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1.
Admiraal Wilfried F. Lockhorst Ditte Wubbels Theo Korthagen Fred A.J. Veen Wim 《Learning Environments Research》1998,1(1):59-74
The use of computer conferencing environments with student teachers and their supervisors was implemented during teaching practice and evaluated for four teacher education programs. Computer conferencing can be contrasted with the more common supervision methods, such as face-to-face conferences between the student teacher and the cooperating teacher, or between a group of student teachers and their supervisor at the teacher education institute. In our evaluation, we focused on participants' opinions of computer conferencing and their participation, activities and educational outcomes. During their field experiences, student teachers used computer conferencing primarily to exchange emotional support when they recognised similar experiences among their peers. It was less used for reflecting on their teaching and exchanging pedagogical content knowledge, including instructional methods and designs, classroom management strategies, general and instructional theories, and aspects of the teaching profession. This finding led to the conclusion that more attention should be paid to the structure of student teachers' learning environment, because more coaching and instruction of student teachers in their systematic and reflective use of computer conferencing leads to more varied and extensive communication 相似文献
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Ａｍｏｎｇｔｈｅｆｏｕｒｂａｓｉｃｓｋｉｌｌｓ ,ｗｒｉｔｉｎｇｉｓｔｈｅｗｅａｋｐｏｉｎｔｏｆｃｏｌｌｅｇｅｓｔｕｄｅｎｔｓｉｎＣｈｉｎａ .Ａｌｔｈｏｕｇｈｉｎｒｅｃｅｎｔｙｅａｒｓｍｕｃｈｍｏｒｅｅｍｐｈａｓｉｓｉｓｐｕｔｏｎｔｈｅｓｔｕｄｅｎｔｓ’ｐｒｏｄｕｃｔｉｖｅｓｋｉｌｌｓ ,ｄｕｅｔｏｔｈｅｌｉｍｉｔｅｄｔｉｍｅ ,ｔｈｅｙａｒｅｎｏｔｔａｋｅｎｖｅｒｙｓｅｒｉｏｕｓｌｙｉｎｐｒａｃｔｉｃｅ .ＩｎｃｕｒｒｅｎｔｃｏｌｌｅｇｅＥｎｇ ｌｉｓｈｔｅａｃｈｉｎｇｉｎＣｈｉｎａ ,ｕｓｕａｌｌｙｔ… 相似文献
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Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to develop their teaching programs. The study is qualitative and draws on teacher conversations and surveys using a community of inquiry theoretical framework to analyse the data. The results demonstrate that teacher professional development via video conferencing has both strengths and weaknesses but can support teachers through collaboration to develop their expertise in writing teaching programs. 相似文献
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陶翠婷 《中国教育技术装备》2011,(18)
随着网络技术的发展,特别是Internet的普遍应用,网络教学作为一种新的教学模式得到快速的发展.网络教学具有随时随地教学、资源的丰富性、交流方式的多样性等特点.但与此同时,随着网络教学的展开,网络教学也呈现一系列的缺点,如情感交流的缺失、课堂缺乏有效的监控等.视频会议系统能够提供几乎面对面的交流效果,为解决这些问题提供希望和可能.通过对网络教学和视频会议系统的分析,探索视频会议系统对传统的网络教学有哪些积极影响,并进一步总结出视频会议系统通过怎样的应用模式可以与传统的网络教学相结合来达到最理想的教学效果. 相似文献
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基于视频会议技术的远程教学系统及其应用 总被引：3，自引：0，他引：3
视频会议技术集通信技术、计算机技术和视听技术于一体，为我们提供了将图像、声音等资料进行异地双向传输的最佳手段。本文对视频会议技术的发展、视频会议系统的应用进行了较为全面的论述，并介绍了利用视频会议技术构建远程实时教学系统并应用于远程教学实践的情况。 相似文献
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本文针对抽象论证体系中的论据状态给出了一种基于标记的定义方法.与基于扩张的传统方法相比,此定义能够更加细致准确地描述论据状态.同时,本文对论据状态的等级进行了定义和区分,并把该等级作为接受或驳斥论据的依据.由于该方法基于标准论证体系定义,在实现上使用了已有的基于论证的证明方法,因此,该定义与以往的抽象论证体系是完全兼容的. 相似文献
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在实现经济稳步转型,构建和谐社会和追求教育均衡发展的背景下,我国幼儿教育财政体制改革势在必行,但改革必须在整个社会和教育改革的框架内展开.改革要科学论证,严密设计,综合配套,稳步推进;要尊重民意,争取社会的广泛认可与支持;宜从体制外到体制内,按时序展开.政府要加大对幼儿教育的财政投入,积极发挥宏观调控作用,维护和促进幼儿教育的公平. 相似文献
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Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(1):28-41
This article describes computer conferencing in its educational context, particularly as a tool for encouraging greater autonomy in the learner. Conferencing experiments at the Open University with a large undergraduate course (1000–2000 students) are described, and guidelines proposed: the conferencing system must be integral to the course and related directly to an assessment, the facility must be easy to use and the conference moderator needs special skills to manage the conference. Various problems can arise, such as the non-participant 'lurker' and the dominant personality. Ways in which conferencing can improve educational interaction are suggested. With an innovation as untested as conferencing, it is premature to expect definitive answers; rather this paper poses questions and identifies issues about the role of conferencing in education in the future. 相似文献
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Mary Ann Forgey Hilda Loughran Johna Hansen 《Journal of Teaching in Social Work》2013,33(4-5):449-466
Video conferencing has much potential to enrich international social work education. In this educational initiative, video conferencing was used to deliver a joint foundation social work practice class to students attending an MSW degree program both in the United States and in Ireland. Student feedback indicated that they gained an appreciation of the global nature of social work practice. They reported a deeper understanding of shared theoretical perspectives in relation to client engagement, and of the differences in many fields of practice. Students recommended additional opportunities for international discourse using both synchronous and asynchronous distance education methods. 相似文献
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Antonia Larrain Paulina Freire Christine Howe 《International Journal of Science Education》2013,35(6):1017-1036
Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10–11 and 12–13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older. 相似文献
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Andrew Vandenberg 《Education and Information Technologies》2005,10(1-2):33-49
In a context of financial restraint and enterprising university managers, teacher-researchers have reason to be sceptical about the trend towards online teaching and away from learning for its own sake. This article departs from both economic and technological determinism and turns instead to ideas about technology embedded in social and political institutions. Activity theory offers a useful means of analysing such embeddedness. Its Marxian assumptions about human nature specify a non-deterministic approach to technology. Its dynamic model of the subjects, tools, and objects of activity within a context of rules, a community, and a division of labour helps to specify aspects of the authors process of learning how to use electronic conferencing effectively. A full deployment of activity theory would also analyse the activity of students. Here the evidence comes mainly from the activity of researcher-teachers engaging greater activity among students. The numbers of students involved precludes reliable quantitative analysis but qualitative evidence from students does support conclusions about researcher-teachers learning how to make best use of electronic conferencing.Dr Andrew Vandenberg is a senior Lecturer in Politics at Deakin University, Australia. The conclusion of the research in this paper was assisted by a small grant from the Teaching and Learning Unit in the Faculty of Arts at Deakin University, led by Associate Dean Kevin OToole 相似文献
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Chun-Chun Yeh 《Pedagogies: An International Journal》2017,12(3):256-274
The teacher–student writing conference has long been recognized as being able to provide personalized instruction and contribute to learners’ writing development. However, teachers often find it time-consuming to conference with individual students on a regular basis. Conferencing with pairs of students, therefore, may become a more pragmatic option. While a promising approach, so far the practice of paired conferencing has received scant research attention. This exploratory case study investigated the dynamics of paired conferences held between 1 writing instructor and 23 Chinese-speaking undergraduates learning English as a foreign language, as well as students’ perceptions of paired conferencing. Data collected included 11 videotaped conferences, audiotaped interviews with the instructor and students, and a student questionnaire. Through a discourse analysis performed on the conference data, this study found that to justify and facilitate paired conferencing, the instructor employed strategies such as assigning pre-conference peer review, identifying shared problems, and involving the other tutee in problem solving. Results also indicated that peer interaction during the conference was limited, but the pre-conference peer review seemed to contribute to learners’ awareness of their own strengths and weaknesses. Overall, this study showed that students held favorable opinions about paired conferencing although sharing teacher time and attention might still be a concern with some students. 相似文献
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Janet Teeple 《Quest (Human Kinetics)》2013,65(1):66-70
A good curriculum structure will be both rational and coherent. It will be based upon values as well as reflect them. Further, it will place them into a justifiable order of priority. The term physical education, apart from its implicit dualism and ambivalence of meaning, has failed to differentiate satisfactorily between intrinsic and instrumental objectives and has not spelled out clearly what the educational part of the term refers to. The threedimensional model of the movement curriculum, it is argued, is able to do this and at the same time provide a framework in which such values as skill, knowledge, fitness, and pleasure can be appraised. 相似文献
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《学校用计算机》2013,30(1):189-211
Abstract This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of pre-service teachers in an introductory educational psychology course. First, Web conferencing enhanced the learning opportunities within educational psychology by providing an electronically shared space for hundreds of students to share, discuss, and reflect on case situations common in K-12 school settings. Second, this environment extended learning by including students from other universities and countries. Finally, instead of strictly relying on instructor cases and commentary, the Web transformed the learning process by allowing students to generate cases online and provide timely and relevant peer feedback. Across the two years of this study, students generated more than a thousand case situations that tended to focus on classroom management, motivation, and controversial issues or hot topics. Within these case situations, students were extremely task focused and offered each other extensive peer feedback. Despite many positive findings, various problems were encountered such as procrastination, limited text referencing, and few justified statements. Several future directions and recommendations are outlined. 相似文献
17.
Janice Wearmouth Alice Paige Smith Janet Soler 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):81-93
This article describes and outlines the implications of a one‐year case study of students’ use of the computer conferencing facility of a postgraduate module for special educational needs coordinators (SENCOs) at a distance‐learning institution. This facility incorporates a virtual space for a ‘guest expert’. The aim of the study was to inform future development of courses at a time when computer conferencing was just becoming widespread in the university concerned. Quantitative data associated with the volume and patterns of individual participation in the computer conference were collected as well as interview material from students, tutors and the ‘guest expert’. Findings from the study indicate that computer conferencing has the potential to facilitate the professional development of teachers as reflective practitioners and researchers. However, they also point to a number of barriers to student participation that must be addressed. These include access issues related to time constraints, unfamiliarity with the medium, and lack of confidence in expressing personal views in a public arena. A major conclusion drawn from this study is that it may be appropriate to consider future developments which incorporate the assumption that, in computer conferences of large professional development courses, students are much more likely to participate through reading rather than making personal contributions to conference discussions. This opens the possibility of reconceptualising the role of the ‘guest expert’ as two or more discussants with relevant expertise dialoguing with each other while students follow a threaded discussion and/or make personal contributions. 相似文献
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Chris Phillips 《Distance Education》1990,11(2):320-333
An important characteristic of computer conferencing in the context of distance teaching is that there is no requirement for all participants to interact at the same time. Individual users can participate at times which suit them. In an educational context, computer conferencing can provide for a variety of interactions between students, and between students and teaching staff. The .’electronic student lounge’ is a conference for socialising, for making friends, and for forming special interest groups. The 1989 extramural telecommunications (EXTEL) project at Massey University, New Zealand, provided a group of Computer Science students with such a facility. The project was based on an innovative, cheap, easy‐to‐use electronic messaging system developed at Massey.
This paper describes the EXTEL project, including the messaging system employed and the data gathering methods used to evaluate it. An analysis is presented of a sample of the more than 2000 messages exchanged over the trial period. The results of surveys of the participating students both before and after the trial are also presented. A significant proportion of the interactions were found to consist of ‘general chat’ thus supporting the notion that this type of facility helps reduce the isolation often experienced in distance teaching. 相似文献
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W. R. Klemm 《Community College Journal of Research & Practice》2013,37(5):507-518
For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own. Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing. In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work. 相似文献