11.
A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios. 相似文献
12.
This article presents a role-play game for software project management (SPM) in a three-dimensional online multiuser virtual world. The Opensimulator platform is used for the creation of an immersive virtual environment that facilitates students' collaboration and realistic interaction, in order to manage unexpected events occurring during the development of a software project. Through the simulation of a real-life company, the game aims to enhance experiential learning of human-related issues, such as project team members’ communication and collaboration, which are not easy to be taught through ordinary teaching methods. Roles are assigned to the participating students, who have to overcome problems initiated by non-player-units (software controlled units) while collaborating with other students and the instructor. The instructor, holding a key role in the game, is able to observe the players, intervene and dynamically alter specific game scenario parameters adapting to player encounter difficulties. The environment is combining the experience of a typical game (based on an event-driven SPM scenario and interaction with non-player-units), with the experience of a virtual world (interacting with other players) and has been positively evaluated by the participants regarding the overall game experience and the learning effect. 相似文献
13.
远程学习者在线学习时常有孤独感、不适感及考试焦虑感三大学习因难,为此我们采用虚拟团队合作学习模式进行教学设计。对合作学习专题、虚拟合作团队的确立、虚拟合作学习的教学形式和学习方式、虚拟合作学习的成绩评定四方面进行研究,探讨一种行之有效的虚拟团队合作学习的教学模式。并且通过一系列的数据分析,验证了此模式的实效性。 相似文献
14.
Lessons Learned1 1 The name of the project was deliberately chosen to focus attention on the organizational learned outcomes expected from the initiative. The paper makes an adjective from the project title to form, lessons learned team, lessons learned project and lessons learned materials. This was a feature of the project and we hope it does not distract the reader. was a provincially funded educational technology project based at the University of Calgary in Canada. Within a broader technology-enhanced learning program, Lessons Learned set out to provide project development support, evaluation support, and dissemination mechanisms. The paper describes some of the resources and communication structures provided. A short case study reviews the benefit of the approach through the experience of evaluating a virtual reality multimedia toolkit developed for use in biological science. We make several observations about the role of evaluation as a catalyst to improved teaching and learning as well as its contribution to desirable organizational change. 相似文献
15.
Wan Ng 《Research in Science & Technological Education》2013,31(1):13-29
The fundamental concepts of ethics: value, obligation and responsibility are what many of us use in our everyday decision‐making on issues that affect our lives. Students in the coursework unit ‘Science and technology in contemporary society’ learn about these concepts in relation to science and technological research and development. The learning takes place in small teams within an online learning environment. This research study reports on a case study that investigated the nature of the collaboration by virtual team members undertaking semi‐structured online tasks to develop an understanding of the topic on ethics in the coursework unit. Students’ perceptions of the usefulness of this type of learning, the types of collaboration that took place between virtual team members and an analysis of the quality of the completed tasks resulting from the virtual teamwork are presented in this paper. Factors affecting the success of the learning experience are also discussed. 相似文献
16.
Simon R. Reese 《Action Learning: Research and Practice》2015,12(2):208-214
This paper reflects upon a three-step process to expand the problem definition in the early stages of an action learning project. The process created a community-powered problem-solving approach within the action learning context. The simple three steps expanded upon in the paper create independence, dependence, and inter-dependence to aid the interaction of an action learning team as they uncovered the problem. The author recounts how his action learning project created steps of independence that captured divergent thoughts from throughout the organization; dependence that merged thoughts across the diverse group; and inter-dependence that built system thinking focused on horizontal impact across the organization. Readers can replicate the steps in future action learning projects to define the root cause problems before chasing the symptoms toward solutions. Project leaders who do not caste their nets widely during the problem definition stage may find their team solving the easy-to-catch symptoms. 相似文献
17.
虚拟学习社区现已成为人们学习的主要平台之一。基于虚拟学习社区的特征,成人学员利用虚拟学习社区进行学习将更加有效。其中,要以其自主性为前提,以知识共享为核心,以交互学习为主渠道,使其学习有效进行。 相似文献
18.
肖余春 《江西教育学院学报》2001,22(4):48-52
学习型组织理论是21世纪全球管理的新方向，虚拟现实则是21世纪管理中的主要技术。本文论述了虚拟现实技术的概念和特征，介绍了学习型团队理论中的虚拟团队和虚拟企业，提出学习型组织理论中虚拟现实技术对管理培训的价值有以下三个方面：虚拟现实体现了组织中教育培训的主体价值；虚拟现实为学习型组织提供了良好的学习环境；虚拟现实对知识性和技能性学习具有重要作用。 相似文献
19.
Peter Cauwelier 《Action Learning: Research and Practice》2019,16(1):68-76
Team psychological safety is critical to team learning. When a team feels safe to talk about difficult issues and each team member feels comfortable to express feelings and ideas, the team continuously learns and improves its performance. Amy Edmondson identified team psychological safety in 1999 as a key to high-performance teams, and Google confirmed this in an internal research project in 2015. A lot has been written about team psychological safety, but very few research or experiences demonstrate how to increase the level of psychological safety in a team. The author has measured psychological safety in a team before and after a series of action learning sessions. The results are very encouraging: action learning increases the average level of psychological safety in the team and reduces the dispersion in team members’ evaluation of team psychological safety. A test was made to verify if the mere dynamic of team members participating in a facilitated workshop would have the same impact on the level of psychological safety, but this was not the case. It can therefore be concluded that action learning has a significant impact on team psychological safety and helps a team move toward high-performance. 相似文献