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1.
自麻省理工学院开放课件运动以来,网络公开课逐渐成为了一种世界性的潮流。因此,如何建设本土化特色的网络公开课值得关注和思考。网络公开课是名校在网络上免费公开名师的优质教育资源,以便于感兴趣的学习者学习。其总体目标定位于开放共享优质教育资源,促进学习者学习,提高高等教育质量,搭建终身学习立交桥,构建学习型社会。其主要特点有：公益性、开放性、共享性、新颖性、自主性和数字化等。我国网络公开课建设具有政府支持、基础扎实、有可借鉴的经验等优势,但也存在理念上分歧、资金上缺乏、知识产权保护难等不足。我国网络公开课建设需处理好3个基本问题,即谁来开发网络公开课,为谁开发网络公开课及怎样开发网络公开课。 相似文献
2.
Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational
institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal
of this research was to determine if there is a relationship between students' preferred learning environment (i.e. face-to-face
or on-line) and their learning style. The secondary goal was to determine if there were any differences in the academic success
of students in the face-to-face versus on-line sections. Participants were adult (ages 22+ years), non-traditional computer
science students given the option to take a face-to-face lecture-based or an on-line Internet-based computer science course.
Results revealed that computer science students in the face-to-face learning environment were more likely to have the Assimilator
learning-style, whereas computer science students in the on-line Internet-based learning environment were more likely to have
the Converger learning-style. Student academic success did not reliably differ as a function of learning environment selection.
Implications of these results are discussed in terms of learning style characteristics of computer science students, learning
styles and gender differences and implications of student academic success in on-line vs face-to-face environments.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
《Journal of Further & Higher Education》2012,36(3):263-272
This paper is based on a review of recent literature on the use of Internet-based technologies in higher education, concentrating on the key issues and problems involved in transferring courses to an electronic learning environment. This paper attempts to fulfil the need at this point for an examination of this work, and aims to inform those who are thinking of using new technologies to deliver courses. The issue of pedagogy is discussed in relation to the design and implementation of on-line courses. The problem of a lack of participation in on-line discussion is considered and suggestions made for encouraging involvement in such activities. The issues of access and availability are considered as vital questions that need to be addressed by those involved in producing on-line courses, and advice on the nature of student support and staff development necessary in this context is outlined. The recommendations made in the literature for designing and implementing successful electronic courses will be discussed in relation to these issues. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective and stimulating electronic learning environments. 相似文献
4.
This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies. 相似文献
5.
在信息化时代,传统的课堂教学已经难以满足学习者的要求,网络碎片式学习成为一种潮流。然而,教师必要的指导和示范作用是线上学习所不具备的。混合式教学涵盖传统与现代、线上与线下教学模式,是现阶段教学改革的必然趋势。结合民族类院校学生构成的特点,混合式教学为重构大学英语课程提供了新的指导方向。 相似文献
6.
Martin Carnoy Brenda Jarillo Rabling Jonatan Castano-Munoz Josep Maria Duart Montoliu Teresa Sancho-Vinuesa 《Higher Education》2012,63(1):53-82
A highly touted feature of the so-called global “revolution” in higher education is the trend to use information technology
to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as
well as in traditional face-to-face universities, how well students learn content is not the only reason they persist to a
degree, and student persistence is an important goal of higher education institutions. In this paper, we make the case that
the life conditions for students attending virtual universities are different from those of “traditional” students in face-to-face
universities, and that this difference puts a particular (largely non-pecuniary) premium on time to degree. With our data
from a Catalan virtual university, the Open University of Catalonia (UOC), we are able to test this hypothesis directly by
using the heterogeneous degree structure of the Catalonian/Spanish higher education system to estimate whether the number
of courses required to get various degrees (the length of the degree program) is significantly related to student persistence.
The study analyzes several cohorts of students (those who entered in 2000–2003) studying in the UOC and estimates the factors
that influence their degree completion. We find that the completion rate is generally low, but that students taking shorter
degree courses at the UOC are much more likely to complete their degrees. This suggests that, given their clientele, on-line
universities operate under very different constraints from their face-to-face counterparts. Our results are important for
higher educational researchers, who have mainly focused on younger populations attending face-face universities. They also
can serve university administrators who launch distance education degree programs and make high stakes decisions about them
with little of no information on the likely behavior of their older students, and can serve employers who are deciding whether
to subsidize their employees to take advanced degrees through on-line programs of study. 相似文献
7.
The Director of Distance Learning in a university in Colorado reflects on the steps that must be taken to assure that that university-level e-learning courses be of the same quality as traditional courses. He suggests that the quality levels will be the same, if proper efforts are made to select suitable faculty members for on-line courses and that they be given proper training and support. Moreover, learning environments must be designed with care, and students must be provided with technical and academic support. Indeed, on-line students need to be offered the same level of services as traditional students. Finally, the technology policies in place must support monitoring and upgrading. 相似文献
8.
王正华 《湖北广播电视大学学报》2011,31(6):21-22
针对高职学生这一特殊群体,研究以网络课程为主体的公共课信息化教学改革趋势,探索在信息化学习环境下公共课课程体系、教学模式、评价方式改革方向,能为培养学生核心能力打下扎实基础。这种全新的学习方式将改变传统教学中教师的作用和师生之间的关系,从而根本改变教学结构和教育本质。 相似文献
9.
蒋拾金 《湖北广播电视大学学报》2012,32(7):9-10
基于网络的课程考试,是以网络技术为载体,促进教学方式、手段及考核方式的一种革命性变革。这一变革充分体现了远程教育的优势,能更加有效地将教与学紧密结合,凸显出网络教育的实践性。但这一考试方式也存在一些不足,网络课程考试的推广与完善还需进一步地实践与探索。 相似文献
10.
Sadie J. Mummert Christina Policastro Brian K. Payne 《Journal of Criminal Justice Education》2014,25(4):435-451
Researchers generally accept that victims may experience revictimization in the criminal justice system when they relive victimization experiences while recounting the victimization to criminal justice officials. In addition, scholars have drawn attention to the need to be sensitive in victimology courses and other courses focusing on victimization. In this study, the authors examine whether victims experience forms of revictimization when learning about victimization in college courses. Attention is also given to whether learning about victimization promotes self-identification as a victim. Our findings suggest that minor forms of revictimization may occur. A sizeable portion of the students reported learning that they were victimized in the past as a result of the course material. Implications for teaching victimology are provided. 相似文献
11.
近年来混合课程在远程教育中备受关注。它对于促进远程学习者自主学习和提高教学质量具有重要作用。远程教育混合课程开发的关键在于如何有效整合面对面教学与在线学习。本文阐释了混合课程的内涵、优势及面临挑战,研究了远程教育混合课程开发的过程、原则及对策,以期对我国远程教育混合课程建设有所启迪。 相似文献
12.
Betcy Jose Michael Berry Leah Andrews 《The American journal of distance education》2013,27(4):262-275
ABSTRACTThis study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses. 相似文献
13.
Richard L. Sparks 《Learning disabilities research & practice》2008,23(4):180-183
Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses. 相似文献
14.
网上学习最重要的是网上教材。网上教材包括利用各种工具和信息资源，达到让学生进行多维学习的目标。电大开放教育的对象是成人，成人学习的特征是自我导向学习。充分利用大学语网上教材，通过电子邮件、在线讨论、数据库查找等方式进行网上学习，是电大成人学员学习该课程的捷径。 相似文献
15.
The results presented in this study represent only one of four assigned discussion board activities from only one course.
However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments
to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly,
but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were
found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was
completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus
for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of
this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line
learners and creating a satisfying learning experience. 相似文献
16.
邹淑芳 《蒙自师范高等专科学校学报》2010,8(4):123-125
远程开放教育最重要的一点就是为学生提供便于自主学习的一切学习资源和学习手段。透过对学习者的学习能力、学习习惯、学习条件、学习环境以及学习者自身的生理、心理特点等的分析,按照分层次把握、按过程设计、按对象实施、按效果落实的原则,构建多种媒体组合的、适合多个层面学习者远程学习的计算机数学课程一体化远程教学体系:教学资源建设(文字教材+网络课程)+教学模式建构+评价体系。 相似文献
17.
Steven Sorg Barbara Truman-Davis Charles Dziuban Patsy Moskal Joel Hartman Frank Juge 《Interactive Learning Environments》2013,21(2-3):137-154
Student growth patterns in Web-enhanced and on-line courses lead the University of Central Florida (UCF) to expect large populations for both categories. The authors describe the UCF process for implementing and evaluating Web-based instruction. The office of Course Development and Web Services supports faculty in preparing and delivering their on-line courses. Additionally, faculties are given support for the transition through a semester-long course in Web-based teaching. The Center for Distributed Learning provides administrative and registration services in addition to coordinating and marketing interactive television, video, and Web-based courses. The Faculty Center for Teaching and Learning provides additional support for faculty as they work with the new technologies. Finally, UCF is conducting a comprehensive impact evaluation of distributed learning including differential success, demographic trends, impact on teaching, and impact on students with differing learni ng styles. The model used at UCF is compared with the Twente TeleTOP method (De Boer, 1999) and the generalizability of this model to other institutions is discussed. 相似文献
18.
杨东 《湖北第二师范学院学报》2013,(3):102-104
互动性不足是当前网络课程建设的短板;究其原因,主要是教师仅把网络课程当作学生下载学习资料的平台,没有把它当作师生教学交流的园地,其次是因为教师缺乏开发互动课程的技术和时间。从技术上讲,增强网络课程的互动性需要从设置习题、答疑、论坛、留言讨论等多种互动形式,把握好互动质量,注重情感表达等方面着手。 相似文献
19.
《英汉互译》网络精品课程主要针对英语专业在校大学生构建。该精品课程作为在校大学生的在线学习平台,弥补了课堂教学中表现出的实践及交互方面的不足,突出以＂学＂为中心的指导思想,培养学生的创新精神和实践能力。网络精品课程的构建主要包括平台的构建和学习资源的建设。以往的网络精品课程只注重知识的传授而忽略学习效果,因此,该精品课程在对已建立的网络课程进行分析的基础上,提出课程网站要与教学设计紧密结合、以学习资源建设为整个课程网站中心等一系列建议。 相似文献
20.
Richard Hall 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):149-158
Biggs has argued that teaching is most effective when it supports those activities appropriate to understanding the curriculum objectives. This paper uses Biggs' argument to analyse how a UK higher education initiative, the Chic project, has promoted learning and teaching innovation that supports collaborative, inclusive learning by integrating on-line and face-to-face delivery. Methods by which assessments, teaching processes and learning objectives can be aligned are discussed.
The author identifies two project approaches to the utilisation of on-line materials within curriculum design. Staff and student questionnaires and interviews are evaluated in order to assess whether these processes promote a reflexive approach to learning. Such reflexivity depends upon stimulating the learner's emotional involvement and active engagement in undertaking achievable tasks.
The paper argues that an integrated approach to on-line learning and teaching can be used to promote students' critical use, understanding and application of materials. Moreover, it is argued that this can be liberating for staff and students as long as there is a shared vision and experience upon which to act. Promoting motivation within a supportive and meaningful context is fundamental. 相似文献
The author identifies two project approaches to the utilisation of on-line materials within curriculum design. Staff and student questionnaires and interviews are evaluated in order to assess whether these processes promote a reflexive approach to learning. Such reflexivity depends upon stimulating the learner's emotional involvement and active engagement in undertaking achievable tasks.
The paper argues that an integrated approach to on-line learning and teaching can be used to promote students' critical use, understanding and application of materials. Moreover, it is argued that this can be liberating for staff and students as long as there is a shared vision and experience upon which to act. Promoting motivation within a supportive and meaningful context is fundamental. 相似文献