-
基础教育
- 教材：
-
- 全部
- 中国地图出版社
- 人教版
- 人教版2012
- 人教版2013版
- 人教版PEP（3年级）
- 人教版义务
- 人教版新课标
- 人教版新起点（1年级）
- 人教版（Go for it）
- 人教版（三年级起点）
- 人教版（三年级起点）2012-2013
- 人教版（版本不明）
- 人教社2016年新编教材
- 冀教版
- 冀教版（三年级起点）
- 北京版
- 北师大版
- 北师大版(2016)
- 北师大版（1年级）
- 北师大版（3年级）
- 北师版2013
- 华东师大版
- 外研社版
- 外研社（三年级起点）
- 外研社（广西专用）
- 广州新版（三年级起点）
- 广州版
- 开心学英语
- 教育科学（3年级起点）
- 教育科学（广州版）
- 新华东师大版
- 新起点英语
- 朗文英语
- 河北版
- 湘少版（3年级起点）
- 牛津上海版
- 牛津上海版（深圳新版）
- 牛津英语
- 粤教版
- 苏教版
- 语文S版
- 语文版
- 首师大版
- 香港现代版
- 齐齐学英语
- 高等教育
- 职业教育
-
ADDIE is not enough 普通类
In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice.
-
Editorial Learning objects in progress 普通类
Editorial: Learning objects in progress_1130
-
Encouraging formative peer review 普通类
Encouraging formative peer review via social networking sites
-
e-Learning programs as loyalty investments 普通类
Although e-learning has been thoroughly presented and analysed in recent years, this paper aims to present a new concept, about web-based learning used as a tool to provide ‘products’ education’ for customers, and the ways enterprises of the financial sector, may use it in order to promote their brand name and services by affecting crucial factors like customer’s trust and loyalty.
-
Integrating ICT into the teaching–learning process 普通类
Dr Ana García-Valcarcel is Professor at the University of Salamanca, Doctorin Education Sciences. Director of the Department of Teaching and school organization. Researcher on issues of educational technology and teacher training for integratin ICT in education. Coordinator of Educational Tecnology PhD. Address for correspondence: Dr Ana García-Valcarcel, Universidad de Salamanca—Didáctica, Organización y Métodos de Investigación, Paseo de Canalejas, 169 37008 Salamanca Salamanca Castilla y León 37008, Spain. Tel: +34 923 294630; email: anagv@usal.es
-
Exploring perceptions of integrating 普通类
The advancement of information technology facilitates learning and teaching. In recent years, integrating learning robots/companions in school learning settings seems to become a new trend. For examples, AIBO, a robotic dog, was used in Math class to assist students learning the concept of operation in Taiwan (Hsu, Chou, Chen,Wang & Chan, 2007). Dooly, another example of a robot, was used in English class for helping learners concentrate attention on learning in Korea (Lee, Lee, Key & Ko, 2008). Research (Draper & Clayton, 1992) indicates that students paid more attention to the learning subject by using educational robots than a tape recorder and, furthermore, learning feedback could be interactive and immediate with the assistance of automatic speech recognition (Warschauer, 1996). This study was a preliminary study to understand students’ perceptions of tangible learning robots/companions in learning English conversation context. The results will inform a joint research project on how to well design and produce a series of tangible learning robots/companion tailored to the actual needs of the target learners in elementary school settings in Taiwan.
-
Implementing electronic speaking portfolios 普通类
Electronic portfolios, or e-portfolios, refer to multimedia environments wherein students can showcase their artefacts and reflections, which represent their growth and competencies (MacDonald, Liu, Lowell, Tsai & Lohr, 2004). Compared with their paperbased counterparts, e-portfolios enable students to collect, store and manage their artefacts in a relatively easy and efficient manner, so long as Internet access is available (Heath, 2002). Further, they also allow the artefacts to take such forms as images, sound files, video clips and so on (Knight, Hakel & Gromko, 2006). Additionally, dispensed with time and location constraints, e-portfolios simplify the feedback-giving process for teachers and peers in a radical way. Moreover, their characteristic trait of being widely accessible to the public can also help students foster a heightened sense of audience and, as a result, take more careful account of what they write and how they write (Wall & Peltier, 1996). In the literature, although a number of empirical efforts have examined the implementation of e-portfolios in both first and second language classroom settings, most of them centred attention on general learning achievement (eg, Chang, Wu & Ku, 2005) and writing performance (eg, Hung, 2006). Thus far, few attempts have investigated the relationship between e-portfolios and oral speaking skills. In response, this study set out to explore English-as-a-foreign-language (EFL) students’ perceptions towards the use of e-portfolios as a tool to document and assess their speaking performance. In so doing, this study intended to bridge the gap in the emerging literature on e-portfolio instruction and assessment, and bring to light an alternative tool for EFL teachers to come to more informed evaluation of students’ oral skills.
-
A case for using structural equation modelling 普通类
Structural equation modelling (SEM) enjoyed a renaissance in the early 1970s. Many believed thiswas because of the advancement of SEM software,which made SEM readily accessible to substantive researchers, for them to address a variety of research questions. Some examples of such software include LISREL (LInear Structural RELations) by Jöreskog and Sorbom (2003), EQS (Bentler, 2003) and AMOS (Analysis of Moment Structures) by Arbuckle (2006). The combination of methodological advances and improved interfaces in these SEM software packages has resulted in the diverse usage of SEM. For example, Hershberger (2003) examined major journals in psychology from 1994 to 2001 and found that over 60% of these journals contained articles using SEM, more than double the number of articles published from 1985 to 1994. In the field of educational technology, SEM has been employed to study technology acceptance (Teo, 2009), attitude towards computer use (Teo, 2008), development and validation of scales (Teo & Noyes, 2008), and use of the Internet (Chiu, Sun, Sun & Ju, 2007).
-
Isfahan high schools teachers’ utilization of ICT 普通类
A researcher-made questionnaire was used as a collection instrument. Questionnaires included 34 questions that measured teachers’ utilisation of Information Technology (IT) in three different domains: educational, research and communication purposes. The Cronbach alpha method was used for estimating reliability. Semi-structured interviews were subsequently carried out with interested teachers.
-
Acceptance of the Internet 普通类
The main purpose of this study was to investigate the relationship between Iranian business management students’ Internet usage and Technology Acceptance Model (TAM) constructs, such as perceived usefulness, ease of use and perceived enjoyment. The second purposewas to investigate the impact of gender on students’ Internet usage. The respondents were composed of business management students from the Faculty of Administrative Science and Economics of Isfahan University in Iran. The data were collected via questionnaires that were administered to students during classes. A total of 105 questionnaires were used for analysis. Regression analysis and analysis of variance (ANOVA) was performed to examine research hypotheses. The results indicated that there was a relationship between TAM constructs and Internet usage by Iranian students. Also, ANOVA results indicated that there was no relationship between gender and students’ Internet usage.