-
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
-
Exploring students' web 2.0 mentality 普通类
What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design (pages 146–159) G. Palaigeorgiou, G. Triantafyllakos and A. Tsinakos. —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design sessions, employing two needs' elicitation techniques, with the aim of envisioning a learning platform that meets their learning particularities and needs, incorporates and exploits their new technological habits, and can be harmoniously situated in their daily routine. Overall, 773 needs were elicited, proving that students had refined views about the elements that can render the next wave of e-learning applications successful. They convincingly demonstrated their web 2.0 mentality but sought for a smooth transition to the new environment, promoting an evolution rather than a revolution. The resulting set of needs demarcates a zone of expectancies where the enhancement of the learning content and the contextualization of knowledge remain top priorities with revamped opportunities, while networking, participation and collaboration complement and improve their characteristics. Our study is an example of exploiting participatory design for exposing students' thoughts and requirements from a critical design perspective.
-
Cognitive load theory constructivist approaches 普通类
Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning? (pages 133–145) J.J. Vogel-Walcutt, J.B. Gebrim, C. Bowers, T.M. Carper and D. Nicholson —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Computer-assisted learning, in the form of simulation-based training, is heavily focused upon by the military. Because computer-based learning offers highly portable, reusable, and cost-efficient training options, the military has dedicated significant resources to the investigation of instructional strategies that improve learning efficiency within this environment. In order to identify efficient instructional strategies, this paper investigates the two major learning theories that dominate the recent literature on optimizing knowledge acquisition: cognitive load theory (CLT) and constructivism. According to CLT, instructional guidance that promotes efficient learning is most beneficial. Constructivist approaches, in contrast, emphasize the importance of developing a conceptual understanding of the learning material. Supporters of these theories have debated the merits and shortcomings of both positions. However, in the absence of consensus, instructional designers lack a well-defined model for training complex skills in a rapid, efficient manner. The current study investigates the relative utility of CLT and constructivist-based approaches for teaching complex skills using a military command and control task. Findings suggest that the acquisition of procedural, declarative, and conceptual knowledge, as well as decision-making skills, did not differ as a function of the type of instruction used. However, integrated knowledge was slightly better retained by the group provided with CLT-based instruction. These results are contrary to our expectation that constructivist approaches, which focus on the development and integration of information, would yield better performance in an applied problem-based environment. Thus, while contemporary researchers continue to defend the use of constructivist strategies for teaching, our research supports earlier findings that question the utility, efficiency, and impact of these strategies in applied domains.
-
The effect on college student engagement 普通类
The effect of Twitter on college student engagement and grades (pages 119–132) R. Junco, G. Heiberger and E. Loken —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.
-
Patterns of interactive media use among youth 普通类
Patterns of interactive media use among contemporary youth (pages 103–118) A. van den Beemt, S. Akkerman and P.R.J. Simons —— Journal of Computer Assisted Learning Volume 27, Issue 2, Pages 103-189, April 2011 —— The intensive use of interactive media has led to assertions about the effect of these media on youth. Rather than following the assumption of a distinct Net generation, this study investigates diversity in interactive media use among youth. Results from a pilot study show that contemporary youth can be divided into clusters based on the use of interactive media. These results call for a better understanding of these clusters and the characteristics of their members. The research question for this paper was: Can patterns be found in the interactive media activities and opinions of young people? We answer this question by a survey among 2138 Dutch students aged 9 to 23 in education levels ranging from primary to higher professional education. Four categories of interactive media activities were discerned using confirmatory factor analysis: interacting, performing, interchanging, and authoring. Four clusters of interactive media users, namely Traditionalists, Gamers, Networkers, and Producers were identified using cluster analysis. Behind these straightforward categories, complex patterns of user activities and opinions can be found. The implication is that education should be cautious in applying these media as learning tools, because contemporary students show diversity in the kinds of interactive media they prefer using.
-
An analysis of the integration 普通类
this study explored the integration ofIT by university lecturers inpre-service secondary school teacher education programs in Zimbabwe.
-
Twenty years of productivity in ETR&D 普通类
This study was conducte d to identify the most productive in stitutions and the most productive ETR&D authors from1989to2008.
-
Evaluation of knowledge's development 普通类
The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students who participated actively .
-
Re-examining cognition during student-centered 普通类
This can be particularly challenging while learning from the WorldwideWeb, where billions of resources address a variety of needs.
-
Coping with mismatched courses 普通类
In this paper, the interactions between students’ learning styles, their behaviour, and their performance in an online course that is mismatched.
-
The effects of anaphoric reference 普通类
This descriptive investigation considers the effect of pronouns on a computer-based text analysis approach, ALA-Reader.