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The influence of social interaction 普通类
As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers’ texts, edited peers’ errors, evaluated peer editors’ corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others’ perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students’ final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers’ texts, editing peers’ errors and evaluating peer editors’ corrections during text revisions.
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Creating opportunities for students 普通类
This paper examines BA Social Work students’ experiences of developing their reflective skills to work with diverse communities using a technologyenhanced blended learning design. In response to growing student numbers, new teaching and learning resources were developed to provide opportunities for students to engage in reflection-in-action at critical learning stages with the support of tutors and peers. It is suggested that access to online lectures, communications tools, a workbook (to record learning development) and online video case studies can encourage students to reflect-on-action, allowing them opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities. To cater for an increase in student numbers, a rationale for the learning design is outlined, and the paper then explores the lessons learnt from the students’ technology-enhanced learning experiences.
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Factors affecting teachers’ adoption 普通类
Even though computer games hold considerable potential for engaging and facilitating learning among today’s children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to informeducators and instructional designers on factors affecting teachers’ adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K-12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.
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Using a games console in the primary classroom 普通类
It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off-the-shelf computer game on children’s mental computation skills and on aspects of self-perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no-treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations,while results for the two comparison groups were mixed. The games console group showed significant gains in global self-esteem, but not in other aspects of self-concept. The comparison groups showed no significant gains in any area of selfperceptions. There is a need now for upscaling to investigate generalisability.
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Learning objects and engagement of students 普通类
This paper reports on a completed field study that examined the usability and effectiveness of learning objects designed for Australian and New Zealand primary and secondary schools. It focuses on student engagement by observing theways students interacted with learning objects and by listening towhat they said about them. Questions that guided the field study included the following: Could the students use the learning objects easily? Did they enjoy the experience? Did they engage with the intended learning? These questions are examined with reference to students at different levels of schooling, and examples drawn from the fieldwork illustrate that, while some learning objects achieved their potential as engagingmultimedia educational resources, others fell short. The paper provides a detailed examination of two learning objects to revealwhatworked andwhat created barriers or subverted the intended learning. In particular, it explores interest, challenge and importance as elements that contributed to engagement and socially constructed learning.
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Visualizing and monitoring effective interactions 普通类
Online education based on small self-managing groups, with slight supervision by a professional tutor, is a strategically interesting methodology for lifelong learning. This solution may combine aspects of cost-effectiveness (reducing tutors’ work) with the demands for active and engaging learning methods based on the exchange and sharing of experiences. In such a context, how can information on collaborative attitudes and behaviour be gathered? A typical tool for online learning activities is the threaded web forum. This study proposes a methodology for assessing effective collaborative interactions within the add-on module, Forum Plus, for the Moodle learning management system (LMS). The methodology here presented is able to supply an early overview of the level of effectiveness of the collaborative group and therefore it may provide a useful instrument to guide further qualitative observations conducted directly in the web forum.
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The myths about e-learning in higher education 普通类
Proponents have marketed e-learning by focusing on its adoption as the right thing to do while disregarding, among other things, the concerns of the potential users, the adverse effects on users and the existing research on the use of e-learning or related innovations. In this paper, the e-learning-adoption proponents are referred to as the technopositivists. It is argued that most of the technopositivists in the higher education context are driven by a personal agenda, with the aim of propagating a technopositivist ideology to stakeholders. The technopositivist ideology is defined as a ‘compulsive enthusiasm’ about e-learning in higher education that is being created, propagated and channelled repeatedly by the people who are set to gain without giving the educators the time and opportunity to explore the dangers and rewards of e-learning on teaching and learning. Ten myths on e-learning that the technopositivists have used are presented with the aim of initiating effective and constructive dialogue, rather than merely criticising the efforts being made.
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Design of blended training for transfer 普通类
Blended learning, mixing online and face-to-face learning modes, has been increasingly adopted in training with the expectation that it will help solve transfer problems and will lend other educational benefits.While there is a set of knowledge about design for facilitating transfer, it has not been investigated in a blended environment context. In response, this study investigated training design related factors that facilitated and hindered transfer in a blendedtraining context. The case program was a 6-week management leadership development program offered by a corporate university in Korea. Both facilitating and hindering design factors at each learning node were investigated by conducting a literature review, document analyses, focus group interviews, one-on-one interviews and an online survey. In addition to descriptive analysis, a smaller number of factors were drawn as salient design factors having predictability for transfer by using stepwise multiple regression. For the online module, the facilitating factors in ‘demonstration’ and ‘activation’ were best predictors for transfer.As a predictor among the hindering factors in the online module, the factors in ‘demonstration’ were yielded. For the off-line module, the factors in ‘application’ were drawn as predictor factors. However, no single hindering variable resulted from the multiple regressions related to this module. By integrating the descriptive and predictive statistical analysis with qualitative data analysis, specific design guidelines for blended training to ensure transfer were presented.
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Enhancing instructional design efficiency 普通类
Instructional systems design (ISD) has been frequently criticised as taking too long to implement, calling for a reduction in cycle time—the time that elapses between project initiation and delivery. While instructional design research has historically focused on increasing learner efficiencies, the study of what instructional designers do to increase efficiency during the design of instruction, including web-based training, has not yet been fully examined. The purpose of this qualitative developmental studywas to identify and understand the methodologies used by experienced instructional designers to increase the efficiency of the instructional design process. Data were gathered from 11 instructional designers working within two business and industry consulting firms that provide learning solutions to global clients. Results revealed 47 efficiency methodologies found within the four categories of design model, instructional design team member roles, instructional design processes and instructional design tools. Additionally, 14 supporting instructional designer competencies were found within the category of instructional designer knowledge, skills and attitudes.
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Leveraging mobile technology 普通类
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.