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1.
成人远程教育中的在线协作学习 总被引：1，自引：0，他引：1
在线协作学习是现代远程教育一种重要的学习方式。研究表明在线协作学习可以增强学习效果，减少远程学习的孤独感，触发学习动机等等。但是成人学习者需要克服各种障碍才能真正进行协作。为了激发学习者的热情，突破各种学习障碍需要六种策略。 相似文献
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有研究表明在线协作学习可以增强学习效果，减少远程学习的孤独感，触发学习动机等。但是协作学习不可能在学习情境中自动进行，学习者需要克服社会和心理障碍才能真正进行协作。有人认为通过网络视频会议等面对面的方式进行沟通就可以加强信任和实现协作，其实远程教育最吸引学习者的是学习没有时空限制。所以要创造性地使用一切教育技术和方法，激发学习者的热情，突破各种学习障碍。 相似文献
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认知参与是协作学习中小组表现的一个重要指标。本研究提出了一种项目式多粒度协作学习模型,将项目式学习与多粒度协作学习策略结合起来,以提高工程教育中设计类课程的认知参与和学习绩效。为了验证模型的有效性,从一门工程设计类课程中采集了学习者进行数据库系统设计时的协作会话数据。数据分析显示,在基于项目式多粒度协作学习模型的小组合作过程中,学习者的高阶认知参与被不断提升。其中,反思活动可以极大地提高学习者的高阶认知参与。此外,个体准备和同伴评估中的高阶认知参与可以极大地提高协作中的小组表现。这些发现对协作学习活动的组织具有参考价值。项目式多粒度协作学习策略可以提升工程设计类课程中学习者的高阶认知参与和小组绩效。教师应重点关注个体准备和同伴评估活动,激发学习者在这两类活动中的高阶认知参与,这可以帮助学习者在小组协作中取得更大的进步。 相似文献
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Web协作学习可以消除网络学习的孤独感,发挥群体能动性,提高学习效率.然而,基于交流论坛的协作学习,由于参与者学习行为的独立随意性,不适合协作经验不足和自主学习能力较弱的学习者.而将面对面协作学习远程化的协作学习,由于网络环境下师生数量悬殊过大,不具备推广性和普适性.在缺乏教师实时监督指导的现实前提下,基于工作流技术,笔者提出构建一种适合网络学习者自行实施协作学习的Web协作学习环境.该环境提供学习流以引导学习活动的有序开展,并将协作教学管理经验作为协作学习策略进行存储,监控可能出现的协作困难并提供解决方案.学习者通过遵循Web协作学习环境定义的各项规则,激发学习能动性,提高Web协作学习的有效性. 相似文献
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在线协作软件可以帮助教师方便地构建一个在线协作学习环境,有利于协作学习在网络教学中的作用和推广。促进网络学习者协作能力的培养。主要就协作学习软件的实现途径及方式进行了阐述,介绍了两种较典型的方案。 相似文献
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构建基于Internet的协作学习的应用模式 总被引：9，自引：0，他引：9
协作学习是一种学习方法。在这种方法中，学习者以多人为单位进行学习，以提高学习的效率。在协作学习过程中，个人学习的成功与他人学习的成功是密不可分的，学习者之间保持融洽的关系、相互合作的态度，共享信息和资源，共同担负学习责任，完成学习任务。互联网技术的飞速发展极大地推动了协作学习的发展。这是因为互联网拓宽了人们之间的交互方式，提高了沟通效率，极大地帮助人们进行有效的信息组织，而这些方面都是与提高协作学习的质量紧密相关的。通过网络，学习者可以实现范围更广和质量更高的协作学习过程。对单个学习者来说，由于… 相似文献
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马志强 《集美大学学报(教育科学版》2014,(1):53-58
基于问题解决的网络协作学习越来越受到CSCL领域研究者的重视。本研究利用设计研究的方法,设计并实施了一轮基于问题解决协作学习活动。数据分析显示50％以上的学习者认为问题解决网络协作学习活动可以发展他们的问题解决能力,并使之获得丰富的在线学习体验。学习者对任务和问题设计的满意度较高,对资源、工具及角色的满意度相对较低。设计存在的主要问题在于角色之间缺乏有效衔接,以至于不同角色的学习者难以协作完成任务。资源与工具缺乏使用提示,以至于学习者难于将资源与工具与具体的学习任务进行整合。 相似文献
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马志强 《集美大学学报(教育科学版》2014,(1)
基于问题解决的网络协作学习越来越受到CSCL领域研究者的重视。本研究利用设计研究的方法,设计并实施了一轮基于问题解决协作学习活动。数据分析显示50%以上的学习者认为问题解决网络协作学习活动可以发展他们的问题解决能力,并使之获得丰富的在线学习体验。学习者对任务和问题设计的满意度较高,对资源、工具及角色的满意度相对较低。设计存在的主要问题在于角色之间缺乏有效衔接,以至于不同角色的学习者难以协作完成任务。资源与工具缺乏使用提示,以至于学习者难于将资源与工具与具体的学习任务进行整合。 相似文献
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吴青罗儒国 《中国远程教育(综合版)》2012,(21):84-88
Web协作学习可以消除网络学习的孤独感,发挥群体能动性,提高学习效率。然而,基于交流论坛的协作学习,由于参与者学习行为的独立随意性,不适合协作经验不足和自主学习能力较弱的学习者。而将面对面协作学习远程化的协作学习,由于网络环境下师生数量悬殊过大,不具备推广性和普适性。在缺乏教师实时监督指导的现实前提下,基于工作流技术,笔者提出构建一种适合网络学习者自行实施协作学习的Web协作学习环境。该环境提供学习流以引导学习活动的有序开展,并将协作教学管理经验作为协作学习策略进行存储,监控可能出现的协作困难并提供解决方案。学习者通过遵循Web协作学习环境定义的各项规则,激发学习能动性,提高Web协作学习的有效性。 相似文献
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A previous article in Higher Education in Europe (Vol. 24, No. 2, 1999), by three of the authors of the present article, outlined the beginnings of an on-line course, "Marketing Theory and Practice" (MTP), offered by the Department of Marketing of Monash University in Australia. It noted the opportunities such a development presented in terms of collaboration. Following the successful introduction of MTP on-line (http://www.buseco.monash.edu.au/Subjects/MKT/ MTPonline/) into the undergraduate programme, the project team applied for a significant funding grant to implement a department-wide strategy for the electronic delivery of marketing education. This implementation includes the development of an E-Master's degree in Marketing, details of which are discussed in this article. 相似文献
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良好的学业情绪对网络课程论坛的使用效果具有积极的作用。基于目前学业情绪的研究多是局限于传统课堂的师生关系,该研究借鉴Garrison等人提出的认知性存在维度来分析大学生在英语网络课程论坛中的交互,以此探究了大学生在英语网络课程论坛交互学习中所产生的学业情绪现状,探讨了其内在的原因及应对措施。 相似文献
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Dieter Lohr 《Higher Education in Europe》2001,26(4):547-552
The instructor in a course in German writing offered electronically at the University of Konstanz in Germany to students at the Alexandru Ioan Cuza University of Ias¸i describes the course. He has used it to teach different styles of writing interactively and to initiate his students in the use of the computer and the Web for the undertaking of research in German literature. He has attempted to structure and to operate his course in such a way as to bring the special characteristics of on-line teaching and learning to the fore and not simply to replicate a traditional course on-line, a frequent situation with on-line teaching and learning. 相似文献
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Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of different learning modalities. Using face-to-face experiences, two-way compressed video, on-line information posting, and synchronous and asynchronous on-line discussions, the CCL program at Colorado State University creates community among its doctoral students. A vignette is presented to illustrate the life of one of these doctoral distance students and to detail the uses of the various learning modalities. The article concludes with a discussion the three main types of support necessary for empowering students and keeping them connected in their community: multiple communities support, multiple meeting spaces support, and multiple systems support. The serendipitous result of this experience has been seeing doctoral students return to their respective community college campuses and use this blending of on-line modalities to serve their own students. 相似文献
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Xuemei Wang John F. Dannenhoffer III Barry D. Davidson J. Michael Spector 《Distance Education》2005,26(3):405-423
Collaborative learning has been gaining momentum as a promising pedagogy in higher education. Research on student collaboration is increasing. However, one arena is often overlooked—faculty collaboration. In this article, a cross‐institutional faculty collaboration is presented. The context is faculty collaboration on the design of an undergraduate engineering course. Specifically, this paper examines design issues encountered in the faculty collaborations associated with developing, delivering, and redesigning a senior‐level engineering design course that was taught simultaneously at two universities. This course was taught in state‐of‐the‐art distance learning classrooms. Both within class and outside class, participating students and faculty made use of a Web‐based environment that supported a variety of synchronous and asynchronous interactions. The course itself focused on team design projects and provided instruction on the engineering design process, in various specific skills needed for the students’ projects, and on how to function effectively as part of a geographically distributed engineering design team. The participating faculty members represented different backgrounds, academic disciplines, and academic cultures. Issues related to collaborations on development, delivery, and redesign are elaborated. Based on the lessons learned, suggestions for future cross‐institutional faculty collaboration in course development are provided. 相似文献
16.
Henriikka Vartiainen Hanna Vuojärvi Kaija Saramäki Miikka Eriksson Ilkka Ratinen Piritta Torssonen Petteri Vanninen Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320
This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education. 相似文献
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近年来,虽然以高校联盟为主要形式的高等教育区域协作在我国区域发展战略中占据着重要地位,但各省高校以某一课程教学为中心的区域协作还不多见。黑龙江省与广东省实施对口合作,为两地高校思想政治理论课开展区域教学协作提供了良好契机。高校思政课的课程属性具备开展区域教学协作的天然优势,通过两省高校的全国重点马克思主义学院作为牵引,充分发挥好两省思政课教学优势资源,构建思政课区域教学协作2242模式,能够为提升两省高校思政课教学实效和科研水平提供理论支撑。 相似文献
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熊晓莉 《渭南师范学院学报》2011,(12):76-79
在线考试模块是网络课程的重要组成部分,有助于完善网络课程功能,为学习者提供实时科学的学习评价．因此,如何设计在线考试模块是网络教育系统中需要关注的一个重要问题．文章在调研已有网络课程功能的基础上,结合计算机网络技术的发展和素质教育的要求,提出了基于ASP．NET2．0技术在线考试的方式,为学习者提供全面灵活的服务和有效的学习评价． 相似文献
19.
For several years we have been engaged in the development and research of software environments for collaborative learning, for example in the recently completed CoLabs project (which we presented at the IFIP TC3 WG3.5 working conference in Budapest in 2004, see also http://matchsz.inf.elte.hu/Colabs/), also within lately defended long-range doctoral research, in which the co-author of this paper together with his undergraduate students had developed and evaluated cooperative computer activities for children aged 10 to 18. They observed children when using those environments and studied the influence of different approaches and solutions on the degree of their involvement and will to cooperate. We have also been involved in the London Knowledge Lab pilot project for developing a collaborative layered learning space travel games construction kit. Our department’s prior engagement in the development of collaborative activities also includes publishing a popular on-line journal (developed by A. Hrusecka and D. Lehotska, this on-line journal (in Slovak) can proudly boast up to 250,000 visits per month) for children, which intensively exploits on-line collaboration. This topic attracts us not only as a support for the learning process, but is a challenge for us as developers of educational programming tools as well. In our SuperLogo and Imagine environments we have always tried to provide users (ranging from children to developers) with new and powerful options to foster learning by exploring and developing. Thus we have equipped Imagine with the means for building objects and their behaviours in incremental loops, with parallel independent processes, event-driven programming and complex yet intuitive support for developing on-line environments for collaborative learning. In this paper we place our collaborative applications in the context of other related interfaces reported in literature. We use eight criteria to classify them and conclude that collaborative applications being developed by us and our students—future teachers—are distinguishable from others along two or three of those criteria: they combine in themselves typical features of Logo microworlds and inspiring support for on-line cooperation. We then analyze in detail our collaborative Imagine microworlds along four dimensions of their development. We specify means for establishing and maintaining on-line connection among any number of participants. We study tools for sending and receiving items (data, active characters with their behaviours, instructions etc.). We reflect on what can be shared by two or more participants in a collaborative activity. We examine all possible operations with common and private characters of a participant from the collaboration point of view. Our goals in this research and development are to:
- Better understand potential the interfaces for on-line collaboration offer to support the learning process,
- Place our Imagine Logo microworlds into context of other related applications,
- Build a detailed map of all aspects important for their development (i.e., build a framework for the development),
- Present the observations from our long-range experimental development and evaluation of the collaborative environments,
- Point out how simple and natural it is (in the academic surroundings) to develop small and yet powerful collaborative microworlds—built for instance for immediate need in a classroom—with exceptional potential for interaction and openness.
20.
密君英 《扬州职业大学学报》2005,9(1):35-38
提出了一种基于多Agent协作的下载模型,该模型根据协作规则,将下载任务智能、动态地分配给网络上多个Agent,利用多Agent协作快速、高效、灵活地完成下载任务。Agent的知识是在多Agent的协作过程中,通过学习自动产生、完善和优化的。 相似文献