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网络协作学习中人际交互畅便与否影响成员间的协作深度,也在很大程度上决定了网络协作学习的效果.本文首先分析了wiki和QQ的功能,然后探讨了二者对促进网络协作学习中人际交互的作用. 相似文献
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数字技术对教育的再度综合与交互实现 总被引：2，自引：0，他引：2
数字技术为基于二进制运算的信息存在和活动奠定了基础，保证了高级程序、运算和信息过程的展开，推动技术从肢体的超生物延长走向脑的超生物延伸。在脑的外化和网络人脑化的双向结构中。网络学习获得得新平台。新技术(数据挖掘、行为分析等)开拓心理交互空间，让网络学习从“模拟人际交互”(穆尔)提升到“代理人际交互“。知识因子分离和自组织以及知识网络推动知识创新，超越了信息化水平，开启了心理学的“量子”时代。 相似文献
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随着我国教育终身化口号的提出和教育信息化步伐的加快,网络学习日益成为现代社会学习的一种重要形式,网络课程作为教与学之间的桥梁,应该承担传统课堂教学中教师的诸多角色与任务。本论文分析了网络课程存在的弱点,并对网络课程人际交互程度不高的原因进行了分析,最后提出了网络课程设计的一些原则。 相似文献
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网络学习社区(NLC)作为现代学习型社会中的一种学习方式和学习组织形式,其人际传播特征具有独特性:社区成员的背景信息不再是阻碍学习交流的主要因素;社区成员能够最佳地表现自我;社区中人际传播的双向、互动和不平衡传播性质有助于学生知识构建和能力提高;社区中的传播反馈有助于强化教师与学生、学生与学生学习和交流的效果。交互工具能够一定程度弥补社区人际传播中非语言线索缺失。人际传播特征的分析能够为网络学习社区设计、构建和应用提供指导作用,使其体现社会性、技术性和学习性的统一。 相似文献
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论两种不同倾向的导学设计 总被引：1，自引：3，他引：1
胡志金 《中国远程教育(综合版)》2007,(10):34-39
电大学生远程学习的特点与需求,要求教师在进行导学设计时,应针对掌握学习和建构学习分别进行不同的导学设计.对远程教育中的掌握学习,可尝试三种类型的导学设计,即自主学习型掌握学习设计、网络交互型掌握学习设计和人际交互型掌握学习设计.对远程教育中的建构学习,其导学设计应坚持渐变策略,即阶段式渐变、叠进式渐变、交混式渐变和完全式渐变. 相似文献
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《计算机辅助教育管理》网络课程的交互设计 总被引：7，自引：0，他引：7
交互设计对于网络课程来说是至关重要的,本文讨论了网络课程中交互的特点、种类及其设计原则,以《计算机辅助教育管理》网络课程为例,从人机交互和人际交互两个角度重点阐述了交互的设计方法。 相似文献
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网络环境下远程教学的交互设计 总被引：2，自引：2，他引：0
通过总结远程教育的特点,对网络环境下远程教学的必要性进行了分析,将远程交互分为教学交互和人际交互、异步交流和同步交流、个体交流和团体交流等形式,给出了远程教学交互设计的步骤及远程交互模型. 相似文献
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Kyungmee Lee 《Educational technology research and development : ETR & D》2018,66(5):1255-1268
A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners’ real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online- and offline-“layers” of learners’ lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners’ offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author’s work that has examined students’ learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners’ simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners’ more authentically constructivist learning experiences. 相似文献
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网上学习社区技术的发展,为我国高等教育自学考试改善助学薄弱状况、建设学习支持系统以及提高自考生的学习效率和效果提供了可行性.本文先对网上学习社区的概念、理论和研究现状做了简要概述,接着回顾了全国高等教育自学考试指导委员会办公室(简称全国考办)在利用信息技术开展网络助学方面的一些初步探索,最后对如何构建面向广大自考生的网上学习社区提出了几点原则性建议. 相似文献
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Deborah H. Gebbie Deborah Ceglowski Linda K. Taylor Jill Miels 《Early Childhood Education Journal》2012,40(1):35-46
Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based
teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county,
the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined
how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers’
classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged
in an online community of learners discussion group. Interviews and interactions from an online learning community were used
to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training.
Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers’
online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs
should consider providing more opportunities for the teachers to build their own learning communities to interact and support
one another. 相似文献
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Sharon E. Booth Shaun B. Kellogg 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):684-698
The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of online communities to enhance and extend traditional professional development opportunities. Leveraging the potential of online communities requires an in‐depth understanding of the value that members find through their participation. This study used Wenger, Trayner and de Laat's value creation framework to better understand cycles of value creation in online communities. Findings illuminate how members with varying perspectives and levels of expertise co‐construct new forms of meaning and understanding in ways that are individually and collectively valuable, and how they apply that knowledge to their professional practice. Additionally, the study offers insight into the ways in which actions of community leaders and a sponsoring organization support and facilitate value creation through different types of activities, tools and interactions. 相似文献
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情绪交互可以在一定程度上决定在线学习者协作知识建构的成效。为了探究情绪交互的网络结构特征及其对在线学习者协作知识建构的影响程度,研究综合采用社会网络分析法和内容分析法,从整体网络视角分析在线协作讨论中情绪交互的网络结构特征,并依据Gunawardena提出的知识建构模型对在线学习者协作知识建构水平进行了分析。研究发现,情绪交互的连通性较低、密度整体不高、中心势偏高,而且在线学习者的协作知识建构总体水平也不高,主要集中于知识分享和知识分析层次。其次,情绪交互密度和中心势不仅与知识协商和知识修改之间存在显著相关关系,而且在一定程度上可以预测在线协作知识建构水平。鉴于此,文章从情绪交互视角提出了提升在线学习者协作知识建构水平的策略。 相似文献
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学习者与在线内容的交互被认为是决定网络教学和学习有效性的重要因素之一.学习环境中的任何事情总是一触即发,支持学习者与在线内容进行交互.当学习者与内容交互时,内部的反思性思考与对话发生了.本研究试图比较在线学习管理系统中研究生课程和本科课程中学习者交互之间的差别.基于所提出的研究学习者与在线内容交互的框架,研究者收集了学习管理系统日志和学习活动数据库中的相关数据;基于学习者与在线课程内容的交互模式和行为对收集到的数据进行了分析;并对教师和学习者在在线论坛中的讨论和交流的内容进行分析,尤其调查了已发生的交流的维度、深度和分类.基于上述研究成果.研究者认为应该加强网络内容的设计和传输,从而提升开放远程学习中在线学习环境的有效性. 相似文献
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Collaborative mentor support in a learning context using a ubiquitous discussion forum to facilitate knowledge sharing for lifelong learning 总被引：1，自引：0，他引：1
Fu-Hsiang Wei Gwo-Dong Chen 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):917-935
The Internet has recently been identified as a potential enabler of lifelong learning. Web‐based learning systems enable learners easily to access rich resources and actively participate in learning activities without time and distance limits. The main challenge in lifelong learning is providing the opportunity for discussion and collaborative knowledge construction to engage learners in acquiring and applying knowledge in the context of learning, working and collaboration. Moreover, knowledge sharing is a key component in the formation of communities of lifelong learners. Most online collaborative learning communities use Web text‐based discussion forums for knowledge sharing. However, such discussion forums are separated from the context of learning activities. Furthermore, the facilitation of beneficial dialogue through discussion forums, requires the involvement of mentors as facilitators. This study proposes an e‐book interface that enables learners easily to annotate or enter queries in a text in which questions arise, where a query context is transferred to a discussion forum. The subsequent anchors of questions are linked to a discussion forum for actuating sustained participation. A mentor finder recommends a collaborative peer based on learner knowledge level to answer the questions. Learners can also use mobile phones to access this ubiquitous discussion forum using voice/text anytime and anywhere. The experimental results showed a clear increase in the level of discussions, and most learners indicated that they benefited considerably from collaborative mentor support in an e‐book learning context through the provision of a ubiquitous discussion forum. 相似文献
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Leone Burton 《Educational Studies in Mathematics》2002,50(2):157-175
Data from a study of the practices of research mathematicians are used to highlight an exploration of commonalities across
and differences between learners in mathematics classrooms. Such commonalities and differences are, it is claimed, central
to a teacher's understandings of how to address her role and responsibilities. Commonalities discussed are those between learners,across
mathematics and between communities of practice. Differences between syllabus and practice, between school mathematics,mathematics
in the world, and academic mathematics and, finally, between members of the different communities of students,teachers of
mathematics, mathematics educators, and mathematicians are explored.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献