共查询到20条相似文献，搜索用时 484 毫秒
1.
The Editor-in-Chief of The Internet and Higher Education compiles for the last issue of each year's volume resources that may be useful for researchers, teachers, administrators, or students who wish to locate information about the field of online learning and the uses of the Internet for instructional delivery. Resources are organized into several categories. 相似文献
2.
The Editor-In-Chief of The Internet and Higher Education compiles for the last issue of each year's volume resources that may be useful for researchers, teachers, administrators, or students who wish to locate information about the field of online learning and the uses of the Internet for instructional delivery. Over 200 resources are organized into several categories. 相似文献
3.
This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Over 250 resources are organized into several categories, including texts, journals, and websites. 相似文献
4.
This article is an annual compilation of useful resources that pertain to the field of online learning and uses of the Internet for instructional delivery. Updates were made to this list since last year's publishing. Resources are organized into several categories, including texts, journals, and Web sites. 相似文献
5.
《学校用计算机》2013,30(3-4):65-78
ABSTRACT This study focused on whether Internet use improves skills for practical use of information, which is termed information literacy in Japan. Data from Japanese elementary school children (n = 702) were analyzed in a two-wave panel study in order to estimate the causal relationship between Internet use and information literacy. Structural equation modeling was the specific technique applied in a cross-lagged effect model. Results of the analysis indicated that greater use of the Internet led to higher information literacy in the whole-scale measure of practical use of information, as well as in the subskill areas of collecting, judging, and expressing information. 相似文献
6.
《Educational gerontology》2012,38(1):36-45
ABSTRACTThe Internet has the potential to enable older adults to live a socially active and self-determined life. An important facet of active aging is participation in outdoor activity. Previous research has shown that older Internet users participated more frequently in outdoor activities. However, understanding of how Internet use can influence the behavior of going outdoors is still limited. To bridge this gap, the goal of this study was to examine whether informational Internet use specific to opportunities and offerings in the city facilitates participation in outdoor activity. Primary survey data from individuals aged 65+ living in a medium-sized city in Europe (N = 1,117) was analyzed. The results show that Internet as an information source predicted community activity for participants living in urban neighborhoods but not in a rural neighborhood. Further, informational Internet use predicted cultural activity for residents living in all three neighborhoods. The results thus emphasize the positive effect of informational Internet use on behavior through providing older adults with useful information about opportunities and offerings available in their neighborhood. Taken together, the findings provide a rationale for the development of digital neighborhood platforms and interventions targeted at older adults’ digital skills. 相似文献
7.
David L. Hogeboom Robert J. McDermott Karen M. Perrin Hana Osman Bethany A. Bell-Ellison 《Educational gerontology》2013,39(2):93-111
In this study, the associations between Internet use and the social networks of adults over 50 years of age were examined. A sample (n = 2284) from the 2004 wave of the Health and Retirement Survey was used. In regression models considering a number of control variables, frequency of contact with friends, frequency of contact with family, and attendance at organizational meetings (not including religious services) were found to have a significant positive association with Internet use for adults over 50. Results add to the body of research that suggests Internet use can strengthen social networks, looking specifically at adults over 50. 相似文献
8.
Cyberbullying and threats of Internet predators, not to mention the enduring consequences of postings, may lead to dangerous, unspeakable consequences. Cyberbullying and threats of Internet predators through social networking sites and instant messaging programs are initiating numerous problems for parents, school administrators, and law enforcement on a national level (McKenna 2007, 60). A 34 item survey was developed to assess Knowledge of appropriate behavior on social networking sites (alpha = .84), Bullying Behavior (alpha = .72), and Internet Use (alpha = .78) of social networking sites for N = 588 grade 7–8 students from an urban and a suburban school. Implications for educators and parents regarding Cyberbullying and Internet Predators are discussed. 相似文献
9.
This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments. 相似文献
10.
《Support for Learning》2003,18(3):141-144
Books reviewed in this article: Stephanie Prestage and Pat Perks, Adapting and Extending Secondary Mathematics Activities Deborah Eyre and Hilary Lowe (eds), Curriculum Provision for the Gifted and Talented in the Secondary School Sally L. Smith, The Power of the Arts: Creative Strategies for Teaching Exceptional Learners Donald McIntyre, Colour Blindness — Causes and Effects Christine Macintyre, Play for Children with Special Needs: Including Children aged 3–8 Cathy Nutbrown (ed.), Research Studies in Early Childhood Education Chris Abbott (ed.), Special Educational Needs and the Internet — issues for the inclusive classroom 相似文献
11.
Kim Bryceson 《Learning Environments Research》2007,10(3):189-206
Organisations that provide education are businesses and, as such, are not immune from the impact that the Internet has had
in recent years, both on the way organisations conduct their business and as a business supporting technology. Indeed, the use of the Internet as a facilitating mechanism for educational course delivery
has been growing steadily over the last 5–8 years and, although there are some significant issues that have arisen in that
time in relation to the quality of learning that can be achieved, there is no doubt that it will continue to be developed
as an educational tool. The real issue for educators is, therefore, not whether the Internet will be used in course delivery, or if it is a useful tool, but rather how can a teacher make best use of it to enhance learning? This article documents a study that has analysed five years of student
reflections on the scaffolding mechanisms used to promote and encourage learning in five Internet-based courses at the University
of Queensland run between 2001 and 2005. The courses involved include three Internet-delivered Masters coursework courses
and two Internet-delivered undergraduate courses in three different discipline areas. The outcomes of the study are: (1) a
Report Card documenting student evaluations of the scaffolding mechanisms used; (2) a What, Why, How, Where framework of scaffolding
mechanisms that are best suited to enabling deep learning through the online environment, and (3) a proposed new model of
knowledge acquisition in online learning environments entitled ESCIE, which is based on Nonaka’s SECI and Ba models of knowledge
creation. 相似文献
12.
《Support for Learning》2003,18(2):93-96
Books reviewed in this article: Rita Cheminais, Developing Inclusive School Practice Chris Abbott (ed.), Special Educational Needs and the Internet: Issues for the Inclusive Classroom The Royal National Institute for Deaf People, Guidelines for mainstream teachers with deaf pupils in their class Education Guidelines Project Nita Jackson, Standing Down Falling Up — Asperger's Syndrome from the Inside Out Jim Docking, revised and updated by Michelle MacGrath (3rd edition), Managing Behaviour in the Primary School Sheila M. Oglethorpe (2nd edition), Instrumental music for dyslexics: A Teaching Handbook Diana Seach, Michele Lloyd and Miranda Preston, Supporting Children with Autism in Mainstream Schools 相似文献
13.
Manus Rungtusanatham Lisa M. Ellram Sue P. Siferd Steven Salik 《Decision Sciences Journal of Innovative Education》2004,2(2):101-120
Many diverse forces are motivating institutions of higher education, particularly business schools, to develop and deliver education via the Internet. As higher education institutions explore this opportunity, the question of how courses and degree programs should be designed for effective online delivery via the Internet is a nontrivial concern and challenge. To address this concern and challenge, this paper articulates, defines, and justifies a typology consisting of four types of online distance education that can be pursued by institutions of higher education. The four online distance education types—Overview Model, Overview Model with Feedback, Technical‐Skills Model, and Managerial Learning Model—can be differentiated along a number of content‐related, delivery‐related, and learning‐related issues and have applicability at various educational levels. In addition, the paper highlights and discusses five key lessons for institutions to consider in their desire to launch online distance education initiatives. These lessons provide insights not only for launch success but also for the ongoing sustainability of online distance education. 相似文献
14.
Yangmi Lim 《Asia Pacific Journal of Education》2017,37(1):55-68
This study analysed The 8th Online Survey of Adolescent Health and Behaviour in 2012, which is a government-approved statistical survey of Internet use and patterns in Korea. We conducted a propensity score matching (PSM) to control for economic status differences between monocultural and multicultural families and an ANOVA to estimate the effects of multicultural family status, adolescents’ gender, school grades, locality, and parents’ academic background on adolescents’ Internet use (for studying and entertainment). The study revealed the following: with regard to Internet use patterns, adolescents from both monocultural and multicultural families selected gaming as their first choice, followed by studying and data searching. Furthermore, main and interaction effects of independent variables on adolescents’ time spent on the Internet for studying were not significant. However, the interaction effects of multicultural family status and mothers’ academic background on adolescents’ time spent on the Internet for entertainment were statistically significant. Specifically, adolescents’ time spent on the Internet for entertainment was higher in multicultural families with mothers whose education level was lower than middle school. Finally, we suggested that the government should provide full support to less educated mothers in multicultural families for effectively and constructively controlling their children’s Internet use and teaching it to them. 相似文献
15.
SEPTIMUS is a one‐year Europe‐wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face‐to‐face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration with psychotherapy training institute partners in seven other European countries. Two studies involving 167 SEPTIMUS students and 60 comparable face‐to‐face students were undertaken. ? Study 1. Drop‐out rates for the SEPTIMUS programme were found to be low, and comparison between those dropping out and those completing did not highlight any significant factors linked to distance learning. However, students cited finance, distance from training centre, lack of practical experience, family commitments and the intensity of their working weeks as having been barriers to taking face‐to‐face learning courses in the past. ? Study 2. SEPTIMUS students (e‐learners) were compared with students taking comparable attending (face‐to‐face) theoretical courses also being provided by partners in the project to psychotherapy trainees. Significant differences were found in distance from training institute and ability to visit training institute. SEPTIMUS students had higher levels of computer ownership, frequency of Internet use and IT skills than attenders; these factors when examined in Study 1 did not have an impact on the drop‐out rate of e‐learners. e‐Learning can overcome barriers to traditional learning in psychotherapy, particularly distance from a training centre, without loss of student satisfaction or student performance. Factors sometimes thought to be obstacles to e‐learning, such as information technology skills, were not found to be significant barriers – although they may have affected recruitment. Certain aspects of e‐learning, such as the tendency to facilitate self‐disclosure, were found to be very beneficial, particularly in the context of psychotherapy programmes. 相似文献
16.
Neil Selwyn 《Learning, Media and Technology》2006,31(1):5-17
Educational commentators have long feared a ‘digital disconnection’ between emerging generations of technology‐rich students accustomed to high levels of Internet use and their technology‐poor schools. Yet few studies have empirically examined the existence and potential implications of such a disconnect from the students' perspective. The present paper replicates Levin and Arafeh's (2002) US study which solicited online stories from students detailing how they used the Internet for school. Responses from 84 UK secondary school students show that just over half felt restricted in their Internet use at school. Unlike the original US study, the primary disconnect between UK Internet‐using students and their schools was not one of physical access but the restriction of their Internet use through school rules and content filters, firewalls and other technologies of control. Whilst some students displayed frustration and disenchantment, most gave measured and sometimes sympathetic views of their schools' less‐than‐perfect information technology provision. As such, many of our students were well aware of a digital disconnect but displayed a pragmatic acceptance rather than the outright alienation from school that some commentators would suggest. 相似文献
17.
Cyberbullying and Cybervictimization Within a Cross‐Cultural Context: A Study of Canadian and Tanzanian Adolescents 
下载免费PDF全文
下载免费PDF全文 Jennifer D. Shapka Hezron Z. Onditi Rebecca J. Collie Noam Lapidot‐Lefler 《Child development》2018,89(1):89-99
This study explored cyberbullying and cybervictimization (CBCV), for adolescents aged 11–15 from Tanzania (N = 426) and Canada (N = 592). Measurement invariance and model invariance was found for CBCV. In addition, multigroup structural equation modeling was used to explore several variables: age, gender, average hours online each day, accessing the Internet in a private location, having online privacy concerns, going online for social purposes, and motivation for cyberbullying. Results found interesting patterns within each country. It was found that cellphone ownership moderated the relation between these predictor variables and reported incidences of CBCV uniquely for each country. These findings provide evidence for the global nature of cyberbullying. 相似文献
18.
Abstract Tina's Journal . The Video Project, 5332 College Avenue, Suite 101, Oakland, CA 94618; tel. 800–475–2638; fax: 510–655–9115; E-mail: videoproject@videoproject.org; Internet: http://www.videoproject.prg/videoproject/. 1995. Color; 17 min. $65.00 plus $4.95 shipping and handling. Come Walk With Me . The Video Project, 5332 College Avenue, Suite 101, Oakland, CA 94618; tel. 800–475–2638; fax: 510–655–9115; E-mail: videoproject@videoproject.org; Internet: http://www.videoproject.prg/videoproject/. 1995. Color; 30 min. $59.95 plus $4.95 shipping and handling. 相似文献
19.
Defining and seeking to identify critical Internet literacy: a discourse analysis of fifth‐graders' Internet search and evaluation activity 下载免费PDF全文
下载免费PDF全文 Colin Harrison 《Literacy》2018,52(3):153-160
Pedagogic focus is shifting increasingly from teaching students to search the Internet efficiently to encouraging critical Internet literacy, but this paper argues that these more complex and subtle skills are both challenging to teach and difficult to identify. The paper presents an analysis of the discourse of triads of fifth graders undertaking an Internet search task that emphasised decisions relating to the trustworthiness and relevance of websites. The analysis uses two lenses – the Vygotskian concept of obuchenie and Mercer's notion of ‘inter‐thinking’ – to help identify discourse markers that could support teachers in identifying and teaching critical Internet literacy. More work is needed, but it is argued that if our goal is to develop critical Internet literacy, the concept of obuchenie helps us to understand the socio‐cognitive prerequisites of group learning in Internet searching tasks, while the concept of ‘interthinking’ offers us a distribution mechanism that can be applied in helping students acquire the skills of independent and critical analysis as they carry out those tasks. 相似文献
20.
While plagiarism has been a growing problem in higher education for a long time, the use of the Internet has made this increasing problem more unmanageable. In many countries, this problem has become a matter of discussion, and higher education institutions feel obliged to review their policies on academic dishonesty. As part of these efforts, the study aims to examine the tendencies of teacher candidates to plagiarise using the Internet, factors affecting their tendencies and the reasons for plagiarism. In this context, a questionnaire was administered to a total of 386 first- and fourth-grade college students at a college of education. The data were analysed using frequencies, percentages, the Mann–Whitney U test and Kruskal–Wallis one-way analysis of variance. The findings revealed that the teacher candidates had, to some extent, a tendency to plagiarise using the Internet by copying material or using the same assignment in different courses. Gender, department and length of computer use were found to be significant factors affecting their tendencies to plagiarise using the Internet. Time constraints, workload and difficulty of the assignments/projects were indicated as among the major reasons for tendencies towards Internet plagiarism. 相似文献