在线课程质量观和质量要素的质性研究--基于专家、实践者和学习者的视角     

李爽  李梦蕾  赵宏 《中国远程教育(综合版)》2020,(3):42-50,81

本文采用扎根理论研究方法,通过对学术专家、实践者和学习者三类相关群体的访谈,调查高等教育和继续教育在线课程相关人群关于在线课程的质量观与对质量构成的认识,探索在线课程质量框架与要素,以期为促进人们对在线课程质量的共识,为改进和优化现有在线课程质量标准提供参考。研究通过对20位受访者累计22万字访谈文本的编码分析,发现四种质量观--服务质量观、系统性质量观、目标性质量观和增值性质量观,并定义出设计开发与实施运行两大类的九个在线课程质量要素--课程目标、课程内容、学习过程、学习支持服务、学习评价、媒体与技术环境、实施效果、改进发展和社会影响。其中,课程目标、学习内容与实施效果被定义为核心要素。本文基于TF-IDF关键词统计方法对三类群体的在线课程质量观差异进行了分析,并结合已有远程教育质量观和在线课程质量标准相关成果对本研究发现和定义的在线课程质量观、质量框架和质量要素进行了讨论与反思。  相似文献   

The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher’s Professional Development: Another Digital Divide?     

Leonard?A.?AnnettaEmail author  James?Minogue 《Journal of Science Education and Technology》2004,13(4):485-494

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. Interactive television (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p < 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16–20 years of classroom experience. These results might suggest another digital divide.  相似文献   

回归课程本质：大学在线课程的质量管理     

高蓓蕾 《高等理科教育》2016,(5):31-36

随着慕课回归大学,大学在线课程迅速发展。由于教学对象不同,慕课与大学在线课程的质量目标产生差异———前者需满足消费者需求,而后者则以促进学生发展、实现学校人才培养目标为质量目标。文章从课程本质出发,阐述大学在线课程作为学校课程体系的重要组成,必须有明确目标和有效组织的教学活动。高校应强化管理,通过制定质量标准、对关键质量控制点实施保障和开展审核与评价等举措,确保大学在线课程质量和人才培养质量。  相似文献   

在职教师网上学习困难之调查报告   总被引：1，自引：0，他引：1  

王珠珠  张伟远 《开放教育研究》2006,12(1):36-39

网上学习为在职教师提供了一种灵活的进修机会,促进了教师终身学习的发展。然而,通过几年的实践,学员们在这一新的学习模式下会产生哪些困难呢?本研究以华东师范大学网络教育学院在职进修教师为样本,采用网上问卷调查的方法,旨在探讨在职教师网上学习的主要困难及影响因素。本研究收回的有效问卷为196份。研究发现,教师网上学习的困难包括基础设施条件、操作技能、资源,以及个人等方面,影响网上学习主要因素包括网上教师水平、网上学习环境、网上学习支持等等。根据在职教师网上学习困难的综合分析,作者提出了一系列改进网络教学的策略性建议,可供网上教学工作者参考。  相似文献   

推进大学科学教育与人文教育融合的几点思考     

田静萍  郭钦贤 《辽宁教育行政学院学报》2007,24(1):64-66

科学与人文教育的融合是现代大学的教育理念。促进大学教育科学与人文教育的融合,一方面要充分认识科学与人文教育的内涵;另一方面,要积极探索科学教育与人文教育融合的有效途径。首要的问题是培养和提高大学教师的人文与科学素养;在学校重构课程体系,促进“文理兼容;”在教学设计和实施过程中落实科学与人文教育的融合;强化班级和校园文化建设;营造科学与人文教育融合的学术氛围和校园环境。  相似文献   

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation     

Glyn Thomas  Stephen Thorpe 《Interactive Learning Environments》2019,27(1):62-71

There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.  相似文献   

Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching     

Lasisi Ajayi 《The Educational forum》2017,81(1):52-67

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices into teaching, participants faced significant institutional factors that constrained their efforts to integrate culturally relevant practices in their teaching.  相似文献   

联机编目的质量保证机制建设   总被引：1，自引：0，他引：1  

朱欣华  郭秀红 《河北职业技术学院学报》2005,5(2):71-72

编目是图书馆一项基础性和关键性的工作，做好编目工作是图书馆实现计算机管理的基础，计算机和网络技术的发展促进了编目工作的现代化，网上联机编目则是其必然结果。而联机编目必须构建相应的质量保证机制。  相似文献   

基于双边市场理论的网上技术市场定价策略     

马亚丽  李华  王方 《科技管理研究》2016,(11):233-239

通过分析国内外主要网上技术市场的盈利模式,基于双边市场理论研究网上技术市场在3种不同收费方式下追求垄断平台利润最大化和社会福利最大化2种视角下的定价策略。在分析比较各种定价策略的基础上,得出垄断平台下网上技术市场建设初期应在社会福利最大化视角下制定价格策略,而随着平台发展成熟,应在平台利润最大化视角下制定价格策略的结论,并给出3种不同收费方式下网上技术市场具体的定价策略。  相似文献   

New Media/Internet Research Topics of the Association of Internet Researchers     

Ronald E. Rice 《The Information Society》2005,21(4):285-299

This study summarizes prior reviews of new media and Internet research, and the growth of the term Internet in academic publications and online newsgroups. It then uses semantic network analysis to summarize the interests and concepts of an interdisciplinary group of Internet researchers, as represented by session titles and paper titles and abstracts from the 2003 and 2004 Association of Internet Researchers conferences. In both years, the most frequent words appearing in the paper abstracts included Internet, online, community, social, technology, and research. The 2003 papers emphasized topics such as the social analysis/research of online/Internet communication, community, and information, with particular coverage of access, individuals, groups, digital media, culture; role and process in e-organizations; and world development. The 2004 papers emphasized topics such as access; news and social issues; the role of individuals in communities; user-based studies; usage data; and blogs, women, and search policy, among others.  相似文献