努力办人民满意的乡村教育——湖北长阳土家族自治县乡村教育支持体系的调查     

陈全功  李忠斌 《教育与经济》2009,(1)

完整强大的支持体系是乡村教育发展的关键.本报告总结了长阳县乡村教育中重视职业教育、技能培训和乡村道德,认为该县已经初步构建起多维度教育在内的较完整乡村教育体系.调查发现,该县政府在财政投入、教学质量保证、加强助学资金管理等方面,以及社会各界人士和单位在捐资助学、提供后勤服务等方面,积极支持着乡村教育;在乡村教育支持体系中,政府的主导作用明显.该县构筑乡村教育支持体系的做法对其他贫困地区有一定借鉴意义.  相似文献   

Evaluating online learning communities     

Fengfeng Ke  Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510

This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach, measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive, on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success of OLC as an imputed outcome.

Christopher HoadleyEmail:

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Fengfeng Ke   is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley   is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning.  相似文献   

网络虚拟阅读社群发展初探     

许欢 《数字图书馆论坛》2009,(4):32-36

新的时代和技术变革下,传统的读书会面,临重重危机,不仅需要引入新的管理方法,自身也需要顺应时代需要而进化发展。网络虚拟社群正是网络技术变革带来的新型阅读组织模式,虚拟阅读社群是在网络空间里形成的以阅读分享为目标的虚拟活动团体,是传统读书会在网络上的再生和拓展。该文为2009年第四期“数字时代的阅读专题”文章之一。  相似文献   

Nurturing generic capabilities through a teaching and learning environment which provides practise in their use     

David Kember 《Higher Education》2009,57(1):37-55

Results from a programme level survey at a university in Hong Kong were used to select six departments which had good records in developing graduate capabilities. Focus group interviews were conducted with students in the departments to discover which capabilities students thought were important, how the capabilities were nurtured and the influence of the teaching and learning environment on their development. Analysis of the data showed that the findings were consistent with a previous quantitative model. Capabilities were developed if the curriculum made demands on students to practise the use of the capability. Intellectual capabilities were nurtured through active learning experiences, performed in class or for assessment, which required the practise of the capability. Communication and teamwork skills developed through group projects and activities in which communication was practised.  相似文献   

Feedback mechanisms in learning virtual community settings     

Luigi Colazzo Alessio Comai Filippo Davi Andrea Molinari Nicola Villa 《美中教育评论》2010,(1):76-84

This paper introduces a set of services for the creation of on-line surveys, questionnaires, exams and self-assessment tests within a virtual community system used in e-learning settings. The system, called ＂Online Communities＂, is a dynamic web application used as platform for blended learning activities by the Faculty of Economics of the University of Trento. The functionalities added to the platform are contextualized into virtual communities, where activities take place. This allows us to create, submit and analyze questionnaires within and/or outside the boundaries of a community. Furthermore, the system allows to manage libraries of queries organized by the teacher/administrator of the community according to topics and levels of difficulty, in order to produce tests and generate self-assessment sessions on behalf of students. The addition of a questionnaire/ poll/self-assessment tool to a virtual community system can add a lot of interesting features, mainly using the inheritance mechanism implemented among different hierarchically-connected communities. This paper will present these functionalities and highlight one of these services, precisely the one dedicated to self-assessment. In the system, self-assessment tests have indeed a double nature： （1） They are useful to students for checking their own level of preparation; and （2） They are useful to lecturers as an indicator of the level of preparation reached by the students. In order to encourage the use of the system within the whole educational process, and not to limit the real use of the service to the period of the final exams only, the possibility has been foreseen for each participant to share his/her own test results, comparing them with the other members of the community, and even offering real ＂challenges＂, thus transforming passive and ＂solitary＂ learning into something much more stimulating and ＂social＂.  相似文献   

Novice teachers learning through participation in a teacher study group     

Dawn Lambson   《Teaching and Teacher Education》2010,26(8):1660-1668

Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced teachers in a teacher study group during their first year of teaching. The study illustrates how, over time, the novices moved from more peripheral to more central participation as revealed through changes in their talk and feelings about participating. The study highlights the importance of legitimacy and peripherality provided by the more experienced teachers and identifies the ways in which the facilitator scaffolded and mediated the novices’ participation and learning.  相似文献   

Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities     

Yu-chu Yeh   《Teaching and Teacher Education》2010,26(8):1630-1640

This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; (b) the preservice teachers’ online learning communities emerged via four stages: motivation and acquaintance, socialization and belongingness, information exchange and consensus, and tacit understanding and development; and (c) six factors influenced the development of the preservice teachers’ online learning communities.  相似文献   

Writing stories,rewriting identities: using journalism education and mobile technologies to empower marginalized high school students     

Alena Cybart-Persenaire 《Learning, Media and Technology》2018,43(2):181-196

This study examines the impact that producing a print newspaper using cell phones had on marginalized students in a high school journalism classroom. Analysis of data from participant observation, artifact analysis and student interviews revealed that a) students negotiated cell phone use for educational purposes, despite school bans on such devices, and b) students manifested emerging, transformative identities that positively influenced their roles in five key areas: as a conception of self, in other academic classes, among peers, with family, and in the community. Our findings point to the significance of media-based journalism production in allowing marginalized students to embrace professional identities by participating in a meaningful community of practice. This research highlights the academic, social and civic benefits of such initiatives, and calls attention to the range of opportunities and challenges that pertain to using mobile devices as learning tools in these contexts.  相似文献   

Energy Internet forums as acceleration phase transition intermediaries     

Sampsa Hyysalo  Jouni K. Juntunen  Mari Martiskainen 《Research Policy》2018,47(5):872-885

Citizen users play important roles in the acceleration phase of energy transitions, during which small-scale renewable energy technologies (S-RET) become taken up more widely. From users’ perspective, turning the early, and typically slow, proliferation into a more rapid and widespread diffusion requires not only the adoption of S-RET but also the adaptation, adjustment, intermediation and advocacy of S-RETs. These activities become necessary because S-RET face a variety of market, institutional, cultural and environmental conditions in different countries. New Internet-based energy communities have emerged and acted as key user-side transition intermediaries that catalyse these activities by qualifying market information, articulating demand and helping citizen users to reconfigure the standard technology to meet the specificities of different local contexts. In doing so, Internet communities foster an appreciatively critical discourse on technology. Such user intermediation is important in expanding the markets for S-RET beyond that of enthusiasts, environmentalists and other early adopters, to the early majority of adopters who demand more exposure, clearer information and less uncertainty about new technology options.  相似文献   

Trolling in online communities: A practice-based theoretical perspective     

Angela Gracia B. Cruz  Mathew Rex 《The Information Society》2018,34(1):15-26

The literature on trolling has viewed trolling as discrete instances of transgression undertaken by antagonistic individuals. We identify three main issues with current theorizations: diffuse definitions of “trolling,” blurred boundaries between trolling and other online anti-social behaviors, and the context dependency of trolling. To address these unresolved issues, we adopt a practice-based theoretical approach. Informed by this approach, we analyze trolling behaviors not as products of individuals' attitudes, values, and decisions, but rather as behaviors embedded within and occurring as part of social practices. Specifically, we conduct a practice-based theoretical analysis in a multi-site exploratory study involving online archival research and in-depth interviews with online community members. Based on this analysis, we propose that trolling be conceived as a constellation of three social practices: learning, assimilating, and transgressing. Also, we find that practices of trolling transgression can have a dual pro-social and anti-social impact in online communities.  相似文献