共查询到20条相似文献，搜索用时 140 毫秒
1.
2.
马群燕 《江西电力职业技术学院学报》2023,(3):97-99
随着信息技术的快速发展和网络的普及,民办高校图书馆的发展面临着新的机遇与挑战。信息时代,民办高校图书馆电子阅览室利用率受到诸多因素的影响,读者较少在电子阅览室查阅相关资料,导致电子阅览室利用率不高。基于此,简要介绍了电子阅览室的功能与作用,指出了电子阅览室资源使用中存在的问题,并提出了改变此现状的措施,以期提高民办高校图书馆电子阅览室利用率。 相似文献
3.
如何提高高职院校图书馆电子阅览室利用率 总被引：1，自引：0，他引：1
高职院校图书馆电子阅览室在读者服务上有着很大的优势,也存在着如利用率方面的不足,文章通过分析电子阅览室的使用现状,提出了提高高职院校图书馆电子阅览室利用率的几项措施。 相似文献
4.
刍议高校图书馆电子阅览室的功能拓展与优质服务 总被引：1，自引：0，他引：1
随着改革开放的进一步深入,中国经济迅猛发展。这种强有力的发展趋势也体现了全国高校图书馆的拓展建设、改进,体现了图书馆电子阅览室的多媒体化、网络化、信息化、现代化、科技化。本文就图书馆电子阅览室特点及其功能的演变、现代电子阅览室特点、电子阅览室使用效率问题、功能与服务优化方案这四个方面存在的问题,提出解决方案。 相似文献
5.
涂捷 《襄樊职业技术学院学报》2013,(1):138-140
高职院校图书馆电子阅览室相关管理人员只有不断提高专业技能,提高主观能动性,才能为高职院校的广大读者提供内容丰富、质量高的信息文献资源。文章在调查高职院校图书馆电子阅览室使用现状的基础上,提出了提高电子阅览室电子资源使用率的具体对策。 相似文献
6.
寿先红 《安阳师范学院学报》2012,(2):49-52
针对目前很多高校图书馆电子阅览室管理过程中存在的问题,研究并设计了高校图书馆电子阅览室管理系统,介绍了在设计过程中用到的关键技术及主要设计过程。该系统的研究与设计,方便了管理员的管理,提高了电子阅览室的使用效率。 相似文献
7.
李守仁 《岱宗学刊(泰安教育学院学报)》2010,14(1):125-126
伴随着电子阅览室的普及使用,强化高校电子阅览室的科学管理和优质服务,成为高校图书馆管理的重要内容。加强电子阅览室的科学管理和提高电子阅览室的服务质量,需要通过完善管理制度、强化服务理念、提高工作人员素质、丰富电子资源及利用高效技术手段等措施加以实现。 相似文献
8.
郝丽娜 《武汉工程职业技术学院学报》2012,(3):47-50
通过分析高职院校图书馆电子阅览室的使用现状,对如何提高电子阅览室软硬件资源利用率、如何更好地发挥辅助教学研作用进行探讨,并结合高职院校特点提出创新电子阅览室服务功能的思路和建议。 相似文献
9.
舒子谦 《黔南民族师范学院学报》2010,30(2):82-84
建设和使用电子阅览室是新时期高校图书馆和公共图书馆发展的必然趋势,在其日益发挥出重要的作用的今天,如何对电子阅览室进行管理显得尤为重要.本文就电子阅览室的管理方法以及其未来的发展作了探讨. 相似文献
10.
电子阅览室是信息技术发展的客观要求,电子阅览室的发展极大地方便了广大读者检索、查阅和利用信息资源.加强电子阅览室的管理与服务,有效地发挥电子阅览室的作用.随着计算机技术和网络技术的发展,独立学院图书馆纷纷建立起电子阅览室,以满足广大读者日益增长的信息需求.电子阅览室己成为独立学院图书馆中最受欢迎和使用率最高的热点服务部门之一,因此如何对电子阅览室进行科学管理和服务,已成为独立学院图书馆必须面临的重要课题. 相似文献
11.
Although a large literature explores the achievement gap between minority and non-minority students, very little is known about whether disparities in access to technology are partly responsible. Data from the first-ever field experiment involving the random provision of free computers to low-income community college students for home use are used to explore whether home computers are beneficial to minority students. I find that minority students receiving free computers achieved better educational outcomes than the control group that did not receive free computers. Minority students may have benefitted more from receiving free computers because of fewer alternatives for accessing home computers due to lower rates of computer ownership among family, friends, and relatives. Implications for the achievement gap and policy are discussed. 相似文献
12.
Although prior research has identified general procedural and qualitative differences between word-processed and pen and paper writing, little attention has been directed toward identifying how these differences relate to the prior word processing experiences of individual students. Additionally, few researchers have addressed the issue of fairness when discussing the use of word processors in writing assessment. This study investigates this relationship by comparing essays composed with pen and paper for a direct writing assessment to those composed with a word processor by students having different levels of experience with using word processors for writing.We observed differences between the two composition media similar to differences observed in previous studies of word-processed writing. That is, our results show that, overall, word-processed essays are neater and longer than were pen and paper essays. Word-processed essays also have a more formal tone and a weaker voice than their pen and paper counterparts. No composition medium differences were observed for the number of mechanical errors.In terms of how word processor experience interacts with writing quality, we found that word processors use neither improved nor worsen the quality of essays produced by students who have medium to high levels of experience using computers for writing. On the other hand, the word processor essays produced by students with a low level of experience writing with computers were scored, on a six-point scale, almost an entire point lower than those produced with pen and paper by these same students. Groups with high and medium levels of experience with word processors wrote slightly more words with a word processor than with pen and paper. On the other hand, the group with a low level of experience with using computers for writing wrote over 100 words fewer on word processors than with pen and paper. As for the number of simple sentences, groups with high and medium levels of comfort and experience with computers for writing wrote fewer simple sentences with a word processor than with pen and paper, while the group with a low level of comfort and experience with computers for writing wrote more simple sentences with word processors than with pen and paper. There were no group by media interactions for the number of mechanical errors. 相似文献
13.
We used data gathered via investigative “RoundUp” software to measure a year of online child pornography (CP) trafficking activity by U.S. computers on the Gnutella peer-to-peer network. The data include millions of observations of Internet Protocol addresses sharing known CP files, identified as such in previous law enforcement investigations. We found that 244,920 U.S. computers shared 120,418 unique known CP files on Gnutella during the study year. More than 80% of these computers shared fewer than 10 such files during the study year or shared files for fewer than 10 days. However, less than 1% of computers (n = 915) made high annual contributions to the number of known CP files available on the network (100 or more files). If law enforcement arrested the operators of these high-contribution computers and took their files offline, the number of distinct known CP files available in the P2P network could be reduced by as much as 30%. Our findings indicate widespread low level CP trafficking by U.S. computers in one peer-to-peer network, while a small percentage of computers made high contributions to the problem. However, our measures were not comprehensive and should be considered lower bounds estimates. Nonetheless, our findings show that data can be systematically gathered and analyzed to develop an empirical grasp of the scope and characteristics of CP trafficking on peer-to-peer networks. Such measurements can be used to combat the problem. Further, investigative software tools can be used strategically to help law enforcement prioritize investigations. 相似文献
14.
This article is based on a survey carried out at Imperial College, to understand better needs, problems, advantages/disadvantages and solutions in the use of new technologies in a specific context, such as engineering education. In comparison with other research on this matter, perceptions, benefits and barriers to using computer-assisted learning and information and communication technologies in higher education, the present study reveals something more about the use of educational technologies in scientific subjects: many lecturers believe that technical subjects do appear to benefit greatly from the ability to teach using real-life computer simulations which help with student motivation and understanding. Moreover, the use of computers allows practical experiences and help in data analysis, and often work would be impossible without computers. Nevertheless, the survey results indicate that, although there are many advantages in the use of computers in teaching and learning, there are many difficulties for lecturers in using the new technologies because of logistical problems, such as lack of time, technical support, appropriate software and hardware, etc. There is a need to consider what support can be offered and how, on a national level. 相似文献
15.
《学校用计算机》2013,30(3-4):93-106
Abstract Reports show that handheld, wireless computers, once used by business professionals to keep track of appointments, contacts, e-mail, and the Internet, have found their way into classrooms and schools across the United States. However, there has not been much systematic research to investigate the effects of these new technology tools on student attitude and learning outcomes, nor has there been much research evidencing that handheld, wireless computers can improve student engagement in the learning process. The purpose of this paper is to use the literature on principles of learning and instruction to develop an action-instructional model for utilization of handheld computers in the classroom. It will explain how such a model was used to integrate handheld, wireless computers in the design and development of classroom instruction and what the evaluation results are. The paper also provides some insights on what was learned from this experiment. 相似文献
16.
This study investigated the effect of Pen-Point and Powerbook computers on solving a multiple step chemistry (molaritý) problem among White, Afro-American and Hispanic students (N=60) at the high school level. The screens on both computers were partitioned into a work field and a reasoning field. Both computers were programmed to record the time spent in each field, the number of entries made, and a copy of the entries made. Statistical analysis of data showed that more of the White and Afro-American Pen-Point computer users solved the problem correctly than did students using the Powerbook computer. All three ethnic groups made fewer entries, and took less time using the Pen-Point computer than the Powerbook. Attitude survey results of all ethnic groups showed that more Pen-Point computer users felt comfortable working with computers. Over all, the results suggest that the Pen-Point computer has a more positive effect on the problem solving performance and attitude of students towards computers than the Powerbook computer. 相似文献
17.
Ola Berge Annita Fjuk Arne-Kristian Groven Håvard Hegna Jens Kaasboll 《Computer Science Education》2013,23(4):331-335
With the proliferation of personal computers in the home and in the workplace, there is an ever increasing demand for the integration of computers into the curricula of educational institutions. Invariably, the approach taken to satisfying such demands involves the training of the current staff of educators in the use of personal computers as both a teaching and a research and administrative tool. This article will look at the educator's anxiety prior to training on the computer, and the changes in attitude brought about by continuous exposure to the computer in a classroom setting. 相似文献
18.
Catherine McLoughlin & Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):125-136
In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
19.
Mustafa Do?an 《Journal of Mathematics Teacher Education》2012,15(4):329-341
The use of computers and technology in mathematics education affects students’ learning, achievements, and affective dimensions. This study explores prospective Turkish primary mathematics teachers’ views about the use of computers in mathematics education. The sample comprised of 129 fourth-year prospective primary mathematics teachers from two different universities in Turkey. Data consisting of participants’ written responses were qualitatively analyzed and categorized according to TPACK. Results show that the prospective teachers’ views about computers and their use in mathematics are usually positive. They enjoy working with computers, even though they are only able to perform relatively minor calculations with computers. They stated that improved use of computers can help them to learn and teach mathematics more effectively. However, they did not feel confident about their ability to teach mathematics using computers. 相似文献
20.
Ann Colley Chris Comber 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):155-165
The present study examined possible changes in the computer experience and attitudes of 11-12-year-old and 15-16-year-old students following a period in which ICT has become much more widely used in the school curriculum. In comparison with findings from a similar study undertaken in the early 1990s, there was some evidence of a reduced gender gap, particularly in the use of computers for applications such as word-processing, graphics, programming and maths. In addition, more recently introduced applications such as e-mail, accessing the internet and using CD-ROMs showed no overall gender difference in frequency of use. However, some gender differences remained, particularly in attitudes. Boys still liked computers more, were more self-confident in their use and, unlike previously, sex-typed them less than girls. They also used computers more frequently out of school, particularly for playing games. There was some evidence that, as found previously, older girls held the least positive attitudes, and it is suggested that their approach to computers may be influenced by the cultural pressures of gender stereotyping. More general age differences in use and attitudes were also found, and these may result from the different computing applications used by Year 7 and Year 11 pupils at school. In summary, although we found evidence of some change since the early 1990s, increased exposure to computes has not closed the gender gap. 相似文献