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1.
《The Internet and Higher Education》2010,13(4):218-225
Web 2.0 communication tools have considerable promise for supporting collaborative learning. But there is a need for research examining learners' and teachers' experiences of the newer communication tools, such as wikis, in comparison with well-established tools, such as discussion forums. This paper reports on an initiative where distance learners used an in-house wiki for online tutorials which had previously taken place via forums. The perspectives of students and tutors on this experience were gathered via an online questionnaire to students and unstructured online feedback from tutors. Some students and tutors felt that the wiki was better than a forum for collaborating on shared documents. However, at that stage in the wiki's development it was found to be more difficult to use than a forum, and slower. Some tutors found the wiki to be too slow to use effectively. These findings highlight the importance of good usability in collaborative software. The research also revealed that some students were uncomfortable with the prospect of editing each others' work in the wiki. They had concerns related to ownership of contributions. This finding relates to the concept of ‘sociability’ in relation to online communication. The research therefore identifies both usability and sociability as key requirements for Web 2.0 communication tools. 相似文献
2.
合理接受网络协作交流工具,能提高师生交互效果,促进协作效率。为探讨网络协作学习中影响学习者接受交流工具的主要因素,本文根据技术接受模型(TAM)理论,提出了基于TAM的协作交流工具接受行为模型,并对理论模型和研究假设进行了分析。研究结果表明,技术特征、任务特征和个体差异显著影响个体的感知有用性和感知易用性;学习环境显著影响个体的感知有用性和接受行为,感知有用性和感知易用性显著影响接受意愿,而接受意愿又对接受行为有显著影响。研究结果从实证角度对协作交流工具接受行为模型提供了支持,也为优化协作学习设计提供了依据。 相似文献
3.
Kevin C. de Berg 《Science & Education》1995,4(1):47-64
In this article the pressure-volume law is reviewed from the point of view of its historical emergence from 1644–1662 and its application in the science classroom. It is contended that mathematical laws in science have value as rich conceptual tools in addition to their role in computation. A classification scheme for algebraic mathematical expressions, based on their historical context, is proposed as a means of assigning significance to the mathematical expressions commonly used in science. 相似文献
4.
Vlachopoulos Dimitrios Makri Agoritsa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):605-632
Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.
相似文献5.
在线学习中的交互设计——以交互结构为核心的交互设计方法 总被引：2，自引：0，他引：2
曹良亮 《中国远程教育(综合版)》2010,(1)
信息技术的发展使得在线教学过程中的交互活动越来越丰富,各类同步、异步交互工具在各种形式的在线学习的教学实践中都得到了广泛的应用。新技术条件下的交互活动也逐渐成为远程教学中的一个重要教学手段和实现远程教育中教与学再度整合的关键。但是由于在线教学中,影响学习者实现高水平交互活动的因素较为复杂,我们有必要对在线学习中的交互系统进行深入的研究和系统的分析和设计。本文结合在线教学的实践,以在线学习中交互活动的组织结构模型为核心,在系统研究在线学习交互效果的各类影响因素以及交互媒体和交互工具特点的基础上,提出了在线学习中的交互设计概念,并且建立了一套以交互结构为核心的、在线学习的交互设计方法的四阶段模型。研究者希望该模式能够对在线学习中的交互活动的组织和实施提供一定的指导和参考。 相似文献
6.
Lisa Lobry de Bruyn 《Distance Education》2004,25(1):67-81
More units of study are being offered flexibly, using distance education and online facilities, as a consequence of recent educational developments in higher education, with learner expectations of being able to study when they like and where they like, as well as increasing class enrolments and more students studying remotely or part‐time. However, the quality of the learning experience and the efficacy of placing learning activities that require student interaction and discourse in an online environment have been questioned. The concerns raised by educators regarding placing learning activities online are often about the types of learning environments that are being created and the tools available to support student communication in a virtual learning environment. Asynchronous computer‐mediated communication is one means of allowing students to communicate independently of time and place, and to communicate questions, opinions and queries when transferring interactive learning activities to an online environment. The use of threaded, online discussions that allow asynchronous communication has been criticised for not producing the perceived benefits for learners and educators. This paper assesses the use of asynchronous computer‐mediated communication and the degree of convergence and level of social presence as indicators of developing highly responsive and interactive learning environments in the context of an inquiry‐based learning activity, using a case study approach with problem solving and self‐directed research. 相似文献
7.
Nadire Cavus 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):19-30
Recently, because of the rapid increase in the popularity of the Internet, the delivery of learning programmes has gradually shifted from local desktop to online‐based applications. As more and more technological tools become available for online education, there is an increasing interest among educators and other professionals in the application of these tools with regard to online courses. In large‐scale operations, online learning management systems (LMSs) can save cost and time. LMSs are software applications that comprise a suite of tools for learning and teaching online. In conventional educational settings, online LMSs can help to improve the speed and effectiveness of the educational process, communication among learners, and also between staff and students. There are a large number of open‐source and commercially available LMSs on the marketplace, and one of the problems facing an administrator or instructor is how to choose the LMS that can meet his/her needs. This paper describes a software system developed by the author to aid in the selection of a suitable LMS. The software is a web‐based decision support system, titled Easy Way to Evaluate LMSs, and is based on using a multi‐attribute decision‐making algorithm for the effective selection of an LMS. 相似文献
8.
《理论付诸实践》2012,51(2):83-90
Understanding the interactions between people, computer-mediated communication, and online life requires that researchers appropriate a set of methodological tools that would be best suited for capturing and analyzing the phenomenon. However, these tools are not limited to relevant technological forms of data collections and analysis programs; it also includes relevant theoretical frameworks for researchers to use when studying these interactions. In this article, the author proposes activity theory as an underused, but powerful, conceptual tool for qualitative researchers to use when studying digital life. The author first provides a synopsis of activity theory, explains why it fits well with both digital studies and qualitative research, and applies activity theory to understanding an online community. This article is meant to be a starting point for qualitative researchers interested in finding a new conceptual framework to holistically study the nexus of people, technology, and community online. 相似文献
9.
Online learning has become more popular in higher education with its advantages of flexibility and accessibility. However, there have been challenges to students’ learning experience in online learning. One critical challenge would be providing interactions between students and instructors as good or effective as in the face‐to‐face environment. However, providing face‐to‐face interactions in online learning is not feasible because students and instructors are not physically present together. In this study, we introduce and empirically investigate social presence as student learning experience in online learning in which physical presence does not exist. Drawing upon the social presence and online learning literature, we propose a research model to explore how the interactivity of communication tools can drive social presence and student satisfaction in online learning. Furthermore, this study examines gender difference as a moderator in the model. Data were collected from undergraduate students who were taking online business statistics courses where an interactive communication tool was required to use for class communication and collaboration. The results showed that social presence driven by tool interactivity had a significant impact on student satisfaction in online learning. We also found that gender difference moderated the relationship between tool interactivity and social presence in online learning. 相似文献
10.
Online group work can be complicated because of its asynchronous characteristics and lack of physical presence, and its requirements for skills in handling technology, human relationships, and content-related tasks. This study focuses on the administrative, logistical and relationship-related challenges in online group work. Challenges in areas such as commitment/responsibility, communication/coordination, structure/management, and leadership are discussed; strategies for how to streamline the management of online group work, how to decrease unnecessary logistical load and extra layers of structure, and how to improve online group work through the design of the syllabus are presented. The study suggests that instructors split group work into individual portions, use peer evaluation, establish guidelines for communication, use tools such as Google Drive to streamline duplicate works, monitor the process of the group work, and give group members freedom, ownership, and autonomy in their group work. 相似文献
11.
This study examined differences in student satisfaction and perceptions of online teamwork in two cohorts of an undergraduate educational technology course: one delivered fully asynchronously and the other incorporating synchronous Google Hangouts sessions in student online teamwork. Participants included 50 undergraduate students at a large university in the northeastern United States. Results indicated that the cohort that used synchronous Google Hangouts as a tool supplementary to the asynchronous communication components such as discussion boards and e-mails had a higher level of satisfaction with online teamwork when compared with the cohort that used only asynchronous communication tools. In addition, students reported that synchronous communication using Google Hangouts helped them develop a sense of community. Implications of the results are discussed. 相似文献
12.
We explore some key constructs and research themes initiated by Jim Kaput, and attempt to illuminate them further with reference
to our own research. These ‘design principles’ focus on the evolution of digital representations since the early 1990s, and
we attempt to take forward our collective understanding of the cognitive and cultural affordances they offer. There are two
main organising ideas for the paper. The first centres around Kaput’s notion of outsourcing of processing power, and explores
the implications of this for mathematical learning. We argue that a key component for design is to create visible, transparent
views of outsourcing, a transparency without which there may be as many pitfalls as opportunities for mathematical learning.
The second organising idea is Kaput’s notion of communication and the importance of designing for communication in ways that
recognise the mutual influence of tools for communication and for mathematical expression. 相似文献
13.
Elements of Epistemological Knowledge for Mathematics Teachers 总被引：1，自引：1，他引：0
Heinz Steinbring 《Journal of Mathematics Teacher Education》1998,1(2):157-189
Epistemological knowledge of mathematics in social learning settings is an important type of professional knowledge for mathematics
teachers because it refers to social and interactive processes of communication. This article focuses on one central aspect
of epistemological mathematical knowledge, namely on the problematique of how mathematical signs and symbols gain meaning
in the interactive social processes of teaching and learning. A teaching episode is presented and analyzed from an epistemological
perspective. This analysis leads to the identification of three important components of epistemological knowledge that could
be introduced into the education of mathematics teachers: the developmental nature of mathematical knowledge; interactive
social processes of mathematical communication as autonomous systems; and the interdependence of social and epistemological
constraints in mathematical communication.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
胡勇 《现代远程教育研究》2014,(3):87-93,107
在线学习环境缺乏人际交互的缺点在一定程度上决定了在线学习需要依靠学习者之间的交流和协作才能维持。对于在线学习的实际成效,研究者已经开发了不同的测量工具和评价方法来对其进行测量,但由于这些工具和方法之间缺乏内在一致性,使得针对学习的直接测量十分困难,因而感知学习常被用作反映学习的指标,也被视为衡量网络教学成功的重要标志之一。影响感知学习的变量很多,既有个体层面的,也有小组层面的。以天津职业技术师范大学本科生参与的网络课程“远程教育学”为例,运用逐步回归方法进行的实证研究表明：个体层面的变量——个体的协作学习态度、与熟人的交流能力,小组层面的变量——小组任务的相互依赖、小组任务的有效分配以及社会临场感都会显著影响学习者的感知学习。 相似文献
15.
Janet M. Joiner 《Journal of Teaching in Social Work》2019,39(4-5):361-373
ABSTRACTAttention has been given to the revised National Association of Social Workers (NASW) Code of Ethics that guides social worker use of technology. The revision of the NASW Code of Ethics has signaled a transition in the profession toward ethical online practice using modern techniques and contemporary tools. Practicing social workers are applying these new ethical standards, and many social work educators are doing so when using information and communication technologies with students. However, little research focuses on teaching social work students about digital ethics and professional online conduct. This paper explores the importance of preparing social work students for ethical online behavior. 相似文献
16.
数学标记语言MathML 总被引：6，自引：0，他引：6
随着网络技术的发展,各个科研领域之间的信息交流日趋频繁,针对数学公式在Web上的应用,W3C组织提出了一种基于XML的数学标记语言(简称MathML)。该文通过简要介绍MathML的发展状况、语法结构以及相关的工具软件,为数学公式在Web上的应用提供了一种全新的解决方案。 相似文献
17.
Katrina Yan Liu 《Asia Pacific Education Review》2012,13(4):701-711
This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three contextual factors. The design factors include learning goals, communication tools, participant structures, and member responsibilities; the contextual factors are culture, politics, and economics. Finally, the role of universities and implications of the design framework for teacher professional development in the new culture of learning are discussed. 相似文献
18.
构建基于网络的合作学习环境 总被引：11，自引：0，他引：11
在信息与通讯技术越来越发达的今天，基于网络的远程学习已变得越来越重要。该介绍的是如何构建基于网络的合作学习环境，着重介绍了网络学习环境的三个基本要素：学习内容、通讯工具及协同合作，并对每一要素的特点及可利用的工具进行了分析，章最后呈现了一个基于网络的合作学习环境实例。 相似文献
19.
“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden). 相似文献
20.
话语是思想政治教育主体双方达成有效沟通的必备条件,而思想政治教育者的话语表达则直接影响到思想政治教育实效性的实现程度。在信息多元化的全民传播时代,对网络舆情的了解把握与引导应对逐渐成为新时期思想政治教育的重要工作。网言网语在丰富人们思想情感表达方式和内容的同时,也对如何实现网络思想政治教育实践中话语表达的与时俱进提出了新的要求。网络舆情脾性复杂,思想政治教育者只有熟悉了解其特性及其对社会舆情内涵的多重影响效应,了解掌握网言网语及其表达方式,才能在网上与年轻人的思想交流中顺畅参与沟通,适时适度作出适当的话语回应,实现有效教育引导。 相似文献