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1.
This invaluable little product is a freely available “manual for streaming audio on the web”. The context of its origin is the growing use in India of internet‐based community radio, and of the use of that for educational and training purposes. Tested in a CoL workshop, the manual provides a wealth of generally accessible advice and guidance for setting up such radio stations / web channels and the dvd contains the manual and the (free and open source) software needed. If the concept of this package is likely to be of interest, get a copy—you'll find it fascinating! Eric Deeson  相似文献   

2.
This paper presents the development and evaluation of a web‐based lesson—Lesson Rainbow. This lesson features multiple representations (MRs), which purposefully deliver concepts in relation to distinctive disciplinary subject areas through story‐based animations that are closely related to learners’ life experiences. The researchers selected 58 2nd‐year junior high school students as the participants (32 males and 26 females). A quasi‐experimental method together with semi‐structured interviews was utilised. This research project was intended to investigate students’ conceptual progress, and to evaluate the use of MRs and of situated learning components in the design of Lesson Rainbow. The statistical results indicated that: (1) students’ science concepts significantly increased (t= 3.84, p < 0.01) through the use of Lesson Rainbow, and (2) students thought that the use of MRs in this web‐based lesson was an effective pedagogical tool inasmuch as it allows for the learning of specific theoretical viewpoints in addition to the necessary background information. Lesson Rainbow employing MRs helps learners to understand the meanings of, and interrelationships between, different kinds of external representations. This kind of design facilitates their understanding of the correspondence between abstract symbolic expressions and real‐world situations.  相似文献   

3.
This paper reports on outcomes from a White Rose Centre for Enterprise funded project Managing Innovation in the Digital Economy. This project aims to incorporate learning for enterprise into undergraduate and postgraduate curricula in information management and information systems. The paper presents results from a survey distributed to postgraduate information management and information systems students following completion of a module in E‐Business and E‐Commerce delivered by the Department of Information Studies at the University of Sheffield. The findings suggest that differences in levels of prior knowledge of business studies and in cultural background can impact on students’ acquisition of domain knowledge and intellectual and information research skills during collaborative development of a business plan. Implications of the results for web‐based instruction are addressed, by identifying teaching and learning strategies that support differential treatment of learners in terms of content and process. It is concluded that empirical investigation of individual differences within a student body can inform more effective methods for information systems and information management graduates to learn about and for entrepreneurship.  相似文献   

4.
Due to the rapid development of information technology, web‐based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web‐based learning environments, and self‐regulated learning (SRL) is key to autonomic learning performance. Moreover, sustained attention to web‐based learning activities can be challenging for students. Therefore, a web‐based reading annotation system with an attention‐based self‐regulated learning mechanism (ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web‐based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high‐SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low‐SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance.  相似文献   

5.
The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning.  相似文献   

6.
As students' problem‐solving processes in writing are rarely observed in face‐to‐face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95 undergraduate students was recruited to construct texts with the support of web‐based reciprocal peer review in the processes of modelling, coaching, scaffolding, articulation, reflection and exploration. The results of the study revealed that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learn from peers in writing as well as support peers in making text revisions. During their extensive and reciprocal interactions with various peers, students addressed mutual concerns in each other's text revisions. They constructed collaborative language knowledge for text improvement as local revisions (grammatical corrections) and global revisions (corrections on the development, organization or style of a text) were made in their final texts. The students' perceptions towards text improvement in this web‐based peer review of modelling, coaching, scaffolding, articulation, reflection and exploration are also discussed in this study.  相似文献   

7.
This study evaluated the effectiveness of a web‐based personalized feedback program using an objective measure of alcohol‐related consequences. Participants were assigned to either the intervention group or an assessment‐only control group during university orientation. Sanctions received for campus alcohol policy violations were tracked over the academic year. Results indicated high‐risk drinkers in the control group received significantly more sanctions than other students. Results support the effectiveness of web‐based interventions.  相似文献   

8.
Successful performance improvement efforts are closely tied to the strength and integrity of the performance analysis process. During a time when higher education institutions are facing increasing budget cuts, the ability to recruit and retain students is extremely important. For some institutions, web‐based courses have been viewed as a way to attract new students, as well as to provide more convenient education options for students currently enrolled. While the occurrence of e‐learning has continued to increase, concerns with the quality and availability of faculty support to design and deliver such programs still exist. This study surveyed chief academic affairs officers to gather information about institutional priorities and practices that relate to web‐based learning, with the goal of identifying opportunities to improve instructional performance. The findings include evidence that institutions are offering a variety of means of instructional supports; however, there are specific areas where institutions are consistently delinquent.  相似文献   

9.
This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.  相似文献   

10.
The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case‐based environment: interpreting simulated results, reading and writing multiple texts, role‐playing, and Internet conferencing. Using discourse analysis, the following data were analyzed: students' published web posters, Internet conferencing logs between American and Zimbabwean university students, and a focus group interview. Three constructs supported the development of these students' identities in practice: (a) multimedia cases creating emotional involvement; (b) authoring web posters, and role‐playing situated in cross‐cultural social networks; and (c) altruism associated with relevant global topics. The investigators argue that educators and developers of online learning environments consider social contexts, authoring, and opportunities for cross‐cultural interaction to support participation in science practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1116–1136, 2010  相似文献   

11.
The collection of teaching evaluation questionnaires in the traditional paper‐and‐pencil format is a costly and time‐consuming process and yet it is a common assessment practice in many university systems. web‐based data collection would reduce costs and significantly increase the efficiency of the overall evaluation process in numerous ways. Results for both types of surveys are reported from two years of progressive introduction of the web‐based survey by the University of Modena and Reggio Emilia, Italy. In the first year, two faculties representing scientific and humanistic fields were selected for a web‐based survey. In the second year, eight out of 12 faculties took part in the web survey. This data collection strategy allowed for responses from non‐attending students and facilitated a comparison of attitudes between attending and non‐attending students.  相似文献   

12.
The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI.  相似文献   

13.
Background: Teenagers need information about their changing bodies. Many young people do not receive adequate or accurate puberty/sexuality education from their parents or school, so many teenagers are going online to have their sexuality questions answered.

Purpose: This research examines teenagers’ web questions on sexuality, and an example of the puberty and sexuality education content that some may learn in school. It looks for evidence of heteronormative conceptualisations of gender and sexuality, using a theoretical framework based on the Four Discourses of Sexuality Education.

Sample: This includes the web questions (n = 200) of an evenly gendered sample of 13–15‐year-old students (n = 180) from four English-speaking nations, namely UK, USA, Canada and Australia, selected from a reputable puberty/sexuality education site, and, for comparison, an example of an age-representative public school Health and Physical Education (HPE) puberty/sexuality education curriculum.

Method: A gendered and narrative-thematic Content Analysis was undertaken, using the Four Discourses theoretical framework, on the students’ sexuality web questions, and also on the school HPE curriculum.

Results: The discourse of Victimisation was evident in nearly half of all students’ web questions, and over a third of the HPE curriculum. The discourse of Individual Morality was present in a quarter of both students’ questions and the curriculum, while the discourse of Desire was evidenced in a fifth of students’ questions and almost a third of curriculum content. Somewhat surprisingly, the discourse of Violence was present in 9% of exclusively female students’ web questions, and in 12% of the curriculum.

Conclusion: It is recommended that the sampled HPE curriculum, and similar curricula in these sampled students’ countries, need explicitly to address gender differences in students’ metacognition and conceptualisations of puberty and sexuality. This may enable students to embrace their entitlement to sexual subjectivity, in education and across the lifespan, thus helping to ensure students’ healthy, positive and purposeful life outcomes.  相似文献   

14.
A sample of 48 college students prepared for in‐class examinations using two web‐based study conditions. The A condition used web‐based study groups and the B condition used web‐based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active‐reflective, visual‐verbal, sequential‐global, and sensing‐intuitive). Students who were more active than reflective expressed a preference for face‐to‐face study groups rather than online study groups and for online quizzes rather than pencil‐and‐paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less‐preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web‐based technology may provide mechanisms for more consistently accommodating student learning style in higher education.  相似文献   

15.
浅谈远程教育中网络教学的障碍   总被引：1，自引：1，他引：0  
远程教育理论普遍认为,教学支持服务作为网络教学的一个关键因素是必不可少的,通过网络的实时动态交互功能应能解决远程教育中师生分隔的问题。但事实并非如此。云南电大的学生并不热衷于网络学习,而且网络教学也没有达到提高学生学习效果的目的。这是一个现象。如何从多角度解释这一现象？如何深入了解学生的所思所想？是我们电大工作者需要探讨的问题。  相似文献   

16.
Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem‐based learning and group work, using an unfolding case design. A pre‐test (n=365), immediate post‐test (n=323) and delayed post‐test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web‐based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed.  相似文献   

17.
Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web‐based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web‐based tutorial covering subject matter in the area of ‘Computation and algorithms’. Their learning performance was assessed with a pre‐test and a post‐test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non‐linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web‐based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed.  相似文献   

18.
This paper reports on a survey of how Australian undergraduate students perceive the benefits of broad study modes: face‐to‐face classes, web‐based study, and print‐based study. Two benefit types were identified through factor analysis: engagement and functionality. Respondents rated face‐to‐face classes highest on engagement and print‐based study highest on functionality. However, they distinguished only marginally between the engagement and functionality benefits of print‐based and web‐based study. Two variables associated with differences in students’ perceptions of study modes were attendance mode and student tenure. The findings raise questions about the learning and marketing rationales for offering web‐based delivery of educational programmes at the expense of both the traditional face‐to‐face experience and the traditional “distance” experience in Australia using print materials.  相似文献   

19.
Continuing developments in educational technology and increasing undergraduate numbers in the UK have facilitated the use of computer‐based learning packages. One of the effects of the increasing use of these packages is the shift in teaching of material from being primarily lecturer‐led to student‐driven. This has a number of implications concerning using the package, since it is quite likely that students will be working in isolation, and the use of the package may be mandatory or optional. In this study we report on the usefulness ratings of a software package for undergraduate use within the context of whether or not students choose to use it. Level 1 students and lecturers in Economics were surveyed at three UK universities. Findings indicate that students whose use was mandatory rated the learning package as more useful than those whose use was optional. Reasons for non‐use centred on lack of instruction and on student apathy. These results have important implications for the use of computer‐based learning packages and for understanding user attitudes.  相似文献   

20.
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