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1.
Michelle Selinger 《Technology, Pedagogy and Education》2013,22(3):253-270
ABSTRACT The United Kingdom's Open University launched a part‐time distance taught course for pre‐service teachers in 1994. This paper describes the rationale for such a course which is usually full time and face to face in traditional university settings; how and why the issue of developing competence in IT was addressed through the home loan of a computer; and how the use of computer conferencing enhances students’ experience by enabling them to communicate with each other, members of The Open University course team and part‐time tutors. 相似文献
2.
Christina Kyounghee Lim 《The American journal of distance education》2013,27(2):41-51
Abstract The purpose of this study was to develop a predictive model of satisfaction of adult learners in a Web‐based distance education course and their intent to participate in future Web‐based distance education courses. The factors examined were computer self‐efficacy, academic self‐concept, age, gender, academic status, years of computer use, frequency of computer use, computer training, Internet experience in a class, and participation in a workshop for a Web‐based course. Computer self‐efficacy was the only predictor variable that was statistically significant. There was a positive relationship between learners' satisfaction with their Web‐based distance education courses and their intent to participate in future Web‐based courses. 相似文献
3.
James Johnson Richard Fiene Jane Keat Harriet Darling Donald Pratt Joyce Iutcovich 《Journal of Early Childhood Teacher Education》2013,34(4):267-274
Abstract In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
4.
The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
5.
Michelle Selinger 《欧洲师范教育杂志》1997,20(1):71-84
The largest post graduate initial teacher education course in the UK was introduced by the Open University in February 1994. The course is innovative in a number of ways: it is the first large scale distance taught pre‐service course in the UK; all students are loaned a computer for the duration of the course; and computer conferencing is used extensively for communication between students, part‐time tutors and the course team. In this paper the use of the computer conferencing element is described and evaluated, and ways in which electronic communications can be developed for this to be a truly effective medium for supporting the development of beginning teachers’ competence and confidence are discussed. 相似文献
6.
Drawing upon its experience as a pioneer of open and distance learning in the management education field, the Open University Business School of the United Kingdom has now extended its system of student communication and support to include the use of computer‐mediated conferencing as a mass teaching tool. After outlining the method of supported open learning practiced by this Business School, the article describes the use of computer‐mediated conferencing in the graduate entry course to the MBA programme, a course that attracts some 1,500 managers each year from across Europe. The article then summarizes two years of student evaluation of their use of computer‐mediated conferencing as a learning support medium. The article concludes with a discussion of the implications of student reactions to computer‐mediated conferencing for the future effective use of information and communications technologies (ICT) in management education. 相似文献
7.
网格是一种新兴的基础设施,网格计算在实现资源、计算和服务的共享等方面有着明显的优势,因此在很多方而都得到了广泛的应用.目前网格主要有3种结构:五层沙漏结构、开放式网格服务体系结构、网络服务资源框架,3种结构各有其产生和应用的背景,其演变过程表明了网格计算面向服务发展的方向,目前网格计算的研究工作主要集中在异构问题、可扩展性问题、自适应性问题、安全性问题、通信服务问题、服务信息服务问题等方面的研究. 相似文献
8.
Abstract Much attention has been focused on the application of computer technology to the delivery of education, through open and distance learning. Within this framework, however, emphasis appears to have been placed on ideal human characteristics rather than on the reality of adult human nature and experience. Using some examples from higher education and continuing education in Australia, this paper discusses technology in relation to the management of open learning; the characteristics, expertise and experience of the instructional developer and the learner. The authors suggest that the design considerations for technology‐based delivery systems for adults should employ a conceptual organization based upon four types of teaching and learning activities. 相似文献
9.
Gert Gast 《Educational Media International》2013,50(3):145-148
Abstract This article is based on a workshop held in NSW, Australia, in conjunction with the Australian Open Learning Information Network and the University of New England. The workshop envisaged possibilities of asynchronous course delivery through a low‐cost, community‐based, electronic network facility. We simulated the user interface for an Online Open University as it can be provided by Pegasus Networks, enabling distance education students to access lectures, interactive tutorials and a knowledge base. We report on an English freshman composition course ‘attended’ online by a Byron Bay student, and an informal journalism course conducted by the Extended Learning Network, Sydney. We show existing links between the NSW network ILANET and Pegasus Networks, and discuss further possibilities of library and database access for online students. 相似文献
10.
D. I. Crecraft 《European Journal of Engineering Education》1995,20(2):201-210
Over the first 25 years of its existence, the Open University has developed a range of high‐quality courses in engineering subjects. Printed texts are complemented by radio and television broadcasts, audio‐ and video‐cassettes, home experiment equipment, computing packages and laboratory‐based summer schools. Recent developments using new technologies are outlined. 相似文献
11.
The cheap and powerful personal computer (PC) has become an important and efficient tool for supporting engineering education. In this paper a PC‐based training module, AIROBOT,is presented. The purpose of this module is to provide a platform for students to develop and experiment with artificial intelligence techniques. The training module, AIROBOT,utilizes an electronic noughts and crosses game board which is interfaced to the Scorbot‐ER VII robot and a PC. The development and implementation of the module are discussed. Two techniques developed by the students are presented to illustrate the utilization of the module. The first technique involves searching a game tree data structure. The learning involves the on‐line generation of the game tree as the games are played. An evaluation function is used to facilitate the search. The other technique is based on the artificial neural network approach using the backpropagation paradigm. The structure of the neural networks, training and performances are presented. The PC‐based training module has the potential to enhance the student understanding through the practical application of artificial intelligence. It is envisaged that similar modules can be easily integrated into most engineering undergraduate robotics courses. 相似文献
12.
Joan Freedman 《Educational Media International》2013,50(2):78-83
Abstract A theory of creative thinking is presented as it related to the implementation of computer‐based instructional design. Methods used in a graduate‐level course at Johns Hopkins University for teaching creativity are described. An emphasis on process over product allows instructors to focus on problem‐solving strategies at all levels of development. Finally, the effects of the computer on the creative process are discussed and suggestions are made for avoiding the trap of technological obsolescence. 相似文献
13.
Stephen J. Hartley 《Computer Science Education》2013,23(2):199-213
In operating systems classes students study the theory, concepts, and mechanisms of operating systems: system calls, layered design, the client‐server model, processes, interprocess communication, CPU scheduling, deadlock, input and output, device drivers, memory management, file systems, protection, etc. Their understanding of these concepts will be enhanced if they are given the opportunity to examine the internal operation and source code of an actual operating system and see how the various concepts and features studied are implemented. By modifying the source code to change the behavior of the operating system or introduce new features, students can further enhance their understanding and gain valuable practical experience. This article describes the use of the Apple Macintosh version of MINIX, a UNIX look‐alike operating system available in source form, in an operating systems workshop course. The use of the Macintosh version is compared to the IBM PC version. What the students learned from the workshop assignments is discussed. 相似文献
14.
Assessing Farmer Innovations in Agroforestry in Eastern Zambia 总被引：1，自引：0，他引：1
V Stewart S. Marsh R. Kingwell D. Pannell A. Abadi S. Schilizzi 《The Journal of Agricultural Education and Extension》2013,19(2):117-128
Abstract An interactive group‐based farm simulation game used in Australia for farming‐systems education is described. The computer‐aided game is the main feature of a facilitated one‐day workshop. The game and the workshop are designed to feature fun and learning for farming systems. Responses of game players are collated to reveal their perceptions and experiences of the game. Player feedback indicates that they find the game challenging, entertaining and effective in conveying a range of farming systems issues. The Australian experience shows that it is possible to design a game package that harnesses the beneficial elements of fun, group activity, facilitation, computer simulation and peer competition; with the outcome of stimulating and facilitating people's learning about fanning systems. 相似文献
15.
Mohammed K. Khalil Debbie L. Kirkley Jonathan D. Kibble 《Anatomical sciences education》2013,6(5):342-350
This article describes the development of an interactive computer‐based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self‐directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed‐ended and open‐ended items. Closed‐ended items using a five‐point Likert‐scale assessed the format and navigation, instructional contents, group process, and learning process. Open‐ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self‐monitoring of their learning. Anat Sci Educ 6: 342–350. © 2013 American Association of Anatomists. 相似文献
16.
Abstract The initiative ‘Offenes Deutsches Schul‐Netz’ (ODS) ‐ The Open German School Network ‐ sees itself as a joint cover for school networking in Germany. In this article, we give an insight into the very successful ideas on which ODS is based. Practically every computer‐mediated communication between schools in Germany and abroad is transmitted on the basis of agreements by the ODS with various servers. We describe, briefly, how we imagine networking between schools in future. 相似文献
17.
Frank Rosenkränzer Christian Hörsch Stephan Schuler Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951
ABSTRACTSystems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. 相似文献
18.
Alistair D. N. Edwards 《Educational Media International》2013,50(2):100-103
Abstract In 1988 the Open University is implementing a major new policy on the use of computers in its courses; students taking certain courses will be obliged to have access to a microcomputer. This new policy has many far‐reaching consequences, not least for students who are disabled. In the past most computing in Open University courses has been done by students using terminals in local study centres, linked to the University's mainframe computers. Also, a number of students who are disabled have used computers in their studies, principally for word‐processing written work. By interviewing disabled students who have taken such courses, and surveying other disabled students, it has been possible to anticipate to some extent the likely impact of the home‐computing (HC) policy. Results suggest that for many disabled‐ students the HC policy represents an improvement in their opportunities; now they will be able to study courses involving computers entirely at home. However, a number of problems have also been identified. Hopefully, as many of these have been recognised at an early stage, it will be possible to address them before they affect students directly. 相似文献
19.
W. James Bradley 《Computer Science Education》2013,23(2):113-126
In recent years many computer science educators have struggled with the problem of how to include instruction on social and ethical issues in the computing curriculum. This article describes one approach to solving this problem. It outlines a course called Perspectives in Computing that the author has taught for junior and senior computer science majors. One unifying theme of the course is that computers alter human relationships‐‐they create relationships that would not have existed otherwise and they change existing relationships. The course both examines the nature of those relationships and studies the ethical dimensions of the computer's impact. A second unifying theme is that computing as a discipline affirms a set of professional values. The course attempts to help students discern those values and to develop a thoughtful critique of them. 相似文献
20.
The primary thesis of this article is that undergraduates of any major can understand the important theories of computer science (CS) and the relevance of computing technology. We propose that by conceptualizing CS service courses as liberal education classes that emphasize such topics, we can move students from a state of technological ignorance and fear to one of understanding and appreciation of technology. Here, we provide an instance of such a course. A detailed explanation of the course and student and instructor evaluations are described and discussed. 相似文献