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Theories and results 普通类
One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students’ e-learning adoption behavior among various countries is urgently needed. South Korea’s dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research. Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.
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Do graphical overviews facilitate 普通类
Educational hypertexts usually include graphical overviews, conveying the structure of the text schematically with the aim of fostering comprehension. Despite the claims about their relevance, there is currently no consensus on the impact that hypertext overviews have on the reader’s comprehension. In the present paper we have explored how hypertext overviews might affect comprehension with regard to (a) the time at which students read the overview and (b) the hypertext difficulty. The results from two eye-tracking studies revealed that reading a graphical overview at the beginning of the hypertext is related to an improvement in the participant’s comprehension of quite difficult hypertexts, whereas reading an overview at the end of the hypertext is linked to a decrease in the student’s comprehension of easier hypertexts. These findings are interpreted in light of the Assimilation Theory and the Active Processing model. Finally, the key educational and hypertext design implications of the results are discussed.
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Evidence from eye movements 普通类
This study examined how middle school students constructed their understanding of the mitosis and meiosis processes at a molecular level through multimedia learning materials presented in different interaction and sensory modality modes. A two (interaction modes: animation/simulation) by two (sensory modality modes: narration/on-screen text) factorial design was employed. The dependent variables included subjects’ pre-test, post-test, and retention-test scores, showing their understanding of mitosis and meiosis process at molecular level, as well as data of subjects’ eye-movement behavior. Results showed the group that received animation with narration allocated a greater amount of visual attention (number of fixations, total inspection time, and mean fixation duration) than the group that received animation with on-screen text, in both pictorial area and area of interest, which is consistent with students’ immediate and long-term retained learning of the processes of mitosis and meiosis. The group that received simulation with on-screen text allocated a greater amount of visual attention than the group that received simulation with narration, consistent with students’ immediate and retained learning. The group that received simulation with on-screen text also allocated a greater amount of visual attention than the group that received animation with on-screen text, consistent with students’ immediate and retained learning. This study adds empirical evidence of a direct correlation between the length of eye fixation behavior and the depth of learning. Moreover, it provides insight into the multimedia effect on students’ cognitive process through the use of eye fixation behavior evidence.
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An empirical investigation 普通类
There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, hexagonal e-learning assessment model (HELAM) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) content quality, (4) learner perspective, (5) instructor attitudes, and (6) supportive issues. A survey instrument based on HELAM has been developed and applied to 84 learners. This sample consists of students at both undergraduate and graduate levels who are users of a web-based learning management system, U-Link, at Brunel University, UK. The survey instrument has been tested for content validity, reliability, and criterion-based predictive validity. The analytical results strongly support the appropriateness of the proposed model in evaluating LMSs through learners’ satisfaction. The explanatory factor analysis showed that each of the six dimensions of the proposed model had a significant effect on the learners’ perceived satisfaction. Findings of this research will be valuable for both academics and practitioners of e-learning systems.
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Enhancing the recall of presented material 普通类
Many educators distribute either complete or incomplete handouts so students can follow along with their lectures. This research examines a teaching system that combines computer-generated graphics presentations and detailed outline handouts with blanks added. An experiment found that this system produced significantly higher short-term recall of a presentation when compared with note-taking on lined paper and with no note-taking. Visual design variables, specifically slide typefaces and type, were also manipulated to examine whether they had independent effects on short-term recall or influenced the benefits from note-taking. No significant main effects or interactions were found for the visual aid variables.
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Knowledge exchange in the shrines of knowledge 普通类
Academic conferences are places of situated learning dedicated to the exchange of knowledge. Knowledge is exchanged between colleagues who are looking to enhance their future research by taking part in several formal and informal settings (lectures, discussions and social events). We studied the processes of knowledge sharing and the influence of the use of IT at the International Conference of Information Systems (ICIS2007) held in Montréal. We describe the categories of knowledge content shared at the conference. Two forms of knowledge sharing were analyzed: formal, guided, planned knowledge sharing in lectures or discussions, and informal knowledge exchange during social events. Data were collected from 274 participants at the conference. The intensity of knowledge sharing in the formal settings was higher compared to the informal settings and was perceived as contributing to future research and to the creation of social relationships. In contrast, informal knowledge sharing contributed mainly to job enhancement and to the initiation of meetings. The discussion centers on planning and evaluating conferences in terms of seeking, creating and sustaining knowledge sharing.
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Strategies for collaborative writing 普通类
Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case.
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Students’ perceptions of teaching 普通类
This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.
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The input-interface of Webcam applied 普通类
Abstract Our research explores a virtual reality application based on Web camera (Webcam) input-interface. The interface can replace with the mouse to control direction intention of a user by the method of frame difference. We divide a frame into nine grids from Webcam and make use of the background registration to compute the moving object. In order to make this technology apply to 3D virtual reality system, we use the Virtools Dev to build virtual scenes and the Microsoft Visual C++ to build this interface. We also use the MySQL database management system to access users’ data and the displaying data. We implement a number of Building Blocks (BB) to support Virtools Dev for using the database management system and the Webcam input-interface in this composite system. The results of research are expected to the digital content industries such that users can easy to use the input-interface to control browsing the virtual reality. Our system can supply interactive digital content, photographs, and access the questions from the database management system. In addition, the system provides the browsing mold, the question mold, and the course content describing mold with the input-interface. In order to explore the intention of users for using the system, we design the questionnaire based on the technology acceptance model (TAM). In our empirical study, we find that perceived playfulness is positive association with attitude toward using. Interface style is positive association with perceived ease of use.
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The learning context Influence on learning 普通类
In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students’ experiences of the learning context have important implications for teaching and learning. Therefore, the solutions that most students work towards in order to solve a problem are an indication of an essential aspect: the learning context. The study attempts to understand the influence that the learning context has on pre- and in-service teachers learning to program. The participants who took a course in Java programming were asked to keep a journal, which indicated their reflections throughout the course. These reflections together with interview transcripts of some participants were used in the analysis. The instructors of the course were also part of this qualitative study. Activity theory was used as a basis for the analysis. It was found that both the problem and the learning context have a profound effect on students’ understanding and performance.