基于Android平台的成人移动虚拟学习社区的设计与研究     

杜俊 《江苏广播电视大学学报》2012,(4):10-14

随着3G通信技术的发展和移动终端技术性能的提升,成人学习者在移动终端上开展自主学习成为了可能。基于Android平台的移动虚拟学习社区的设计与研究从学习活动设计、学习内容及学习资源设计、学习平台设计、移动终端与无线网络以及系统实现等方面入手,较好地满足了广大成人的学习需求,同时也为移动学习系统在开放教育领域的应用提供了借鉴。  相似文献   

移动图书馆的兴起和发展对高校图书馆的影响     

王蕾 《沧州师专学报》2012,(2):107-110,129

移动信息技术应用于图书馆信息服务催生了移动图书馆的出现,移动图书馆是图书馆一个新的发展方向。移动图书馆的兴起和发展给高校图书馆带来了深刻影响,高校图书馆工作面临着新的机遇和挑战。  相似文献   

基于移动互联网下旅游者时空行为研究探析     

袁琦 《南昌教育学院学报》2012,(4):192+196

移动互联网已经成为网络旅游信息源的重要组成部分。本文通过对国内外旅游时空行为的研究综述,分析移动互联网技术的特点,从旅游者事件对旅游信息内容的影响;旅游者旅游信息搜索行为影响因素及其机理;旅游者时空路径与移动网络信息之间的关系以及旅游者时空行为的过程化等四个方面进行旅游者时空行为方面的探索研究。  相似文献   

英语移动学习在中职学校的实践     

李慧瑜 《南昌教育学院学报》2012,(6):134-135

以往关于移动学习的探索都集中在成人教育和远程教育体系下,本文述及的实践是在中等职业教育中运用移动学习的一次有益尝试。文章从分析中职学生使用移动设备的现状入手,从中职英语词汇教学实践移动学习的基础、实施移动学习的方案设计和实施的效果等三个方面对基于手机短信的中职英语词汇移动学习模式的探索过程作了详细的介绍。  相似文献   

地方本科院校移动通信专业应用人才培养     

吴薇  刘用麟 《洛阳师范学院学报》2012,(11):110-112

结合地方本科院校教学现状,提出移动通信专业的办学思想、办学模式和办学质量保证体系,构建了理论教学、实验教学、实践教学一体化的教学创新模式.  相似文献   

希望的敌人与专业主义的魅影     

荀渊 《全球教育展望》2012,(8):44-50

近年来,国内学者对大学发表政策导致的学者仅仅满足于发表的批评一直不断。在欧美国家,类似的批评早于1960年代就已经出现。就大学发表政策导致的上述取向产生的制度因素而言,市场化、功利化等二战后兴起的大学改革趋势固然贡献颇多,大学自产生以来被逐步确立为一种惯例、制度原则的专业主义,则在很大程度为大学实用主义、功利主义盛行提供了可能。要改变这一状况,知识分子特别是人文社会科学知识分子要做的,就是要走出书斋,走出由繁琐、晦涩的学术语言构筑的沉思默想的世界,走向广阔的社会生活,直面社会现实,直面普通民众对知识的诉求。  相似文献   

新媒体时代出版编辑的素养要求     

郑旭英 《嘉应学院学报》2013,(1):94-96

在新媒体时代,传统出版业加入"互联网竞争",呈现媒介整合、盈利多元化及需进一步巩固领导者地位的发展态势,在这样的态势下,编辑需要全方位提升和完善能力素养,积极学习、善于学习,把自己培养成为一个多能的复合型人才,才能适应时代的需要,在新时代中立于不败之地。  相似文献   

Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students     

Gwo Jen Hwang  Po Han Wu  Ya Yen Zhuang  Yueh Min Huang 《Interactive Learning Environments》2013,21(4):338-354

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.  相似文献   

Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course     

Kai-Yi Chin  Ching-Sheng Wang 《Interactive Learning Environments》2013,21(7):927-941

ABSTRACT

Although Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation.  相似文献   

A Delphi investigation into future trends in e-learning in Israel     

Noa Aharony  Jenny Bronstein 《Interactive Learning Environments》2013,21(6):789-803

The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings.  相似文献