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E. A. Vasilenko T. V. Meshcheryakova E. M. Kol’tsova E. A. Dikaya 《Scientific and Technical Information Processing》2011,38(3):193-200
The existing open-source object-oriented systems that can be used as an environment to upload and to store information-educational
resources for distance learning (open-source LMS\LCMS: ATutor, Claroline, Dokeos, Sakai, and Moodle), are analyzed. The use
of Moodle (a Modular Object-Oriented Dynamic Learning Environment) as the environment for the learning portal of the Mendeleyev
University of Chemical Technology of Russia () is justified. The capabilities of Moodle with regard to the development of information-educational resources are explored
and educational materials are elaborated for a course of study, viz., “Protection of Intellectual Property,” e.g., theoretical
materials, seminar and colloquia exercises, tests for interim and final control of student’s knowledge level, as well as the
elements of a learning process management system for a course of study. 相似文献
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《Communication monographs》2012,79(4):292-301
The social skill deficit theory of depression states that a lack of social skill is related to the development of depression. However, the findings on this relationship are mixed, possibly due to a variety of variables surrounding the conceptualization and assessment of social skill, as well as the type of subjects used in these investigations. A meta‐analysis was conducted to determine the magnitude of the relationship between depression and social skill as measured by self‐reports, observer‐ratings, and behavioral assessments. The results showed moderate, but not unequivocal, support for the social skill deficit theory. Depression was most strongly related to social skill deficits when they were measured via self‐reports. Observer‐ratings and behavioral analyses of social skill revealed weaker and more sporadic relationships with depression. Several moderator variables as well as a tendency toward negative self‐evaluation in depression appear to influence these relationships. 相似文献
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Word‐of‐mouth (WOM) communication is introduced within a hierarchy‐of‐effects context. The results of a laboratory experiment suggest that amount of WOM information about products is less important than valence of that information. Counter to previous research implying a disproportionate influence of negative information on product evaluation, negative WOM information in the experiment reported resulted in less familiarity with the mentioned brand. Further, a somewhat surprising finding indicated that brand‐specific negative WOM communication can have the effect of decreasing primary demand for an entire product category. 相似文献
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库切的代表作《耻》一直得到了来自学术界的广泛关注。与以往的论文研究该作中《耻》的表现不同,本论文尝试揭示主人公通过救赎而表现出荣耀的一面。本文分为两方面：主人公对女儿的爱和自己对性的虚荣心的瓦解。 相似文献
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Wu Weici Luo Zhiyong 《图书情报工作》1996,40(4):29-34
Since1980s,Chinahasmadegreatprogressinthetheoreticalresearchoflibraryscience.Themostim-portantcharacteristicsmaybedescribedasfollows: ·Thelibraryscienceresearchhascometoevadebeinglimitedonlytodescribeexperimentallythecon-creteworkinthelibrary,andpaymoreandmoreattentiontotheconnotationandtheoreticalsystemofthediscipline; ·Ithascomeoutofthemicro-worldofthelibrary,andbeenspeculatingabouttheactualmacro-prob-lemsbothundertheperipheralenvironmentandinthesociety; ·Ithasintroducedmanyachi… 相似文献
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Elizabeth A. Suter Leslie A. Baxter Leah M. Seurer Lindsey J. Thomas 《Communication monographs》2014,81(1):59-78
Framed by relational dialectics theory, discursive constructions of the meaning of “family” were examined in 100 online foster adoption narratives. Parental narratives manifested struggles between biogenetic and discursive constructions of “family,” identified here as the discourse of biological normativity (DBN) and discourse of constitutive kinning (DCK). The DBN reinscribes the dominant cultural and foster care system preference for biogenetically connected families. The DCK resists the DBN, maintaining that enacted behaviors and shared affections, rather than shared genetics, constitute legitimate families. Contrapuntal analysis revealed a high degree of polemic interplay; both discourses competed to be centered rather than marginalized through the discursive practices of negating, countering, and entertaining. Implications for theorizing definitions of family and studying families in context are discussed 相似文献
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The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed. 相似文献
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Theodore A. Avtgis 《Communication Research Reports》2013,30(4):345-353
This study examined the differences in student affective learning, teacher clarity, and student motivation as a function of attributional confidence. More specifically, the degree to which students’ report being able to predict the behavior of his/her teacher should be related to affect toward course and instructor, teacher clarity, and student motivation. Results indicated significant positive correlations between attributional confidence and affective learning, student motivation, and teacher clarity. Results are discussed in terms of implications for Uncertainty Reduction Theory. 相似文献
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Timothy P. Mottet Jessica Parker-Raley Cory Cunningham Steven A. Beebe 《Communication Research Reports》2013,30(4):275-282
The purpose of this study is to identify student expectations for course workload and teacher availability and to assess whether teacher nonverbal immediacy influences these student expectations. Based on a sample of 198 students at a large public university enrolled in a required general education hybrid communication course, students were willing to complete more work than the current course requires, which is comparable to other general education hybrid communication courses in the USA. Additionally, students have moderate to high expectations for teacher availability. Student perceptions of teacher nonverbal immediacy were positively correlated with students’ willingness to engage in their learning (reading, writing, speaking), teacher availability expectations, and tolerance for teacher unavailability. 相似文献
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During feedback interventions (FIs), instructors may feel torn between directing students’ learning or maintaining productive rapport with them. Existing research suggests how instructional communication can achieve both outcomes. This study examined how students’ motivation to learn and perceptions of fairness were enhanced or eroded via particular instructional behaviors. Actual face-threat mitigation (FTM) tactics and teacher nonverbal immediacy (TNI) cues were manipulated in differing combinations to manage an FI situation, with varying effects on the outcome variables. Multivariate analysis detected main effects and a significant interaction effect between FTM and TNI regarding students’ motivation to learn, but main effects only for their perceptions of interactional fairness. Theoretical and pedagogical implications are discussed in light of self-determination, facework, approach-avoidance, and feedback intervention theories. 相似文献
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Brooks Aylor 《Communication Studies》2013,64(4):496-509
The current study examines student perceptions of the importance of selected communication skills for the teacher‐student relationship. Seven of eight communication skills identified in previous research (Burleson & Samter, 1990; Frymier & Houser, 2000) were perceived by students to be important in the teacher‐student relationship. These included referential, ego supportive, regulative, persuasive, conversational, narrative, and conflict management skills. This study sought to explain differences in student perceptions by examining student biological sex, psychological gender, and cognitive complexity. Psychological gender was superior to biological sex as a predictor of six of eight communication skills. Masculine/instrumental individuals reported expectations for teachers' use of persuasive, conversational, and narrative communication skills, while feminine/expressive individuals perceived ego supportive, regulative, and referential skills as important to effective teaching. Finally, cognitive complexity was positively associated with regulative skill and negatively related to narrative and persuasive skills. Implications for instructional research and effective teaching are discussed. 相似文献
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Brandi N. Frisby 《Communication Studies》2013,64(4):492-506
This study examined how emotional contagion may influence student perceptions of rapport with the instructor, emotional support received in the classroom, emotional work performed, and perceived cognitive learning. Participants revealed that emotional contagion was positively related to perceptions of rapport with instructors but unrelated to emotional support from instructors, emotional work performed in the classroom, and valence. Students who were high in emotional contagion reported significantly more rapport, emotional support, and positive valence. When controlling for emotional contagion, only classroom valence predicted students’ perceptions of cognitive learning. 相似文献
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Keith Weber 《Communication Research Reports》2013,30(4):428-436
Two hundred and nine college students completed surveys that pertained to their perceptions of teacher behaviors (BATs) and their level of interest. Interest was measured using the Frymier, Shulman, and Houser (1996) Learner Empowerment Scale. Not only do the results indicate that pro‐social teacher behaviors are related to increased levels of student interest, but results show that different teacher behaviors are differentially related to the separate dimensions of interest. This supports earlier assertions by Weber, Martin and Patterson (2001) that interest is a multifaceted construct providing teachers with different avenues to influence their students’ affective responses. 相似文献
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Narissra Maria Punyanunt 《Communication Research Reports》2013,30(1):30-38
The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance‐gaining in the classroom. Four hundred twenty‐eight college students reported the frequency of their college teachers’ uses of compliance‐gaining tactics, the frequency of humor uses with compliance‐gaining tactics, and the effectiveness of humor used with compliance‐gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance‐gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance‐gaining tactics. Moreover, students reported that certain compliance‐gaining tactics are perceived as more effective than others. 相似文献
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《Communication Teacher》2013,27(1):44-56
Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom. 相似文献