在线健康社区中信息可信性的影响因素研究     

张星  夏火松  陈星  侯德林 《图书情报工作》2015,59(22):88

[目的/意义] 针对日益棘手的健康信息可信性问题,研究影响在线健康社区信息可信性的中心路径因素和外围路径因素,以利于学界和业界为在线健康社区的管理者和用户在采取多种措施提高信息的可信性方面提供新的思路和理论指导。[方法/过程] 基于精细加工可能性模型建立在线健康信息可信性的影响因素模型,并应用多元回归分析方法对模型进行检验。[结果/结论] 数据分析结果表明:论据质量、信息完整性、表达质量、一致性和来源可信性对信息可信性均有显著影响;自我效能正向调节中心路径变量对信息可信性的作用,负向调节外围路径变量对信息可信性的作用。  相似文献   

Online Government Resources for Financial Literacy     

Perveen Rustomfram  Bess Robinson 《Journal of Business & Finance Librarianship》2015,20(1-2):95-115

Freely accessible federal government websites provide children, parents, educators, young adults, adults, and seniors—even non-native English speakers—a wealth of information on financial topics as diverse as saving, budgeting, credit, paying for college, investing, purchasing a home, and end-of-life financial decisions. Libraries of all kinds could collaborate with a variety of community leaders and groups to educate their respective constituents in making informed financial decisions. This article presents and describes some of the many federal websites of use over a typical person's lifetime and offers suggestions for promoting these sources to various audiences.  相似文献   

对专业期刊订阅模式的思考     

代小秋 《编辑学报》2015,27(2):170-171

受最近Science网站的一则报道“科学家揭开期刊订阅的秘密”的启发,介绍目前传统纸质版、数字化和移动平台的期刊订阅模式,阐述捆绑式订阅价格差异较大的秘密是为了盈利,也是为了保护引用率少的期刊免遭淘汰.认为:模糊的我国专业期刊订阅盈利模式成为阻碍期刊发展的瓶颈,但其经营模式也出现了新的趋向;因此,寻找一种成熟、合理、适合自己期刊发展的经营模式,对于专业期刊既是挑战,也是机遇.  相似文献   

我国体育用品网络销售模式及经营特点     

肖波  李郁 《北京体育大学学报》2015,38(4):38-44+51

摘要：运用文献资料法、访谈法等研究方法,对我国体育用品销售模式进行研究。从业务范围、产业链位置和实现价值的方式和方法3个销售模式的基本维度对我国现有4类体育用品网络销售经营模式现状进行梳理。探讨符合我国现阶段网络经济特点与体育用品自身特点且有利于促进我国体育用品产业持续健康发展的路径和模式,以期对于体育经济研究有所增益。认为我国现阶段体育用品网络销售具有经营模式以依托专业三方平台为主、经营同质化和线上线下结合的特点。在此基础上根据体育用品“消费性”“体育性”和“专门性”的本质属性推衍我国体育用品网络经营将出现百货型、简化型同质化市场;规模化专业体育用品销售网站崛起;实体店与网络经营进一步融合以及形成相对独立的专业综合体育用品网络销售体系。认为“消费性”“体育性”和“专门性”的进一步平衡、协调将是我国体育用品网络销售模式发展的必然趋势。进而提出着眼于体育用品本质属性的产业发展对策及建议。  相似文献   

Oral communication skills assessment in a synchronous hybrid MBA programme: does attending face-to-face matter for US and international students?     

Nikolaus T. Butz  Mary K. Askim-Lovseth 《Assessment & Evaluation in Higher Education》2015,40(4):624-639

The ability to communicate effectively is an essential skill for graduates of Masters of Business Administration (MBA) programmes; however, as synchronous hybrid learning becomes more common, business schools may find it challenging to assess students’ proficiency in this core area. An additional layer of complexity is added by the burgeoning enrolment of international students in this technology-enriched learning environment. The objective of this exploratory study was to examine the relationships among attendance mode (online vs. on-campus), student nationality (domestic vs. international) and oral communication assessment scores in a synchronous hybrid MBA programme. Quantitative data from 202 hybrid MBA students collected over 12 semesters revealed domestic students were rated as more proficient orators than international students when assessed face-to-face. These results, however, were not replicated when students were assessed in a synchronous online environment. Furthermore, the results indicated that international students received higher scores when their oral communication skills were assessed online compared to face-to-face. Conversely, domestic students who were assessed face-to-face had higher mean scores than the domestic students who were assessed online. The findings are discussed with respect to teaching and learning in hybrid environments, technology-mediated assessment design and accreditation practices in non-traditional programme delivery modes.  相似文献   

Supporting academic workloads in online learning     

Carmel E. Haggerty 《Distance Education》2015,36(2):196-209

Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees commence their educational careers as specialists or experts within their profession, rather than as professional educators. New educators may have limited access to professional development when orientating to their new role. The available professional development focuses on technological and presentation aspects, rather than pedagogy in practice, increasing workloads and adding complexity without the understanding. This study argues that academics become empowered to better understand and manage their workloads through the implementation of targeted professional development, as well as the use of clear institutional frameworks for instructional design. A framework for course design (LATARE) is presented as part of this study.  相似文献   

Time on task in intensive modes of delivery     

Alison Kuiper  Ian Solomonides  Lara Hardy 《Distance Education》2015,36(2):231-245

This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparable learning outcomes to their full-semester counterparts and provide an opportunity for students to either retake failed units or to acquire credit for their chosen degrees in accelerated time. Organising teaching and learning through intensive modes of delivery may require different approaches to curriculum development and pedagogy compared to traditional unit planning and delivery, especially when the intensive delivery utilises online technologies. This paper explores strategies employed by successful intensive mode teachers in the development and delivery units for maximised student engagement. It concludes that many of these strategies are equally applicable in online and distance education regardless of the unit being intensive or otherwise.  相似文献   

MOOC课程在线编辑系统的设计与实现     

刘慧婷  王珊珊 《中国现代教育装备》2015,(1):9-11

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Update your status: exploring pre-service teacher identities in an online discussion group     

Yolanda Lu 《Asia-Pacific Journal of Teacher Education》2015,43(5):438-449

A substantial body of research indicates that a teacher’s identity is an essential aspect of their professional practice. As this body of research grows, researchers have increasingly sought to investigate the nature of pre-service teacher identities. This paper reports on a study that examined identities in the context of a pre-service cohort’s online discussion group. By examining the group, this study attempted to address a gap in research knowledge, as research to this date has been unable to investigate pre-service teacher identities in non-course-endorsed or instructor-occupied spaces. A thematic and quantitative analysis of online postings by and interviews with group members provided an insight into how identities performed and related to one another within the online discussion group. The findings indicate that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. This study may be useful for teacher educators deliberating the use of online spaces to support pre-service teacher identity development.  相似文献   

Missing the Chalkboard: Using Screencasting in the Online Classroom     

Nicole Luongo 《学校用计算机》2015,32(2):144-151

This article describes the use of screencasting in online education courses. It defines and explores screencasting and how it can be used in online class environments. It also defines and gives a history of screencasting as well as examines how it can be used in a college online classroom. The article explains the step-by-step process for creating a screencast and the reasons why it would help online educators. Moreover, it presents how screencasting can be applied to various teaching settings and provides links to various free and fee-based online screencasting tools. This hands-on approach to education provides teachers with a creative and timely way to promote 21st-century learning in and out of the classroom.  相似文献