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Serhat Kurt 《学校用计算机》2013,30(3):300-314
A WebQuest is an inquiry-based online learning technique. This technique has been widely adopted in K–16 education. Therefore, it is important that conditions of effective WebQuest design are defined. Through this article the author presents techniques for improving WebQuest design based on current research. More specifically, the author analyzes the WebQuest technique in terms of the principles of cognitive load theory, interactivity, accessibility, and usability and visual appearance. The author argues that several factors must be taken into consideration in order to effectively design WebQuests that will educate without impeding the learning process. 相似文献
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Hybrid综合学习模式研究 总被引：5，自引：0，他引：5
不同的教育理论产生不同的教育模式，网络教育理论的融合推动了Hybrid综合教学模式的产生。成功的教学模式往往具有共性。有着坚实远程教学理论支撑的3 1核心模块可以构成综合学习模式的基本框架。而教师在模式实施过程中的全程引导和管理也是综合模式能否有效运行的重要环节。 相似文献
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Edgar H. Schuster 《Clearing house (Menasha, Wis.)》2013,86(6):237-239
This article examines the merits of WebQuests in facilitating students’ in-depth understanding of science concepts using the four principles of learning gathered from the National Research Council reports How People Learn: Brain, Mind, Experience, and School (1999) and the How Students Learn: Science in the Classroom (2005) as an analytic framework. Modifications needed to make a well-constructed WebQuests for science teaching aligned to the four principles include (1) integrating student science interests and cultural and social backgrounds to curricular goals and then using this as means to design WebQuests, (2) providing students opportunities to examine science-related Internet websites to discriminate credible and false information and then giving them the opportunity to include and use the websites for the task step in WebQuests, and (3) providing cognitive tools and guidance within the process step so that students are engaged in argumentation and negotiation akin to a community of scientists. 相似文献
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Elena Xeni 《Educational Media International》2013,50(1):59-61
It is not an easy task to describe how an organization affects educational processes or events. First, the organization is a blend of multiple countries and changes dynamically; second, a segment of educational processes like the reforms of educational media are changing permanently as well. The changes are induced by institutional, legal, financial and other various factors as well. It is important to emphasize that the reforms in educational media were greatly influenced by the improvements in technology of the recent years. It is exciting and interesting to explore what actual and secondary effects an organization had in its field, that Hungary has been a member of for over 30 years. To analyse these effects, we have to give an overview of two things. First, we have to detail the role of educational media reform in the past, especially during a period when Hungary joined this international organization; second, we have to describe the curricula that was in effect during the implementation of the reforms. We also have to introduce the international organization and the changes in its goals, structure and function. Die Wirkung von ICEM auf den Entwicklungsprozeß von Bildungsmedien in Ungarn Es ist keine leichte Aufgabe, zu beschreiben, wie eine Organisation Bildungsprozesse oder ‐ereignisse beeinflußt. Erstens ist die Organisation eine Mischung der Einflüsse vieler Länder und ändert sich dynamisch, zweitens verändert sich ebenso durch die permanenten Reformen der Bildungsmedien ein Segment der Bildungsprozesse selbst. Die Änderungen werden aber ebenfalls von institutionellen, rechtlichen, finanziellen und anderen verschiedenen Faktoren herbeigeführt. Es ist wichtig, hervorzuheben, daß in den letzten Jahren die Reformen der Bildungsmedien sehr von Verbesserungen der Technologie beeinflußt wurden. Es ist aufregend und interessant, zu erkunden, welche tatsächlichen Effekte und Nebenwirkungen eine Organisation, der Ungarn seit über 30 Jahren angehört, in ihrem Feld hatte. Um diese Wirkungen analysieren zu können, müssen wir uns zwei Dinge genauer anschauen: Einmal die Rolle der Bildungsmedienreform in der Vergangenheit, insbesondere während der Zeit, als Ungarn sich dieser internationalen Organisation anschloss, zum anderen müssen wir die Lehrpläne beschreiben, die während der Durchführung der Reformen gültig waren. Wir müssen auch die internationale Organisation, die Änderungen in ihren Zielen, ihrer Struktur und ihrer Funktion vorstellen. 相似文献
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《学校用计算机》2013,30(1-2):7-11
Abstract The vast educational potential of the Web continues to be largely unrealized in schools. There are many reasons for this, including cultural lag and the speed of technical advancements. Specific problems include educational Web pages that lack interaction, educational fads, frantic implementation of distance education with no regard for quality control, lack of teacher training, lack of institutional technical and pedagogical infrastructure, limited Internet access, and antiquated hardware. The article concludes with a call for research into these problems. 相似文献
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