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Baruch Offir 《Educational Media International》2013,50(1):9-15
English:This paper deals with decision-making aspects of the introduction of distance learning (DL) into university instruction and learning. Teacher/student interactions are examined and a model is suggested for the introduction of DL into the university teaching and learning arena whilst ensuring the realization of the potential of DL methodology both educationally and cost-effectively. Francais: Cet article traite des aspects des prises de décision dans l'introduction des systèmes d'enseignement à distance a l'université. Les interactions enseignements-enseignés sont examinées, et on suggère un modèle pour l'ntroduction de l'enseignement à distance dans l'université tout en mettant à profit le potentiel de la methodologie de l'enseignement à distance tant au point de vue éducation qu'au point de vue coût-efficacité. Deutsch:Dieses papier beschreibt aspekte der entscheidungsfindung für die einführung von DL für lehren und lernen an universitäten. Auf der basis von lehrer/schüler - interaktionen wird ein modell fur die einführung von DL im Universitätsbereich vorgeschlagen, das dessen möglichkeiten auf pädagogischem gebiet unter dem aspekt der kosteneffizienz sicherstellt. 相似文献
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Metacognition and Learning - Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to... 相似文献
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Michal Tabach Rina Hershkowitz Baruch Schwarz 《Educational Studies in Mathematics》2006,63(3):235-258
Studies of knowledge constructing often focus on the analysis of a single episode, without considering enough the history
of the learners, or the future learners' trajectories with regard to the concepts learned. This paper presents an example
of knowledge constructing within the context of peer learning. We show how the design of the task and the tools available
to the students afford the constructing of conceptual knowledge (the phenomenon of exponential growth and variation, as it
is expressed in its numerical and graphical representations). We trace the constructing of knowledge through a series of dyadic
sessions for a few months in a classroom environment. We show that knowledge is constructed cumulatively, each activity allowing
for the consolidating of previous constructs. This pattern indicates the nature of the processes involved: knowledge constructing
and consolidating are dialectical processes, developing over time, when new constructs stem from old ones already consolidated,
which gain consolidation through the new construction, creating a new abstract entity. We also discuss the potential of the
tool the students used (a spreadsheet program) to such processes of learning mathematics. 相似文献
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The aim of this article is to increase understanding of the development of spatial practices in virtual learning environments. The spatial change and development in 38 small-group e-discussions taken from a data set of a yearlong 8th-grade humanities course are described and analyzed. We show that the focus on spatial changes in computer-supported collaborative learning (CSCL) environments enriches the scope of activities in virtual environments that are usually studied from the perspective of productivity and disciplinary knowledge building only. We argue that tracing spatial changes enables researchers to scrutinize the freedom to act and exercise power over others, something crucial for the development of political agency. We show that these developments are decisive for students to become competent citizens. Implications the study has for CSCL design and for political education are discussed. 相似文献
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An account is given of the first EuroScience Open Forum and specifically of a symposium within it on the publication of scientific research. The scene‐setting presentations and the summary of the discussions are set out. 相似文献
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There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review the available research evidence by mapping it on the Argumentation For Learning research framework, which specifies the different antecedents, dialogue characteristics, and learning outcomes of argumentation. In doing so, we identify claims that are supported with substantive empirical evidence and demonstrate which questions are still open to further empirical examination. We also uncover several promising, relatively unexplored venues for future research. 相似文献