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11.
美国优质网络课程的案例介绍 总被引:1,自引:0,他引:1
近十年来,我国高校网络课程建设成果显著,但其中暴露出的理论与实践相脱离的现象也比较严重。通过介绍美国德克萨斯A&M大学Dooley教授开设的网络课程《远程教育的高级方法》,尝试剖析其作为优质网络课程在管理平台、教学设计、交互安排、评价方法以及支持服务等方面所具有的特征,以期与国内远程教育的研究者和实践者分享经验。 相似文献
12.
This issue of the International Journal of Public Opinion Researchassembles six contributions—three articles and three researchnotes—that represent the diversity of subjects, methods,and research sites that we aim at. The first article is by agroup of (mostly) Ohio State University scholars (Lindsay H.Hoffman, Carroll J. Glynn, Michael E. Huge, Rebecca Border Sietman,and Tiffany Thomson) who used two surveys about a school districtballot issue to study the process of opinion formation. Drawingon 相似文献
13.
Wolfgang Schr?der-Preikschat Daniel Lohmann Fabian Scheler Olaf Spinczyk 《Informatik - Forschung und Entwicklung》2007,22(1):5-22
Design, implementation, and re-engineering of operating systems are still an ambitious undertaking.
Despite, or even because, of the long history of theory and practice in this field, adapting existing systems
to environments of different conditions and requirements as originally specified or assumed, in terms of
functional and/or non-functional respects, is anything but simple. Especially this is true for the embedded
systems domain which, on the one hand, calls for highly specialized and application-aware system abstractions
and, on the other hand, cares a great deal for easily reusable implementations of these abstractions.
The latter aspect becomes more and more important as embedded systems technology is faced with an innovation
cycle decreasing in length. Software for embedded systems needs to be designed for variability, and this
is in particular true for the operating systems of this domain. The paper discusses dimensions of variability
that need to be considered in the development of embedded operating systems and presents approaches that
aid construction and maintenance of evolutionary operating systems.
CR subject classification C.3; D.2.11; D.2.13; D.4.7 相似文献
14.
15.
International knowledge spillovers, especially through multinational companies (MNCs), have recently been a major topic of discussion among academics and practitioners. Most research in this field focuses on knowledge sharing activities of MNC subsidiaries. Relatively little is known about their capabilities for protecting valuable knowledge from spilling over to host country competitors. We extend this stream of research by investigating both formal protection strategies (e.g. patenting) as well as strategic ones (secrecy, lead time, complex design). We conceptualize the breadth of firm's knowledge protection strategies and relate it to the particular situation of MNC subsidiaries. Moreover, we argue that their approaches differ with regard to host country challenges and opportunities. We address these issues empirically, based on a harmonized survey of innovation activities of more than 1800 firms located in Portugal and Germany. We find evidence that MNCs prefer broader sets of knowledge protection strategies in a host country with fewer opportunities for knowledge sourcing (Portugal). In Germany, though, they opt for narrower sets of knowledge protection strategies if they invest in innovation activities themselves. We deduce that these results are due to a need for reciprocity in knowledge exchanges to benefit fully from promising host country knowledge flows. 相似文献
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17.
Priv.-Doz. Dr. Wolfgang Buss 《Sportwissenschaft》2009,39(4):283-297
On 1 August 1929 the Prussian Minister of Education enacted a regulation establishing“exercise and physical education” as an academic field of study to be offered at all universities and institutes of technology under his jurisdiction. This action served to successfully complete the process that had been evolving since the middle of the nineteenth century to recognize the discipline as a university level specialty in the face of considerable longstanding opposition. The gravest forms of opposition emanated from the universities themselves and starting in the middle of the 1920s were ultimately overcome by proceedings and argumentation. These circumstances are described in this contribution based on accessing and evaluating new sources. The central focus is on a memorandum written in February 1929 by the Göttingen University physical education lecturer Bernhard Zimmermann. The article concludes by classifying and assessing the act of 1929 with a view to the further development of the academic education of sports instructors in the ensuing era of National Socialism and the postwar period in West Germany and the Federal Republic of Germany. 相似文献
18.
Jon Lauglo C. H. Dobinson Wolfgang Mitter Ian Lister G. W. Parkyn T. Neville Postlethwaite R. Gardner Walter Hahn John Lowe A. J. Cropley Georges Belbenoit Janusz J. Tomiak Bill Halls 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):107-126
19.
Kenneth Tobin Leonie Rennie Grady Venville Hye-Eun Chu Peter Fensham James Gallagher Reinders Duit Wolfgang Graeber Ed van den Berg Brian Hand Stephen Ritchie Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. 相似文献
20.
Catharina Tibken Tobias Richter Nicole von der Linden Sandra Schmiedeler Wolfgang Schneider 《Child development》2022,93(1):117-133
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement. 相似文献