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1.
一种混合模式的CMC分析框架 总被引：1，自引：0，他引：1
本文综合多个利用内容分析与社会网络分析等方法进行CMC研究的案例,探讨了两种方法整合的途径,在此基础上提出一个混合模式的CMC的分析框架,从分析内容、使用方法、测量数据、数据来源四个方面介绍如何利用该框架研究CMC,并对该框架进行了初步的应用. 相似文献
2.
王英杰 《南宁师范高等专科学校学报》2004,21(4):33-37
以电脑为媒介的交际(computer-mediated communication)是信息时代涌现出的新生事物作为人际问的一种新的交际方式，CMC仍然脱离不了人类语言，没有语言的存在，这种交际方式将不复存在，本文在社会语言学的理论框架下，从语言变体、言语社区和语言变化三个方面，对CMC语言进行了初步的探讨和研究，本文指出，在由互联网构建的虚拟言语社区内，CMC语言是一种语言变体，并且分析了CMC语言变化的社会原因。 相似文献
3.
该研究从国内外学者对教育技术的认识出发,通过参考已有的内容分析框架和阅读935篇美国教育技术学博士论文的题目提出了初步的分析框架,经过3轮测试和对国内10位专家的德尔斐意见征求,确立了最终的内容分析框架,有研究目的、研究内容、研究方法和理论基础4个一级维度及其子类。该框架可以为同类研究提供参考,也能帮助人们进一步理解教育技术。 相似文献
4.
虚拟学习社区的知识建构分析框架 总被引：5，自引：0，他引：5
本文首先对在线学习的交互进行了分类,在分析已有的交互分析方法的基础上,建立了在线学习的交互分析的系统框架。同时,本文也对在线学习的交互内容分析方法进行了回顾和分析,重点建构了在线学习的互动内容分析的编码系统。并根据此编码系统,对首都师范大学虚拟学习社区的一门课程进行了内容分析,详细地分析了其知识建构的过程与特点。 相似文献
5.
戴剑平 《湖北广播电视大学学报》2013,33(2):57-58
2112年的美国大选再一次成为全世界媒体关注的焦点。本文采用内容分析方法，以框架理论为研究视角，选取今年以来《人民日报》所有的美国大选报道为样本进行研究分析，得出结论：《人民日报》在美国大选报道中构建的是一个有着党性原则的，相对客观的，体现着中国视角的批评性框架，这个框架在注重客观报道的同时体现党性原则，在体现中国视角的同时注重适度批评。 相似文献
6.
教育政策分析的标准,就是教育政策内容分析的依据和准则,也是教育政策内容分析的基本框架。教育政策内容分析方法是多元的,选择什么方法进行分析,一般来说要根据研究目的而定。分析高等教育政策内容的发展趋势、意向比较时需要用定量方法,而分析高等教育政策的某些特征、功能特性或显现其内容的逻辑关系时可用定性方法。教育政策内容分析步骤一般有三步：一是对教育政策文本中的政策规范进行考察并分析其特征;二是确立、选择政策分析的标准与方法;三是运用一定的标准和方法对教育政策文本中的政策规范进行分析。 相似文献
7.
教育政策分析的标准,就是教育政策内容分析的依据和准则,也是教育政策内容分析的基本框架。教育政策内容分析方法是多元的,选择什么方法进行分析,一般来说要根据研究目的而定。分析高等教育政策内容的发展趋势、意向比较时需要用定量方法,而分析高等教育政策的某些特征、功能特性或显现其内容的逻辑关系时可用定性方法。教育政策内容分析步骤一般有三步:一是对教育政策文本中的政策规范进行考察并分析其特征;二是确立、选择政策分析的标准与方法;三是运用一定的标准和方法对教育政策文本中的政策规范进行分析。 相似文献
8.
《兰州教育学院学报》2017,(4):29-32
通过对美联社"打砸抢烧"事件的报道进行内容分析,笔者发现美联社在该事件报道中突出的是"软议程"。通过内容分析与文本分析相结合,揭示美联社对该事件的报道是在四组二元对立框架内展开的。本文根据麦克姆斯和戈莱姆关于"框架是议程设置的重要条件"的理论,论证在报道"3.14"事件中,美联社的二元对立结构的搭建是实现媒体议程成功转化成公共议程的重要条件。 相似文献
9.
张楠 《广播电视大学学报》2004,(2):43-46
从媒介现实到受众现实是传播学的框架理论研究的重要课题。以国内媒体报道非典型肺炎为个案，对疫情发源地——广州三大报《南方日报》、《羊城晚报》、《广州日报》的相关报道进行内容分析，探讨其新闻框架；同时，根据每一时期流言传播情况、社会人心安定情况，分析受众接受框架，通过二者比较证实预先理论假设：新闻媒体在反映客观现实时，会根据一定标准框选、凸显事件的特殊部分；受众在接受媒体报道时，也会表现出一定选择，从而形成媒介框架与受众框架的趋同、协商或对立。 相似文献
10.
《实验室研究与探索》2019,(12):177-181
针对目前体育视频分析缺乏有效的多模式融合分析方法以及没有一个统一的体育视频内容分析框架等问题,提出了3种多模式融合的分析框架,可用于多媒体视频内容分析的统计模型,即FHHMM、CHHMM、PHHMM。研究了贝叶斯动态网络的原理,将事件的关系用该网络的拓扑结构来表示,然后在统计理论和所推导算法的基础上,将多媒体视频中相关的两个事件以概率的方式有机地结合起来,建立多模式交互关系,从而在分析的过程中提高视频分析的有效性。实验证明,PHHMM模型性能最佳,性能比传统模型有很大提高。 相似文献
11.
Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Alexandra Pickett Mary Gozza-Cohen Jane Wilde Shoubang Jian 《The Internet and Higher Education》2012,15(2):89-95
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades. 相似文献
12.
袁松鹤 《广东广播电视大学学报》2010,19(6):13-18
现代远程网络课程不同于传统高校网络课程,它定位于对在线学习的全方位支持,重视学习资源、学习过程和学习支持服务。为提高现代远程教育资源建设水平,急需明确网络课程建设的内容框架。从设计类别、要素组成到具体内容对网络课程的建设内容进行梳理发现,网络课程建设的内容框架主要包括课程内容和课程网站两大类,课程内容以学习资源、学习活动、学习支持服务为要素,课程网站以课程首页和课程主页为要素。教学设计人员在教师与技术人员之间进行沟通,设计课程整体框架,三类人员共同搭建课程内容与课程网站之间的桥梁,形成完整的高质量的网络课程。 相似文献
13.
Bart Rienties Dirk Tempelaar Bas Giesbers Mien Segers Wim Gijselaers 《Interactive Learning Environments》2013,21(5):631-648
A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out. 相似文献
14.
网络学习共同体是一种新型学习生态系统。从生态视角进行分析可以发现它具有开放性、非平衡、非线性、涨落性等独特的自组织特征,是一种自组织学习生态系统。对其自组织生态实现机制的解释,则可以从技术生态、知识生态、人际生态三个方面展开,分别解释网络学习共同体的自组织物质基础、自组织结构特征、自组织动力来源等基本问题,可作为网络学习共同体研究的一种有效分析框架。 相似文献
15.
Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):113-127
As visual connectivity improves, an opportunity to enrich and rethink the place of learning design in online and distance education is presenting itself. The opportunity is derived from the increasing scope for personalised synchronous interaction which has been missing in computer mediated communications (CMC) and previous generations of distance education. This paper presents a model which distinguishes between planned learner‐content interaction and learner‐learner interaction and suggests that a blend of planned and non‐planned learner‐learner interaction is worthwhile. It concentrates on technology enhanced learning using video communications which provide opportunities for more authentic online collaborative learning, formally and informally. This conceptualisation is underpinned by beliefs which promote constructivist and transformative learning in the hope of stimulating debate as universities focus more towards quality learning. The intent is to explore the implications of learning in higher education becoming enhanced in online environments as learner‐learner dialogue occurs ‘face‐to‐face’, thus, extending the potential of online learner‐content environments. 相似文献
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17.
中国在线教育“质量革命”已经到来,以学习者视角的在线学习分析与评估至关重要。该研究基于“学习预备—学习过程—学习结果”的3P分析框架,构建了学习者信息素养、在线学习投入、深度学习动机与策略,以及在线学习绩效各要素之间的在线学习影响因素关系模型,并采用结构方程模型法分析其作用关系和影响效应。研究表明,学习者信息素养对其在线学习投入、在线学习绩效、深度学习动机和策略均具有直接正向影响;在线学习投入对在线学习绩效具有直接正向影响;在线学习绩效对深度学习动机和策略具有直接正向影响;在线学习投入是信息素养与在线学习绩效的中介变量,但未达到关键程度;在线学习绩效是信息素养到深度学习动机和策略的关键中介变量,且对深度学习动机影响力大于深度学习策略。最后,文章提出优化学习者在线学习效果的相关研究建议。 相似文献
18.
Teresa Schaefer Johanna Rahn Tobias Kopp Claudia Magdalena Fabian Alan Brown 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1354-1367
Research has shown that providing participants with high-quality learning material is not sufficient to help them profit most from online education. The level of interaction among participants is another key determinant for learning outcomes. However, merely proposing interaction does not automatically lead to fruitful discussion and collaboration. Specifically, social presence and facilitation activities add value to online discussions. In Murphy's collaboration framework, social presence represents the basis of successful online collaboration from which more reflective discussions and co-construction can evolve. In this paper, an adjusted version of this framework was applied in a workplace learning context. The content analysis of 1170 comments in an online course for careers practitioners of a public employment service showed that the extended framework generated deeper insights into the dynamics of online discussions. The results show that involvement in collaborative learning at the workplace was supported by a high social presence and influenced by course topic and tasks. Facilitation played an important role in creating a sympathetic sense of community and stimulating co-creation processes. 相似文献
19.
Michael Evans 《British Educational Research Journal》2009,35(3):469-485
This article demonstrates how evidence related to performance in computer mediated communication (CMC) can be used as a vehicle for researching pupils' thinking about using and learning a foreign language. The analysis is based on a qualitative study of pupils from two contrasting schools who had taken part in a multinational CMC project involving learners of French and English as a foreign language. The analysis focuses on the pupils' explanations and intuitions about their decisions with regard to two areas of their interaction in particular: code‐switching and pronominal address. The findings suggest that the English learners of French had an implicit set of communicative priorities in which interpersonal objectives tended to dominate over ideational objectives. Evidence from the study indicates the need for further research‐informed educational development in two areas: a reappraisal of the framework for foreign language teaching in England on the basis of greater emphasis on second language (L2) use within the framework; and more developed theoretical understanding of pupil cognition in relation to foreign language learning. 相似文献
20.
Craig D. Howard 《Instructional Science》2012,40(3):493-513
This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated
communication (CMC). It is applicable to learning at multiple levels of communicative proficiency and aims to heighten awareness,
the understanding of the impact of media configurations, the role of cultures and social contexts in mediated communication,
and forward research in the service of instructional designs for CMC. This paradigm broadens the scope of Hymes’ (Sociolinguistics,
Harmondsworth: Penguin, 1972) theory of communicative competence, which is often applied to foreign language learning contexts, to include online interaction.
The paradigm addresses the nuances of mediated communication through recognition of the situations and modes that intersect
in online spaces. The paradigm is designed for learning situations that provide time and access to mediated environments where
learners develop values for communication skill through practical experiences and structured reflection. This approach to
creating instruction has at its core certain values, including risk-taking by participating in unfamiliar contexts, appreciating
mediated-communication configurations as unique modalities, and placing CMC skills development within larger sets of pedagogical
goals. This instructional paradigm does not assume that verbal fluency, grammatical competence, skill in either writing or
speaking, nor membership in any age group translates directly to skill in CMC. The methods presented here have been selected
because they build tolerance and appreciation for divergent viewpoints. The methods are (1) building interest by having learners
select specific media situations, (2) facilitating collaboration by constructing safe spaces, (3) directly teaching CMC reading
skills, (4) using examples and matched non-examples, (5) investigating CMC principles in real world examples through structured
discussions, (6) showing the process of different communications’ development, and (7) using roles in discussion designs. 相似文献