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张晓梅 《宁夏师范学院学报》2015,36(2):151-154
信息技术改变着人们的生存方式,包括践行方式、思维方式以及人际关系交往的社会方式。正是这种新型的教学环境,给传统的学习方式带来了巨大的变革。但学者们结合贫困地区的特点探讨信息化学习方式的文章还很少,尤其是对像宁夏西海固这样的民族聚居地区的信息化学习方式的研究更是少之又少。针对这种情况,对贫困地区信息化学习方式的现状进行分析和探讨,并结合宁夏西海固地区现有的条件探究信息化学习方式的转变方式。 相似文献
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信息化时代的态势("SWOT")分析指对与研究对象相关的优势、劣势、机会、风险四个因素进行分析研究并在此基础上制定相应的发展战略、计划以及对策的一种方法.信息化时代给特殊教育的教学方式带来了机遇:突破时空限制,促进特殊教育的学习方式变革;让个性化教学方式成为特殊教育的现实;信息化时代使得特殊教学模式多元化.应对信息化时代带来的新挑战,要注重教师教育理念和信息技术素养培养培训;注重网络德育和美育于教学活动的融合;注重教师在线个性化指导;注重学生的知识辨别于接受能力引导. 相似文献
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介绍了教育信息化的意义以及由此带来的教学观念、教学方式、学习方式的深刻变革，探讨了师范教育信息化改革的措施。 相似文献
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一、信息化教学定义
信息化教学是一种技术介入教学的活动.技术介入教学,给教学带来的是一种教学环境的改变和学习方式的改峦. 相似文献
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教育信息化进程中的反思 总被引：8，自引：0，他引：8
教育信息化带来了教育方式和学习方式的重大变化,也改变了我们的生活方式和工作方式。但在教育信息化进程中,也出现了一些影响教育信息化健康发展的问题,这些问题如果不引起重视,将会影响到教育信息化所能产生的效益与效果。文章从投入与获取的反比现象、购房与装修的倒挂以及信息技术教育的丰产不丰收现象等七个方面进行了阐述,以便引起我们的思考。 相似文献
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科学技术的突飞猛进带来了人类社会的不断变革，信息化浪潮已波及世界的每一个角落。信息技术的发展和互联网的广泛应用，改变着人类的生产方式、生活方式、交往方式、学习方式和教育方式。教育的信息化，尤其是高等教育的信息化有其突出的特征和丰富的内涵，同时，它也对教育者提出了新的要求。 相似文献
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二十一世纪是信息化时代。经济一体化和信息全球化是时代的主要特征,信息技术给人们的工作、生活、娱乐和学习带来了巨大的便利。特别是在教育领域,多媒体技术给教育带来的影响,不仅表现为教育形式和学习方式的改变．而且对于教学的理念、思想、观念、内容、模式和方式也产生非常深刻的影响。 相似文献
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在知识化、信息化时代,随着信息技术的发展及其在教育领域的推广应用,拓展了教育的时空,给教育带来了巨大的挑战。正是这种新型的教学环境,改变了传统教学中师生的角色位置和相互关系,给传统的学习方式带来了巨大的变革,改变了学生学习观念,影响着学生学习内容的呈现方式,扩展了学生学习媒体的界限,为教育的发展提供了一个全新的平台和工具。 相似文献
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计算机辅助教学带来的信息化教学观念转变 总被引：8，自引：0，他引：8
计算机辅助教学带来的信息化教学观念转变常林以计算机技术为核心的信息技术,正在改变整个社会的生产方式、生活方式和学习方式,推进整个人类社会进入信息社会。进入９０年代以来,世界上的许多国家都从各自的国情出发,开展教育改革研究和实践。为适应科学技术信息化和... 相似文献
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This special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's emotional state during learning?). A useful goal of research on emotions in e-learning is to test an affective-cognitive model of e-learning with links among an e-learning episode, the learner's emotional reaction during learning, the learner's cognitive processing during learning, and the learning outcome. 相似文献
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深度学习是学习科学的主旨,也是现阶段所要破解的e-Learning难题,因此,对学习科学视域下的e-Learning深度学习进行研究,追溯起源,把握热点对推进e-Learning学习意义深远。在梳理e-Learning的现状及主要问题的基础之上,剖析了学习科学领域深度学习的重要性,以深度学习的内涵与特征、有意义学习是深度学习的主旨、高水平思维是深度学习的核心等理念为依据构建了e-Learning环境下深度学习分析模型,继而又以此为据,对e-Learning深度学习的研究现状进行述评。研究发现,为了进一步推动学习科学的发展,深度学习的研究必须在学习过程的评估与分析、情感体验等方面进一步加强,在研究方法与研究视角方面进行多角度创新,研究应该更精细深入,多进行相关的量化研究,以充分利用学习评估技术对深度学习的现状进行把脉。 相似文献
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Evaluating the Effectiveness of e-Learning 总被引：1，自引：1，他引：0
Hareton K.N. Leung 《Computer Science Education》2013,23(2):123-136
E-learning is a growing trend among many higher educational institutions. Learners and teaching professionals are attracted by the many benefits of e-learning, such as the flexibility of learning anywhere, at any time and at an individualized pace. The question of the effectiveness of e-learning should be reviewed before adopting e-learning on a large scale. This paper presents a study to evaluate the effectiveness of e-learning, relative to the performance of conventional learning, for a software engineering course. In particular, we compare assessment scores of the cyber group and the conventional group. Our study indicates that e-learning is as effective as the conventional mode of learning. 相似文献
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Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments. 相似文献
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《Journal of Further & Higher Education》2012,36(3):227-245
In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials ‘on the Web’. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student–faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed. 相似文献
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网络学习空间建设是我国“十二五”教育信息化建设的核心目标与标志工程之一,旨在推动并落实个性化学习,促进教学方式与学习方式的变革。网络学习空间是数字化学习环境的一种,其设计及应用需要以具体的教学模式与理念为参考依据,然而,目前绝大多数网络学习空间设计框架并未结合具体的教学模式,无法达成通过网络学习空间促进教学方式与学习方式变革的作用。在充分体现“以学生为中心”的翻转课堂模式视角下,基于对翻转课堂模式影响策略及网络学习空间建构维度分析的基础,探讨了网络学习空间建构模型并进行案例设计。 相似文献
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Somayeh Fatahi Faezeh Shabanali-Fami Hadi Moradi 《Education and Information Technologies》2018,23(4):1427-1445
The learning style of a learner is an important parameter in his learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments to increase learners’ performance. Thus, it is important to be able to automatically determine learning styles of learners in an e-learning environment. In this paper, we propose a sequential pattern mining approach to extract frequent sequential behavior patterns, which can separate learners with different learning styles. In this research, in order to recognize learners’ learning styles, system uses the Myers-Briggs Type Indicator’s (MBTI). The approach has been implemented and tested in an e-learning environment and the results show that learning styles of learners can be predicted with high accuracy. We show that learners with similar learning styles have similar sequential behavior patterns in interaction with an e-learning environment. A lot of frequent sequential behavior patterns were extracted which some of them have a meaningful relation with MBTI dimensions. 相似文献
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Learning materials recommendation using good learners’ ratings and content-based filtering 总被引：1，自引：0，他引：1
Khairil Imran Ghauth Nor Aniza Abdullah 《Educational technology research and development : ETR & D》2010,58(6):711-727
The enormity of the amount of learning materials in e-learning has led to the difficulty of locating suitable learning materials
for a particular learning topic, creating the need for recommendation tools within a learning context. In this paper, we aim
to address this need by proposing a novel e-learning recommender system framework that is based on two conceptual foundations—peer
learning and social learning theories that encourage students to cooperate and learn among themselves. Our proposed framework
works on the idea of recommending learning materials with a similar content and indicating the quality of learning materials
based on good learners’ ratings. A comprehensive set of experiments were conducted to measure the system accuracy and its
impact on learner’s performance. The obtained results show that the proposed e-learning recommender system has a significant
improvement in the post-test of about 12.16% with the effect size of 0.6 and 13.11% with the effect size of 0.53 when compared
to the e-learning with a content-based recommender system and the e-learning without a recommender system, respectively. Furthermore,
the proposed recommender system performed better in terms of having a small rating deviation and a higher precision as compared
to e-learning with a content-based recommender system. 相似文献
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Thomas Cochrane Becca Black Michelle Lee Vickel Narayan Miranda Verswijvelen 《International Journal for Academic Development》2013,18(3):276-293
This paper discusses an e-learning support team model developed as part of a new e-learning strategy within a tertiary education polytechnic. Based upon a community of practice model, the e-Team supports the establishment of e-learning and m-learning (mobile learning) throughout the institution as a catalyst for the adoption of social constructivist pedagogy. The paper reviews and reflects upon the impact of strategies for creating and supporting communities of practice across the institution along with the ways this model is achieving the breaking down of the barriers to ‘e’ and ‘m’ learning adoption among lecturers. This model helped to move lecturers from non-engagement to legitimate peripheral participation and onto full participation within the institution’s e-learning community, and ultimately enabling social constructivist learning environments for students. This model based on a community of practice framework for e-learning support is potentially transferable to other educational contexts. 相似文献
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网络学习生态系统构建研究 总被引：1，自引：0，他引：1
学习科学的发展需要从多学科的视角来审视,用生态学的视野审视学习活动就产生了学习生态观.用生态学的整体性视角审视网络学习,也迫切需要人们去构建网络学习生态系统,但由此产生的诸如网络学习生态危机与平衡、网络学习中的情感交互、网络课程的生态设计与开发等新问题又需要人们进一步探寻. 相似文献