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1.
E-Learning is the use of telecommunication technology to deliver information for education and training and it is emerging
as the new paradigm of modern education. Because of the increasing amount of technology integration in the learning environment,
more and more studies focus on examining “how people learn with technology” This study was conducted to find out how computer
assisted language learning contributes to learners’ ability to develop listening comprehension. The results revealed that
learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality,
perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived
satisfaction. 相似文献
2.
This paper presents the systematic development of a ‘Uses and Gratification Expectancy’ (UGE) conceptual framework which is
able to predict students’ ‘Perceived e-Learning Experience. ’ It is argued that students’ UGE as regards e-learning resources
cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives.
As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives.
The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that
elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions
of the UGE approach are highlighted and consistently implemented in the conceptual edifice. 相似文献
3.
Ulf Fredriksson Gunilla Jedeskog Tjeerd Plomp 《Education and Information Technologies》2008,13(2):83-101
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. 相似文献
4.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
5.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献
6.
本文介绍的Porta-bile项目正在特伦托大学(University of Trento)开展,旨在研究移动计算技术在教育环境中对学习过程的支持作用.这个项目主要关注移动学习中的技术因素,它们与e-Learning系统的整合以及与学术机构的信息系统的整合.这个项目是建立在特伦托大学经济学院使用的e-learning学习平台的大量源代码研究以及对整个特伦托大学使用的新平台所收集的大量经验和数据基础上. 相似文献
7.
Zai-ming ZHANG 《浙江大学学报(A卷英文版)》2011,12(2):87-102
As an industry and a discipline, geotechnical investigation in China differs from that in the USA and European countries in
its course of emergence and evolution. For over half a century, Chinese geotechnical investigation professionals witnessed
continuous technical advances as they undertook independently almost all of China’s large-scale construction projects. Based
on projects that won the “National Outstanding Engineering Investigation” Gold Medal Awards since the year 2000, this paper
discusses the achievements of geotechnical investigation in the context of comprehensive technical ability, project evaluation
and analysis, hi-tech applications and engineering monitoring, and analyzes several factors that have hindered the industry’s
further development and alignment with international practice. Finally, some suggestions are given for future improvement. 相似文献
8.
9.
Civic responsibility as an ideal of higher education is rarely considered through a cultural and theoretical lens. Swidler’s
(1986, American Sociological Review, 51: 273–286) framework linking ideology, culture and action was used in this ethnographic study of a research university
(a) to understand dominant institutional beliefs about civic responsibility and (b) to understand how institutional culture
contributes to a unique approach to civic responsibility. This study examined campus ideologies and cultural forms that addressed
five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire
to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation
for and interest in those unlike oneself, and (e) personal accountability. The “role model” approach emerged as a unique institutional
approach to civic responsibility and aligned with Swidler’s framework. Findings are significant for both organization studies
and student development research. 相似文献
10.
Amanda P. Montgomery Amin Mousavi Michael Carbonaro Denyse V. Hayward William Dunn 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):114-127
Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration. 相似文献
11.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
12.
Pauline W. U. Chinn 《Cultural Studies of Science Education》2011,6(1):223-233
This response to Mitchell and Mueller’s “A philosophical analysis of David Orr’s theory of ecological literacy” comments on
their critique of Orr’s use of the phrase “ecological crisis” and what I perceive as their conflicting views of “crisis.”
I present my views on ecological crisis informed by standpoint theory and the definition of crisis as turning point. I connect
the concept of turning point to tipping point as used in ecology to describe potentially irreversible changes in coupled social-ecological
systems. I suggest that sustainable societies may provide models of adaptive learning in which monitoring of ecological phenomena
is coupled to human behavior to mitigate threats to sustainability before a crisis/tipping point is reached. Finally, I discuss
the Hawai‘i State Department of Education’s removal of its Indigenous science content standard Mālama I Ka ‘Āina, Sustainability and its continued use in community-based projects. 相似文献
13.
Lasisi Ajayi 《The Urban Review》2012,44(1):60-89
The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and
multimodal resources to mediate interpretation and representation of Cinderella. Eighteen third-grade pupils “read” the video and re-created their understandings in pictures and sentences. The findings
suggest that (a) Cinderella should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers
can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing
elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources,
and in the process, become consumers and producers of systems of communications. 相似文献
14.
Florin D. Salajan 《European Journal of Education》2013,48(2):292-310
This article discusses the emergence of a European E-Learning Area (EELA) as a consequence of three factors that can be observed in the e-learning developments over the past decade. The first factor consists of the carving of a policy sector in e-learning via formal instruments such as the eLearning Programme, the Lifelong Learning Programme and an array of other e-learning policy stipulations embedded in larger policy instruments at European level (e.g. Framework Programme). The second factor is represented by the mainstreaming of e-learning activities, both through formal and informal measures across multiple domains. Finally, the proliferation and consolidation of interlinked networks of practice as incubators of e-learning innovation and sharing of expertise act as the third factor in the shaping of EELA. The conceptualisation of EELA is substantiated through an analysis of the European e-learning policy documentation and the findings of a questionnaire distributed to the coordinators of projects under the eLearning Programme. In light of the findings, theoretical and practical implications for EELA as a nascent policy domain are explored and offered as a basis for further debate on this theme. 相似文献
15.
普通的e-Learning系统注重对学习对象和学习结果的管理,但忽视了学习的过程。基于工作流的教学活动可以帮助我们对学习过程进行支持、管理和监测。因此,本文将讨论工作流学习在e-Learning环境中的应用和基于工作流管理系统的教学环境的构建思路。 相似文献
16.
David W. Chapman Audrey Schuh Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(4):547-565
What insights and generalisations can be drawn from looking across the work of multiple governmental and non-governmental
organisations aimed at supporting basic education in low and medium income countries? To address this question, this study
analysed findings of nine evaluation meta-studies completed by international assistance organisations, each of which was examining
the effectiveness of their work in basic education over a multi-year period. The value of the underlying project activities
reviewed in these evaluations represents $6–$6–8 billion. Studies analysed with respect to (a) the criteria each used to judge
success of their underlying projects, (b) the extent to which these studies focused on outcomes and impacts, (c) the extent
to which projects were judged sustainable, (d) the adequacy of the project-level evaluations being reviewed, (e) what the
underlying projects accomplished, (f) weaknesses identified in underlying project designs and (g) cost. A major weakness identified
in almost all of the meta-studies reviewed was the paucity of evidence regarding the impact of the project activities in promoting
student learning outcomes. 相似文献
17.
18.
François Louis 《Prospects》1997,27(2):285-296
Conclusion It may be pointed out in conclusion that the two connotations of the word ‘network’— the fact of working together coupled
with that of the new information and communication media—finally come together and situate the French education system in
a real context of change, for both connotations are obviously complementary.
Communication, co-operative work, the pooling of resources and skills, with a view to improving the quality and effectiveness
of education and promoting equality of opportunity through access to knowledge, are central to these various projects. Thanks
to the greater flexibility made possible by these tools, a new public—those who are isolated or those who find it impossible
to move—are and will be taken into account. The purpose of these projects is to increase the performance of the education
system and adapt it to the social and economic realities of the community. This shows how important it is to facilitate their
implementation, in association with all partners concerned.
Original language: French
Fran?ois Louis (France) University degrees in public law and labour law and a graduate of the French école nationale d'administration (ENA) (1979).
Since 1989, he has been head of the Planning and Resources Management Unit of the French Direction des lycées et collèges,
after having held the post of Secretary-General of educational administration for the Paris region. In 1994, he published
a book entitledDécentralisation et autonomie des établissements [Decentralization and school autonomy], as well as a report published by OECD in 1995 entitledL'enseignement secondaire en France, la mutation des dix dernières années [Secondary education in France, a decade of change]. 相似文献
19.
Udit Kr. Chakraborty Debanjan Konar Samir Roy Sankhayan Choudhury 《Education and Information Technologies》2016,21(1):171-184
Evaluating Learners’ Response in an e-Learning environment has been the topic of current research in areas of Human Computer Interaction, e-Learning, Education Technology and even Natural Language Processing. The current paper presents a twofold strategy to evaluate single word response of a learner in an e-Learning environment. The response of the learner to be evaluated would consist of errors committed due to lack of knowledge and also out of inadvertent mistakes committed while typing the answers. The proposed system benevolently considers such errors and still marks the learner partially. The feature incorporated in this work adds the human element to the mechanised system of evaluation and assessment in an e-Learning environment. 相似文献
20.
A. G. Watts Ronald G. Sultana John McCarthy 《International Journal for Educational and Vocational Guidance》2010,10(2):89-107
The history of the involvement of the European Union in the development of policy related to career guidance is analysed in
terms of three broad periods. In the first two of these, interventions were confined to pilot projects, exchanges and placements,
study visits and studies/surveys, with particular attention to young people; whereas the period since 2000 has seen greater
attention being paid to lifelong activities that support the implementation of EU policy priorities and their mainstreaming
at national level. These trends reflect both the EU’s “creeping competence” and the emerging concept of “lifelong guidance.” 相似文献