共查询到20条相似文献，搜索用时 78 毫秒
1.
Deborah Alpert Sleight 《Interactive Learning Environments》2013,21(1):3-22
This paper describes how graduate students used paper-based support tools to help them acquire a complex cognitive skill during unsupervised practice, and explains why the tools were able to support the practice. The paper also explains how to design such tools and describes a comparable computer-based performance support system. Ohlsson's (1996) theory of learning from performance errors states that people learn a skill by detecting and correcting errors while performing the skill. Learners must have sufficient initial competence and an informative task environment in order to detect and correct errors and make sound decisions. The support tools were successful because they supplied learners with initial competence and an informative task environment. Tools that support learner error-trapping are more likely to help learners eventually perform without support than systems that correct errors for the learners. 相似文献
2.
The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students. 相似文献
3.
Robin D. Morris 《TechTrends》2011,55(1):42-46
The impact of Web 3.0, also known as the Semantic Web, on online learning is yet to be determined as the Semantic Web and
its technologies continue to develop. Online instructors must have a rudimentary understanding of Web 3.0 to prepare for the
next phase of online learning. This paper provides an understandable definition of the Semantic Web and its terminology, and
then explores possible implications of Web 3.0 on online learning. The foundation of the Semantic Web is data integration.
By using metadata, “display only” data is converted to meaningful information which can be located, evaluated, and delivered
by software agents. Web 3.0 technologies will assist online instructors in the areas of course development, learner support,
assessment, and record keeping. Online students will benefit from learning personalization and knowledge construction powered
by the Semantic Web. 相似文献
4.
Mary Thorpe 《Open Learning》2013,28(2):105-119
The use of computer-mediated communication (CMC) as an integral part of the design of distance taught courses raises interesting challenges to our thinking about course design and learner support. These have typically been conceptualised as two complementary but distinct systems in distance education, characterised by different practices often carried out by different groups of staff. Where CMC is designed as an integral part of the course, with collaborative learning as essential to assessment and study, this separation breaks down. The design of online activities is integral to both learner support and the course content, with new possibilities for open and distance learning as a result. Where the learning group itself is a resource for study and personal development, it also becomes feasible to orientate courses and programmes towards local teams and communities. Online tutors play a key role and need to develop 'the technology of conversation' and expertise in the design of activities, as part of their facilitator role. 相似文献
5.
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
6.
Barney Dalgarno 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):183-194
The changes that have occurred in accepted approaches to teaching and learning in recent years have been underpinned by shifts in psychological and pedagogical theory, culminating in moves towards a constructivist view of learning. This paper looks at the consequences of these theoretical shifts for Computer Assisted Learning (CAL).
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
Moshman has identified three interpretations of constructivism: endogenous constructivism which emphasises learner exploration, exogenous constructivism which recognises the role of direct instruction, but with an emphasis on learners actively constructing their own knowledge representations and dialectical constructivism which emphasises the role of interaction between learners, their peers and teachers. This classification scheme provides a framework for looking at the various constructivist approaches to CAL.
For example, constructivist CAL materials that draw on the endogenous view include hypermedia environments, simulations and microworlds. Materials that draw on the exogenous view include learner controlled tutorials, cognitive tools and practice modules. Lastly, materials that draw on the dialectical view include Computer Supported Collaborative Learning (CSCL) tools and support (or scaffolding) tools. 相似文献
7.
关于远程教育中有关核心问题的分析 总被引：6，自引：0，他引：6
远程教育自20世纪70年代以来已经获得长足的发展,关于远程教育的一些概念和实际问题的探讨受到越来越多远程教育工作者的重视。该文试图对20世纪70年代以来有关远程教育的概念和实践问题进行初步的分析,以进一步明确远程教育的内涵及其在实践中所应关注的核心问题:课程资源开发,学习者支持服务,媒体的选择与整合,教学管理。 相似文献
8.
本文基于电大辍学归因研究中的学习负荷问题展开讨论。调查显示,学习负荷过高造成了许多电大学生在学习道路上的无功而返,而学习的高负荷是由课程难度与学生学术水平之间的落差所造成的。本研究旨在通过对电大课程教学过程的审视,探究其学术支持服务手段的有效性。本研究以2011年3-6月上海电大A分校2010春英语专业本科层次"变化中的英语"课程教学为个案,通过面授课堂观察、课程形成性考核记录、网上教学记录、课程期末考试成绩聚焦课程教学效果。研究结果显示,电大的课程教学支持服务手段仍停留于传统教学模式,而作为重要学习辅助手段的网上学习,其形式意义占据和弥漫于抽样所在班级师生的观念中,导致学习支持的可获得性受到制约;同时,由于任课教师在电大体制下被层层嵌于一个庞大的系统之中,教师的能动性在改善课程教学效果时会受到一定程度上的限制;第三,在多方原因的共同作用下,现行教学模式下学生的课业表现与预期课程教学目标之间存有潜在的些微差距,会在一定程度上影响任课教师对自身课程教学的判断和调整。改变这种状况,电大教学组织制度的变革和对教师支持服务力度的加强势在必行。 相似文献
9.
Robert M. Gagné M. David Merrill 《Educational technology research and development : ETR & D》1990,38(1):23-30
Finding considerable agreement in their previous writings regarding the singular types of learning outcomes, the authors affirm a need to identify learning goals that require an integration of multiple objectives. The occurrence of multiple objectives is frequently encountered when instruction must reach beyond the individual topic or single lesson to the module, section, or course. It is proposed that such integration of objectives be conceived in terms of the pursuit of a comprehensive purpose in which the learner is engaged, called anenterprise. Given such an integrative goal of performance resulting from instruction, the various single objectives are viewed as being integrated as constituents of anenterprise schema. Three varieties of enterprise and their associated enterprise schemas are described, designated by their goals asdenoting, manifesting, anddiscovering. It is suggested that instructional design procedures include provisions for the learning of enterprise schemas when the integration of multiple objectives is required. Such schemas are also seen as playing a facilitating role in transfer of training. 相似文献
10.
This article reports on a study in which an interactive computer‐based learning resource consisting of a tutorial with a decision support system and simulations, is evaluated in the context of a distance education business degree course. The primary purpose of the study was to develop and test an instrument for evaluation of the learning resource, with particular reference to simulations. The instrument adds further dimensions to factors such as learner support and engagement, to incorporate elements of motivation and transfer. Consequently, the scales that comprise the instrument include three key areas: features of the computer package, the effect on students” motivation, and the impact on their ability to transfer knowledge to the workplace. As a result of the analysis, a reliable and valid evaluation instrument that includes components of these three areas is provided. It is expected that other researchers will be able to develop and refine this instrument to evaluate various forms of computer‐based educational resources. 相似文献
11.
Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124
The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed. 相似文献
12.
Previous research and development with cognitive tools has been limited by an inadequate conceptualization of the complexity
underlying their nature and affordances for supporting learning and performance. This paper provides a new perspective on
cognitive tools through the lens of the theories of distributed cognition and expertise. The learner, tool, and activity form
a joint learning system, and the expertise in the world should be reflected not only in the tool but also in the learning
activity within which learners make use of the tool. This enhanced perspective is used to clarify the nature of cognitive
tools and distinguish them from other types of computer tools used in learning contexts. We have classified cognitive tools
considering how expertise is classified: domain-independent (general) cognitive tools, domain-generic cognitive tools, and
domain-specific cognitive tools. The implications are presented in reference to research, development, and practice of cognitive
tools. The capabilities of cognitive tools should be differentiated from those of the human, but regarded as part of the system
of expertise. Cognitive tools should be accompanied by appropriate learning activities, and relevant learner performance should
then be assessed in the context of tool use. 相似文献
13.
In a WWW-based virtual learning environment where students and teachers are physically separated, the quantity and quality of interaction among students and with instructors affects learning. Lack of constructive activity is often identified as one of the major causes for poor learning. We developed support tools (prompts which support students to use self-explanation and self-monitoring strategies) and studied how support tools facilitate convergent knowledge building processes in a WWW-based virtual university engineering course. A quasi-experimental study was designed. An engineering class of a virtual university was selected as the research site and the students in the class were randomly assigned to two different work environments: (1) without support tools, and (2) with support tools. This study has an implication for theory that the opportunity to engage in interaction itself is not enough for students to either integrate knowledge or develop/improve the coordination of group work in an online learning environment. Frequent interaction with their peers is not enough either for students to integrate knowledge or develop/improve coordination of group work in an online learning environment. The type of interaction matters, especially because convergent type of interaction facilitates students' knowledge integration. 相似文献
14.
Alan Amory 《Interactive Learning Environments》2013,21(4):497-513
This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction. 相似文献
15.
Chun-Ying Chen 《Interactive Learning Environments》2016,24(4):859-874
This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and play buttons along with a slide bar for fast forward and rewind; (2) presentation modality and (3) a hybrid approach using a combined format of ADs with static graphics. Instructional efficiency was a combined effect of time-on-task during the learning phase and test performance. Time-on-task was included as a measurement to determine whether this would provide an alternative explanation for the benefits of learner control. Three learner-paced conditions with different types of cognitive support were developed, whereas a system-paced format, created without additional cognitive support, was used as a control condition. The learning task of this study was using graphic vector-based software Bezier tools to trace a cartoon. The results tended to suggest that the combination of different types of cognitive support (i.e. presenting the accompanying explanations as written captions to the learner-paced AD in visual-only instruction or combining learner-paced AD with static graphics in dual-modality instruction) had a positive effect, while learner pacing alone had not a significant positive effect. 相似文献
16.
数学学习并非是一个被动的接受过程,而是一个主动的建构过程.一个人的数学知识必须基于个人对经验的操作和交流,通过反省来主动建构.建构主义为理解学习和学习者提供了理论基础.把建构主义学说融于数学教学中,以计算机为辅助工具,培养学生的数学素养. 相似文献
17.
王念坤邵光华 《宁波大学学报(教育科学版)》2017,(2):89-094
从学习体验视角出发,分析了优秀翻转课堂学习平台的特征,检视了当前翻转课堂学习平台在学习体验方面存在的一些不足,如视频带来的良好情感体验较少、在线测试缺失导致认知体验不完整、互动延时带来消极交流体验等,并从平台整体设计、教学视频设计、平台类型设计三个主要侧面,对基于学习体验视角的翻转课堂平台设计提出了具体建议,强调内容设计须兼顾科学性与多元性以满足学习者的认知体验、信息体验与思维体验,界面设计须完善人机、人人交流机制以提升学习者的交互体验,教学设计须营造情境化学习氛围以提升学习者的情感体验。 相似文献
18.
This study investigated whether active learning within computer‐based training courses can be measured and whether it serves as a predictor of learner‐perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data. Twenty sample courses were subdivided into 1,884 time‐based instructional events and categorized by eight design principles for learner engagement: attend, organize, recall, practice, interact, apply, explore, and absorb. This analysis produces a quantitative pattern for the cognitive activity a course encourages within the learner, summarized as the active learning index. A regression model, with the active learning index as a predictor variable for learner‐perceived course quality, resulted in a correlation coefficient of .83 (r2=.69) and a p‐value <.0001. These results suggest a framework for quantifying the active learning components in computer‐based training courses and guiding the work of instructional designers toward higher‐quality courses. 相似文献
19.
基于Drupal电子学档平台设计与实现 总被引：1，自引：0，他引：1
信息技术环境下电子学档形式与功能发生了重大变化,正在从作品管理评价功能向具有一定交互的WEB系统平台发展,从一种评价的方法与手段转变为一种学习的工具与支持环境。利用Drupal系统设计的电子学档平台成为以学习者发展性评价为中心的学习支撑环境基础,实现了学习者作品收集管理、学习行为记录跟踪、学习资源管理和学习评价等功能,为教师在信息技术环境下快速构建一个自主、弹性的电子学档平台提供了可能。 相似文献
20.
电子学档系统的整合模型研究 总被引：3，自引：2，他引：3
电子学档(eportfolios)已经成为适应现代教学需要和学习环境的一种学习与评估工具。基于国内外有关电子学档理论和实践的研究现状分析,本研究提出将课程档案袋、教师教学档案袋和学生学习档案袋三者结合的电子学档系统模型,阐述其设计原理和实现技术。该系统能够实现网络开发课程、教学内容组织以及教学评价,支持学生的自主学习、反思和评价,结合系统的开放特性可以建构一个巨大的知识和智慧共享的社区。 相似文献