共查询到20条相似文献，搜索用时 15 毫秒
1.
2.
基于Web的网页信息抽取方法的研究 总被引：3，自引：0，他引：3
WWW的迅速发展，使其日益成为人们查找有用数据的重要来源。本文介绍了一种基于Web的信息抽取的实现方法，能够按照规则模式重复地将半结构化网页中的信息自动抽取出来。 相似文献
3.
Neil Witt Anne McDermott 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(1):45-56
The Special Educational Needs and Disability Act has amended the Disability Discrimination Act and requires that students with a disability not be discriminated against or substantially disadvantaged by establishments of further and higher education. Academic web site developers must take steps to ensure that their sites fulfil this requirement, and guidance on compliance is provided by the World Wide Web Consortium (W3C) Web Accessibility Initiative's (WAI) Web Content Accessibility Guidelines, which offer three levels for assessing accessibility. Tools which give developers feedback on their site are available, but following their recommendations alone will not guarantee SENDA compliance. An audit of UK academic web sites has shown discrepancies between the level of compliance that sites are claiming and that which has been achieved. This would seem to demonstrate that there is a misunderstanding of the requirements necessary to create accessible web sites. This problem is exacerbated by the academic sector's widespread reliance on software accessibility tools, the use of which tends to lead developers to rely on the tools’ quantitative approach when what is required is the inclusion and development of a more qualitative view which prioritises inclusive design from the outset. 相似文献
4.
5.
Post-Zwicker A. P. Davis W. Grip R. McKay M. Pfaff R. Stotler D. P. 《Journal of Science Education and Technology》1999,8(4):273-281
As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication. 相似文献
6.
王二平 《吕梁高等专科学校学报》2004,20(2):73-75
www为用户提供了丰富的信息资源。然而，超文本的结构复杂且超链结构无方向性，因此很难将其用来Web可视化。本文就Web站点结构及网页特征信息的抽取技术进行了详细的阐述，其中包括网页内容读取算法、网页URL提取算法、超链路径转换算法等。 相似文献
7.
Marie K. Iding Martha E. Crosby Brent Auernheimer E. Barbara Klemm 《Instructional Science》2009,37(1):43-63
This research investigates university students’ determinations of credibility of information on Web sites, confidence in their
determinations, and perceptions of Web site authors’ vested interests. In Study 1, university-level computer science and education
students selected Web sites determined to be credible and Web sites that exemplified misrepresentations. Categorization of
Web site credibility determinations indicated that the most frequently provided reasons associated with high credibility included
information focus or relevance, educational focus, and name recognition. Reasons for knowing a Web site’s content is wrong
included lack of corroboration with other information, information focus and bias. Vested interests associated with commercial
Web sites were regarded with distrust and vested interests of educational Web sites were not. In Study 2, credibility determinations
of university students enrolled in computer science courses were examined for 3 provided Web sites dealing with the same computer
science topic. Reasons for determining Web site inaccuracy included own expertise, information corroboration, information
design and bias. As in Study 1, commercial vested interests were negatively regarded in contrast to educational interests.
Instructional implications and suggestions for further research are discussed.
Preliminary results from Study 1 were presented as a poster entitled “Users’ Confidence Levels and Strategies for Determining
Web Site Veracity” (Iding et al. 2002a) and appeared in associated proceedings for The WWW 2002: The Eleventh International World Wide Web Conference, in Honolulu,
Hawaii. Preliminary results from Study 2 were presented as a paper entitled, “Judging the Veracity of Web Sites” (Crosby et al.
2002) and appeared in associated proceedings for the International Conference on Computers in Education (ICCE 2002) in Auckland,
New Zealand. 相似文献
8.
9.
Peter Kandlbinder 《International Journal for Academic Development》2013,18(1-2):135-143
This paper describes a study of how academic development units use on‐line technologies for academic staff development. Changes in technology and in the academic workplace are making it increasingly possible to use on‐line learning opportunities for professional development, and on‐line learning environments might thus be expected to provide opportunities for university teachers to reflect on their teaching practice and share these insights and experience with colleagues within and across disciplines. The study reported here reviewed 31 web sites in Australia and the UK to determine what range of aims of academic staff development where being met in their implementation of on‐line learning. The paper concludes that in most contexts the World Wide Web was considered useful for the administrative rather than the educational needs of academic staff. 相似文献
10.
Science education has experienced significant changes since the mid-20th century, most recently with the creation of STEM curricula (DeBoer 1991; Yager 2000). The emergence of the World Wide Web as a tool in research and discovery offers Pre-K-12 science education an opportunity to share information and perspectives which engage students with the scientific community (Zoller 2011). Students are able to access open, transparent sites creating common resources pools and autonomous working groups which can be used for shared problem solving. Science teachers should carefully build web 2.0 technology into their practice based on a changing pedagogy. Instead of focusing on teaching rule-based concepts and processes in which the teacher’s role is that of expert, education should be focusing on possibilities of the web both in scientific research and understanding. In addition, web-focused education can also help remake scientific product as a public good in the lives of both science researchers and science consumers. 相似文献
11.
Students' Perceptions of the Effectiveness of the World Wide Web as a Research and Teaching Tool in Science Learning 总被引：1，自引：0，他引：1
Students often make little linkage from lesson to lesson on what they learn in the regular classroom. Having them take responsibility for what they are learning is one way of having them think and connect these thoughts together. This qualitative study looks at the use of the World Wide Web (WWW) as a research and teaching tool in promoting self-directed learning in a group of 15 year old students. The perceptions of students on the effectiveness of the World Wide Web in assisting them with the construction of knowledge on Photosynthesis and Respiration are reported and discussed in this paper. The study showed that the students found that the WWW had a number of positive effects on their learning including motivation for independent learning. However, the unedited and unstructured nature of the WWW meant that many of the sites they visited had information that was too difficult to understand and that time was required to improve technical and critical thinking skills to search effectively. The teacher's role as facilitator and guide was crucial to the success of their learning. 相似文献
12.
The World Wide Web (Web) offers many great tools for instructors of both distance and traditional science courses. These interactive sites primarily provide a service, as opposed to reference information. Instructors can often enhance student performance and course effectiveness by choosing from a wide range of these Web tools. Choosing good Web tools in a research supported assessment framework can result in courses that are more effective without adding significant work for instructors. The keys to success are high standards for student learning, a good assessment model, and quality tools. This paper seeks to describe a mastery learning environment where achievement targets are matched to existing Web-based assessment alternatives. 相似文献
13.
Perl最初是由Larry Wall为UNIX开发的一种脚本语言,随着World Wide Web的发展,Perl的用途有了极大的拓展。在功能强大的Win32移植版本出现之后,Perl成为Windows系统的脚本语言之一,特别是在系统管理、网站管理与编程方面大显身手。利用Perl的Win32∷OLE模块进行Windows系统文件操作的实践步骤,以求得正确读写Excel文档的方法。 相似文献
14.
David J. Walbert Ph.D.degree in History 《TechTrends》2000,44(2):15-17
The vastness of the World Wide Web is both its attraction and its challenge. For people with a high-speed connection, plenty of time, and experience with technology, the Web can be a wonderful resource. Unfortunately, most teachers needing instructional resources for their classrooms do not have these assets. LEARN NC was created with this mainstream of teachers in mind, and to a great extent we have made the Web more accessible to them. Although we cannot give them more or faster Internet connections, we can help them make more efficient use of the time they have by making resources easy to use and providing training. We have been most successful when we have been able to “boil down” the content of the World Wide Web into a more manageable form. This requires a difficult balancing act: in order to provide as much good educational content as possible, we are constantly expanding our resources, but this growing content must be kept manageable and easy to access, or teachers will not be willing or able to use it. As a result, we must continually refine our existing resources. With these refinements, we believe—and our participating teachers concur—that our “one-stop-shopping” approach to educational technology is a helpful one for teachers and can provide a useful model for educators elsewhere 相似文献
15.
Betsy Page Sigman Brian J. Boston 《Decision Sciences Journal of Innovative Education》2013,11(1):29-46
Students entering the business workforce today may well share some responsibility for developing, revising, or evaluating their company's Web site. They may lack the experience, however, to critique their employer's Web presence effectively. The purpose of developing Digital Discernment, an e‐commerce Web site evaluation tool, was to prepare students for this work. The tool provides them with a listing of criteria with which to assess e‐commerce sites, lets them evaluate pre‐selected sites qualitatively and quantitatively, and allows them to compare their evaluations with their peers. In this article, we discuss and examine the effectiveness of this tool and consider the ways in which it can help students in their future business careers. 相似文献
16.
Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《Journal of Science Education and Technology》2010,19(6):612-620
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate. 相似文献
17.
Dawson R. Hancock Claudia P. Flowers 《Educational technology research and development : ETR & D》2001,49(1):5-13
Social desirability responding (SRD) on surveys administered on the World Wide Web (WWW) and on paper was examined using 178
graduate and undergraduate students randomly assigned to a 2 (World Wide Web and Paper) ×2 (Anonymous and Nonanonymous) true
experimental design. The findings reveal no differences in SDR between the WWW and the paper-administered survey conditions,
and no differences in SDR between the anonymous and nonanonymous conditions. These findings and potential explanations are
examined for consideration by anyone interested in using the WWW to obtain accurate information from survey participants. 相似文献
18.
Jose Maria Perez Fernandez 《Educational Media International》2013,50(4):257-261
The purpose of this paper is to show how the use of the World Wide Web (WWW) as a tool may change not only the contents, but also the teaching procedures and the scope of the material covered, as well as its relevance for the students of a discipline which is no exclusively focused on English. In class we use the WWW as a source of authentic material for the study of English in the field of psychology. The students have access to current on-line material, and they can work with such diverse web sites as departments of psychology web sites, on-line atlases of the brain, resource web sites, career orientation and professional information web sites, etc. By so doing, the students become proficient in English and become also acquainted with vocabulary related to their main discipline, i.e. psychology. The result is a more dynamic approach to teaching English, so that the students gain autonomy, with the instructor acting only as co-ordinator, supervisor and tutor. L'autonomie de l'enseigné et les ICT: un cours Web en Anglais sur la psychologie Le but de cet article est de montrer comment l'utilisation du Web comme outil peut changer non seulement les contenus, mais aussi les procédures d'enseignement et l'importance des documents convus aussi bien que son adaptation pour les étudiants d'une discipline qui n'est pas centrée exclusivement sur l'Anglais. En classe, nous utilisons le Web comme source des documents authentiques pour l'étude de l'Anglais dans le domaine de a psychologie. Les étudiants ont accès aux documents en ligne et ils peuvent travailler avec des sites web divers comme ceux des départements de psychologie des atlas en ligne du cerveaux, des sites de ressources, des sites d'orientation des carrières et d'information professionnelle, etc. Ce faisant, les étudiants deviennent compétant en Anglais et s'habitent au vocabulaire de leur discipline principale, la psychologie. Le résultat est une approche plus dynamique de l'enseignement de l'Anglais de sorte que les étudiants acquièrent une autonomie, l'instructeur agissant seulement comme coordinateur, superviseur et tuteur. Lerner-Autonomie und IKT: Ein webbasierter Englischkurs für Psychologie Dieses Papier soll zeigen, wie durch die Nutzung des World Wide Web als Tool u.U. nicht nur der Inhalt sondern auch Unterrichtsschritte und das benutzte Lernmaterial sich ändern kann, wie auch seine Bedeutung für Studenten einer Disziplin, die keineswegs auf Englisch ausgerichtet ist. Im Unterricht benutzen wir das WWW als Quelle für authentisches Material für das Studium von Englisch im Bereich der Psychologie. Die Studenten haben Zugang zu aktuellem Online-Material und können mit diversen Websites von Psychologie Departments, Online-Atlanten des Gehirns, Quellen- und Hilfsmittel-Websites, Berufswahl- und Berufsinformations-Websites usw. Dadurch werden die Studenten erfahrener im Gebrauch des Englischen und erhalten dabei gleichzeitig Vertrautheit mit den Fachbegriffen ihres Studienfachs, z.B. Psychologie. Als Resultat profitiert auch der Englisch- Unterricht , so daß die Studenten selbständiger werden und der Unterrichtende mehr als Koordinator, Superviser und Tutor tätig werden kann. 相似文献
19.
We identify World Wide Web (WWW) and gopher sites containing information of interest to criminology and criminal justice professionals, educators, and students. Internet addresses and brief annotations are provided for federal and international resources, law library resources, civil liberties, police and prison information, crime-and addiction-related sites, and criminal justice educational and discussion groups. 相似文献
20.
Rob Standard 《English in Education》1997,31(2):14-22
This article is an examination of the language, structure and imagery of the World Wide Web. It argues that the Web is not just a rich source of information but offers new ways of seeing and engaging with the world. As well as a consideration of the nature of electronically mediated texts, it looks at the World Wide Web as a kind of meta-text itself which has mythopoeic resonances. 相似文献