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1.
Kyungmee Lee 《Educational technology research and development : ETR & D》2018,66(5):1255-1268
A constructivist learning paradigm emphasises authenticity as a required condition for learning. However, the design of an online learning environment is ultimately separate from learners’ real-life environments, it is inevitably challenging to make online learning authentic. In this article, the author aims to propose an alternative way of conceptualizing online learning and its boundaries, based on a double-layered Community of Practice model as a means to facilitate authentically constructivist online learning. The model conceptualizes online learning as interlinked processes of participation and socialization in multiple communities across online- and offline-“layers” of learners’ lives. The model guides online course designers in expanding the perceived boundaries of the course environments they design to include learners’ offline learning contexts. Instead of having an exclusive focus on providing learners with constructivist learning opportunities within a non-authentic course environment, the model suggests helping learners to engage in more personalized social learning activities situated in their everyday lives. The paper presents data from a series of case studies drawn from the author’s work that has examined students’ learning experiences in different kinds of online courses, unpacking and answering the central question of what authentically constructivist online learning looks like in each case. With a more holistic conceptualization of online learning, which recognizes and supports online learners’ simultaneous presence across internal and external communities, instructional designers may be able to facilitate learners’ more authentically constructivist learning experiences. 相似文献
2.
Cathy Burnett 《Education and Information Technologies》2011,16(3):245-258
In maximising opportunities to nurture rich and productive learning communities, there is a need to know more about the cultures
and sub-cultures that surround virtual learning environments (VLEs). Drawing from a small-scale interview study of students’
digital practices, this paper explores how different discourses may have patterned a group of students’ experiences of VLEs.
Unlike studies which have focused upon evaluations of specific projects or interventions, this study investigated their experience
across their course. It explores the student identities they associated with digital environments and the power relationships
which seemed to pattern how they positioned themselves (or felt positioned) as learners. Whilst none were intimidated by technical
aspects, the student identities available to them seemed to vary, as did their perceptions of the student identities associated
with university-sponsored digital environments. The analysis considers three aspects of their experience: how they related
to the VLE itself, how they related to others through this, and the alternative communities they created to attempt to manage
their engagement with the VLE. The paper concludes by arguing for further research which focuses on the broader student experience
across courses in order to explore how university-based digital environments intersect with students’ identities as learners. 相似文献
3.
对现代媒体在英语远程学习中的应用及成本的思考 总被引：1，自引：0，他引：1
现代媒体在外语教学中的应用,不仅使获得教学内容的渠道多元化,也极大地促进了教学组织形式的变革。英语远程学习通过现代媒体构建的教学平台,为学习者学习英语提供更多的语言实践机会,使他们真正获得语言技能,到达学习目的。多种媒体的综合应用使学习者在一个模拟真实的语言环境中,全方位地感受语言的刺激,使英语学习在情景语境和语言交际语境下获得较好的学习效果。然而,在英语学习实践中,现代媒体的选择与应用应根据英语教学目标、教学内容、教学对象、教学条件而定,目的是实现教学最优化,在此基础上,应减少成本,充分发挥已有的教学媒体和资源,获得最佳学习效果。 相似文献
4.
Tertiary education has seen a shift toward pedagogies that make use of social interaction. As part of the shift, teachers have considered re-framing their role in the teaching process, and giving more attention to ways in which knowledge construction amongst students can be supported. While many online technologies are well positioned to support interactivity between students, the use of these tools does not necessarily ensure that the social interaction is of a type that guarantees learning will take place. This paper employs an “ecology of resources” perspective (Luckin 10.1016/j.compedu.2007.09.018, 2008) to explore the experiences of teachers and selected students from three tertiary-level contexts as they engaged with interactive learning tasks mediated by asynchronous online technologies. The data presented in the study were generated primarily from accounts and semi-structured interviews, and presented teachers’ beliefs about how the learners could operate as knowledge resources for each other, while they themselves were somewhat ‘epistemically distant’. In contrast, the data suggest that the experiences of students and tutors were vastly different. The students represented themselves and others as inadequate resources, perceiving that the expertise to construct knowledge was not present in the student group. These observations highlight the importance of building resource-rich learning environments, enabling access to expert performances through blended settings, and nurturing a perception of capability between students. 相似文献
5.
V. J. Hall 《Journal of Further & Higher Education》2017,41(2):120-132
A small-scale action research project was used to consider the policy and rhetoric surrounding development of the ‘expert learner’ and how this might be further explored to provide opportunities for learners to have greater direct involvement in reflection and discussion with teachers. The research was based within a further education setting, using participants from an ‘HE in FE’ curriculum area: teacher education. It sought to explore how involving students as partners in the peer observation process might be used to engage with student voice and enhance the teaching and learning experience for all involved. To evaluate the creation, sharing and development of teaching and learning that might be generated in such circumstances, the research used two theoretical frameworks to analyse the data: communities of practice and ecological learning systems. This article reviews the literature around these two frameworks and critically reflects on the influences of these approaches in communities of teaching and learning. Analysis of interviews, and the interactions and dialogue contained within these, revealed something else happening within these connections. As such, it considers the opportunities facilitated in this context and how development of a newly-devised continuum of practice may be used to enable professional dialogue to enhance student–teacher interactions. 相似文献
6.
论学习环境中资源、工具与评价的设计 总被引：7，自引：1，他引：7
本从学习环境设计理论与实践的角度，探讨了资源、工具与评价的设计与应用问题。在学习环境设计中，资源是支持任务学习或问题研究的必备条件之一，是需要认真设计的重要构件之一。学习环境中的工具是指学习工具。学习工具是指有益于学习查找、获取和处理信息，交流协作，建构知识，以具体的方法组织并表述理解和评价学习效果的中介。在学习环境设计中，比较注重信息技术作为学习工具的设计与应用。学习环境中的评价与传统的教学评价是不同的。为了真正促进学习能力的发展，学习必须体验解决真实问题的过程，理解复杂的学习任务。因此，评价应当尽可能是基于真实任务的、复杂的、能挑战学习思维过程的，评价的标准能反映多元化的观点和多样化的问题解决方案。 相似文献
7.
Information technology (IT) has become a common component in the process of designing and delivering distance-learning courses of study. Many researchers have addressed the technical and pedagogical issues surrounding IT-enabled or IT-enhanced distance-learning systems. However, studies of the management of the student's learning experience as it is influenced by the emerging virtual organization would assist practitioners and researchers as they seek to understand the important challenges of current practice in distance-learning systems. This paper reports on the operation of a one-window approach to serving students, using the organizational structure and technological innovation of a call centre. Before the call centre was established, it was hypothesized that the call-centre approach would be well suited to routine tasks of supporting student learning. In practice, it was found that most student inquiries were indeed in the category of routine tasks and that only a small proportion of student inquiries could be categorised as uncertain events that required the specialised knowledge of the professor or other academic expert. Implications for the management of other distance learning systems are considered. 相似文献
8.
Tarsem Singh Cooner 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):271-286
This paper examines BA Social Work students' experiences of developing their reflective skills to work with diverse communities using a technology‐enhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection‐in‐action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect‐on‐action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students' technology‐enhanced learning experiences. 相似文献
9.
Matthew Love 《Learning, Media and Technology》2001,26(1):35-48
This paper outlines why television, and especially interactive digital television, is an effective medium for reaching people with basic skill learning needs. It describes the Upgrade2000 project, which developed a series of interactive television programmes for use in the home, workplace and training environments, together with a supportive learning surround. The programmes are being broadcast under the series title Give It A Go! The paper particularly focuses on: emerging digital television technologies; the project's framework for structuring learning content; the potential for using digital interactive television in education, highlighting opportunities and constraints 相似文献
10.
Design educators have long used studio-based learning environments to create communities of learners to support authentic learning in design. Online social media platforms have enabled the creation of distributed studio networks (DSNs) that link studio-based learning environments into expanded communities of practice and potential networked improvement communities. As learning scientists, we do not adequately understand how to infrastructure learning and resource sharing across distributed studios. In this ethnography of the infrastructure of Design for America, a DSN, we analyzed data from interviews, online communication, and field observations as the organization grew its network of university design studios. We found that Design for America managers faced challenges of providing support and resources to address wide variation in needs across studios. Lacking an existing comprehensive network collaboration platform, managers created a proto-infrastructure to distribute support across studios. By studying their iterative adoption of communication and collaboration tools and organizational routines, we define a unique set of design principles to infrastructure DSNs: (a) surfacing local progress and problems, (b) affective crowding, (c) solution mapping, and (d) help routing. Assembling constellations of tools and designing platforms based on these principles could support learning in and the improvement of DSNs across domains. 相似文献
11.
Competent performances of situated identities: Adult learners of English accessing engaged participation 总被引：1，自引：0，他引：1
The Communities of Practice (CofP) framework and theories of engaged participation have profoundly shaped how we theorize, investigate, and represent a variety of learning and teaching processes, both in and out of classroom contexts. Within this framework, useful distinctions have been made between a teaching curriculum and a learning curriculum, with the former being interrogated for ascribing limited identities to its learners and the latter valued for the ways it prioritizes learning (and its resources) from a learner's perspective. Analysis of data collected utilizing ethnographic methods (e.g. document collection, participant observation, interviews) demonstrates that, even though the teaching curriculum of one adult ESL program itself provided limited “structuring resources” (and learning opportunities) to its learners, the learners' participation in the program helped them to recognize and value the kinds of engaged participation necessary to access membership in local workplace communities of practice. However, findings also show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice. The analysis raises questions about the limits and possibilities of a teaching curriculum that values “real world” experiences (and situated learning) in theory but does not prioritize them in practice. 相似文献
12.
Scaffolding has proven an especially interesting and promising area for supporting teaching and learning practices. Particular interest has emerged in scaffolding student learning in technology-enhanced environments. In this paper, we discuss how scaffolding is implemented in technology-enhanced environments, provide an overview of scaffolding processes and techniques in various contexts, and then provide empirically based guidelines for designing scaffolding in technological environments. We examine current research to identify two primary design components, cognitive and interface, and suggest how scaffold design might be improved for more effective use by learners. We conclude by identifying practice and research implications. 相似文献
13.
ABSTRACTIn today’s classrooms, learning does not have to be bounded by physical space. By having access to a range of digital communication technologies, students and teachers can synchronously and asynchronously engage in authentic learning opportunities extending beyond the local community. They can be learning and interacting with others from around the world. This occurred with Grade 3 students from a school in Alberta, Canada, and Lima, Peru who investigated how their physical environments influence their quality of life. Over a seven-week period, the two groups engaged in synchronous and asynchronous activities in addressing this topic. A case study approach was used to research the project. Four key findings emerged from the data to inform teaching practice for designing and facilitating online international collaborative learning. 相似文献
14.
Providing learners with opportunities to engage in activities similar to those carried out by scientists was addressed in a web-based research simulation in genetics developed for high school biology students. The research simulation enables learners to apply their genetics knowledge while giving them an opportunity to participate in an authentic genetics study using bioinformatics tools. The main purpose of the study outlined here is to examine how learning using this research simulation influences students’ understanding of genetics, and how students’ approaches to learning using the simulation influence their learning outcomes. Using both quantitative and qualitative procedures, we were able to show that while learning using the simulation students expanded their understanding of the relationships between molecular mechanisms and phenotype, and refined their understanding of certain genetic concepts. Two types of learners, research-oriented and task-oriented, were identified on the basis of the differences in the ways they seized opportunities to recognize the research practices, which in turn influenced their learning outcomes. The research-oriented learners expanded their genetics knowledge more than the task-oriented learners. The learning approach taken by the research-oriented learners enabled them to recognize the epistemology that underlies authentic genetic research, while the task-oriented learners referred to the research simulation as a set of simple procedural tasks. Thus, task-oriented learners should be encouraged by their teachers to cope with the scientists’ steps, while learning genetics through the simulation in a class setting. 相似文献
15.
Middle and secondary schools have increasingly offered distance-learning classes as a means of meeting diverse student needs and curriculum requirements while using instructional and budget resources efficiently. Little emphasis has been placed on the readiness of students to participate and succeed in these less conventional learning environments. The ill-prepared and apprehensive student may be prone to academic dishonesty. This investigation seeks to synthesize how pedagogical efforts to foster the development of self-regulated learning skills may reduce instances of cheating and plagiarism in online classes. 相似文献
16.
胡军 《课程.教材.教法》2021,41(5):32-39
为应对全球教育信息化、数字化、网络互联和媒体融合的挑战,众多国家不断加大研制和改进数字教材与资源质量评价标准的力度。外察西方主要国家数字教材与资源评价标准体系特点及变化,内省我国数字教材资源发展现状,可以从内容、教学、技术设计、评价、提供深度学习机会、获取性及实用性、安全七个维度构建我国数字教材与资源评价标准,从补充管理办法、健全体制机制、加强队伍建设三个层面提出加强我国数字教材与资源建设和管理的对策建议。 相似文献
17.
Kathleen Dodge Kelsey 《The American journal of distance education》2013,27(1):63-74
Abstract Fully interactive learning environments have been demonstrated to increase student satisfaction, learning, and retention in the educational environment. Using Moore's (1989) framework for interaction in distance education settings, this study investigated participant interactions in a course delivered to five sites by interactive compressed video (ICV) technology. The purpose of this study was two‐fold—to determine the extent to which participants took advantage of opportunities for interaction and to note their perceived barriers to interaction. The participants failed to take full advantage of the opportunities for interaction provided in the course context. Seven barriers to interaction, which focused on ICV technology limitations and student situational and dispositional characteristics, were identified. Implications for practice and future research are discussed at the conclusion of the study. 相似文献
18.
Anne Christine Hume 《Research in Science Education》2012,42(3):551-565
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has
low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This
paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational
tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer
and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt
to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching
and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the
simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers. 相似文献
19.
Daniel R. Smith David F. Ayers 《Community College Journal of Research & Practice》2013,37(5-6):401-415
Implicit in the open-door mission of the community college is the mandate that every learning experience should offer full equity and inclusion for all learners, including those of diverse cultural backgrounds. This mission is paramount, given the cultural diversity represented among learners served by the globalized community college. This paper presents a cross-section of research, practice, and discourse focused on expanding our knowledge and understanding of the diverse learning needs of community college learners. The relevance of the literature to the planning, design, and implementation of distance-learning is discussed. In the end, the authors offer distance-learning instructional strategies that may accommodate the unique needs of Hispanic/Latino learners. Implications for community college educators are discussed. 相似文献
20.
虚拟团队具有跨时空、跨组织边界、数字化、基于共同目标、平等互动等特征。构建基于目标的网上英语学习虚拟网队，并通过虚拟团队开展基于网络通讯技术、多角色参与的英语交际活动．有利于营造动态交互的语言学习环境．有利于真实性语言输入和输出，将成为英语学习者二语习得的重要组织形式。 相似文献