基于虚拟实验平台的远程交互实验

网络作为一种新的远程学习环境,能够支持更丰富的远程教学模式,能够弥补传统远程学习环境中的不足,改善远程教学课程的质量.通过网络实施远程交互学习,特别是远程师生交互,受到了教师和学生的高度关注.许多专家学者对远程师生交互教学的规律和方式进行了积极的实践探索和理论研究,取得了丰富的研究成果.这些成果对提高网络学习中的交互起到了巨大的推动作用.在网络学习中,学习者的交互水平已经得到国内外学者的普遍关注,国外从20世纪80年代就开始研究"交互"的问题.     

基于移动Agent的远程教育系统的实现

本文介绍了一个基于移动Agent的智能性、个性化的远程教育系统的设计与实现。在设计中引入了移动Agent协作信息中间件(MACISM)，并给出了实现MACISM系统的具体思路和解决方案；在此基础上设计了远程学习系统，较好地解决了交互协作的远程学习和远程协作学习中的智能性、个性化等问题。     

远程协作学习的效果研究

远程学习需要通过协作来增加交流和互动．适当的学习工具有利于促进学习者进行知识建构并对学习资源进行有效管理。对利用思维可视化工具进行远程协作学习的方式和效果进行研究．探索在远程学习环境中利用思维可视化工具进行协作学习的应用策略。并为更好地组织学习者进行远程协作学习提出建议。     

远程协作学习的效果研究

远程学习需要通过协作来增加交流和互动．适当的学习工具有利于促进学习者进行知识建构并对学习资源进行有效管理。对利用思维可视化工具进行远程协作学习的方式和效果进行研究．探索在远程学习环境中利用思维可视化工具进行协作学习的应用策略。并为更好地组织学习者进行远程协作学习提出建议。     

现代远程协作学习系统的设计与实现

目前的远程教学中主要依赖的信息共享、个体学习、有限交互的模式,已经不能满足学习者对学习质量越来越高的期望。在此,提出一个协作学习模型。这种协作方式可以使学生在信息交流的过程中,更好地了解他人的观点、方法和建议,促进自己的学习。同时,这种模型也为基于Web的信息交流提供新的协作方式。     

基于虚拟实验平台的远程交互实验

网络作为一种新的远程学习环境,能够支持更丰富的远程教学模式,能够弥补传统远程学习环境中的不足,改善远程教学课程的质量。通过网络实施远程交互学习,特别是远程师生交互,受到了教师和学生的高度关注。许多专家学者对远程师生交互教学的规律和方式进行了积极的实践探索和理论研究,取得了丰富的研究成果。这些成果对提高网络学习中的交互起到了巨     

虚拟学习社区的学习者社会性交互研究

针对虚拟学习社区的学习者交互网络的结构与交互内容进行研究,从度数中心度和学习者交互内容深度两个方面对某大学生微博虚拟学习社区进行了分析,探讨了学习网络中个体学习者的结构位置与学习者交互内容深度的关系,以期促进学习网络的良性发展,改善网络学习社区学习环境,优化知识在网络中的传播方式.     

建构主义关照下的网络课程交互研究

随着信息技术的快速发展,网络课程逐渐趋于成熟和实用,它具有交互性、共享性、开放性、协作性和自主性等基本特征。网络课程的交互性与学习者的学习质量有着因果联系。建构主义理论强调学习环境的四大要素包括情境、协作、交互、意义建构,对网络课程的交互研究有很大帮助。     

远程教育中和谐人机情感交互模型的研究

如何在远程教学和远程学习中实现以人文关怀为特征的和谐情感交互,以提高学习者的学习效率,已成为现代远程教育中值得深入研究的重要课题.本文描述了在软件Agent技术基础上,研究具有个性情感的和谐人机交互系统的思想方法、体系模型和技术手段.     

基于网络的协作学习环境探讨

协作学习尤其是网络协作学习是社会发展推动教育发展的一个体现。网络协作学习一方面为学习者提供了广阔的学习空间；另一方面，为学习者协作能力的提高，交流能力的锻炼提供了良好的机会。本文探讨了网络环境下协作学习的特征及教师在协作学习中的作用。     

Real-time collaboration of virtual laboratories through the Internet

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the knowledge and experience from the teacher to students overcoming physical distance and isolation. Considering these facts, the authors of this document have developed a new dynamic collaborative e-learning system which combines the main advantages of virtual laboratories and collaborative learning practices. In this system, the virtual laboratories are based on Java applets which have embedded simulations developed in Easy Java Simulations (EJS), an open-source tool for teachers who do not need complex programming skills. The collaborative e-learning is based on a real-time synchronized communication among these Java applets. Therefore, this original approach provides a new tool which integrates virtual laboratories inside a synchronous collaborative e-learning framework. This paper describes the main features of this system and its successful application in a distance education environment among different universities from Spain.     

Learning and teaching in a synchronous collaborative environment

Despite obvious domination of asynchronous collaborative technologies, especially for virtual classrooms and distance education, the work presented in this paper is based on the assumption that some students will still prefer the experience of on-campus, face-to-face collaborative learning. For those students a new synchronous collaborative environment is created by combining an innovative methodology for 'same-time, same-place' interactive learning and the technology called Group Support Systems which is designed to provide not only communication but rather computer-mediated collaboration. This paper introduces this learning methodology and illustrates its potential to improve critical thinking, problem solving and communication skills of all students who are stimulated to participate as equal learners. It also describes how teachers are transformed from 'information delivery specialists' to guides and facilitators of learning.     

协同学习环境中的嵌套式知识空间模型和感知处理

为使协同学习环境能提供合理的学习导航和灵活的感知处理，提出了嵌套式知识空间模型，其中包含知识域、知识域之间的4种关系和知识空间等．根据该模型建立的协同学习环境，可以对系统中的文档资料进行有效的组织和管理，帮助学习者找到学习目标以及所需的资料进行学习．为了消除用户在远程协同学习环境中的“孤独感”，在嵌套式知识空间模型的基础上，提出了协同学习环境中的多级感知处理模型．它包括两种感知方式：多层感知空间方式和定制监测方式．此外在感知处理模型中，为用户提供了信息过滤器和隐私保护器，可有效地进行信息过滤和隐私保护．     

Are two heads always better than one? Differential effects of collaboration on students�� computer-supported learning in mathematics

While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type of knowledge that is promoted by the instruction. If the instructional material requires students to reason with mathematical concepts, collaboration may increase students’ learning outcome as it promotes mutual elaboration. If, however, the instructional material is focused on practicing procedures, collaboration may result in task distribution and thus reduce practice opportunities necessary for procedural skill fluency. To evaluate differential influences of collaboration, we compared four conditions: individual vs. collaborative learning with conceptual instructional material, and individual vs. collaborative learning with procedural instructional material. The instruction was computer-supported and provided adaptive feedback. We analyzed the effect of the conditions on several levels: Logfiles of students’ problem-solving actions and video-recordings enabled a detailed analysis of performance and learning processes during instruction. In addition, a post-test assessed individual knowledge acquisition. We found that collaboration improved performance during the learning phase in both the conceptual and the procedural condition; however, conceptual and procedural material had a differential effect on the quality of student collaboration: Conceptual material promoted mutual elaboration; procedural material promoted task distribution and ineffective learning behaviors. Consequently, collaboration positively influenced conceptual knowledge acquisition, while no positive effect on procedural knowledge acquisition was found. We discuss limitations of our study, address methodological implications, and suggest practical implications for the school context.     

An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations

Researchers have indicated that the collaborative problem‐solving space afforded by the collaborative systems significantly impact the problem‐solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual‐based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem‐solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem‐solving activities. The students using the individual‐based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.     

基于Web进行远程教育的优势和实现

远程教育通过网络作为教学媒体,其优势不仅在于它是很好的内容载体,可以随时随地访问,还在于它提供了很多交流渠道,为师生之间、学生之间的充分讨论提供了可能,这对于提高教学质量、促进学生智力的开发是十分重要的.总结了现代远程教学系统中常用的交互方式,从功能层面描述了交互性的用途,从技术层面分类讨论了远程教学中交互性实现的几种途径.并且通过实现远程网络教育来进行具体说明.     

An online collaborative document creation exercise in an ODL research project module

Online technologies to support collaborative learning provide lecturers in distance higher education with ever more opportunities to extend their teaching in beneficial ways. Students are also increasingly familiar with the online environment via social networking sites. How well this familiarity with online environments translates into the online collaborative learning space in an open distance learning context was examined. We report here on one cycle of an action research project involving 11 fourth-year computing students producing shared survey questionnaires and interview questions collaboratively online. Feedback on the collaboration exercise was obtained by means of a questionnaire which was analysed using grounded theory techniques. The expectation was that collaborative text creation software would be used but somewhat surprisingly, given their academic background, the students used email as the tool of choice. The students' reflections on the collaborative process showed that they noted and appreciated the benefits of collaborative work but also confirmed some of the previously reported frustrations of online collaborative work – in particular differences in levels of commitment and effort, and the free rider effect. Overall, the results pointed to the need for lecturers to be involved in a collaborative process to critically question and guide choices being made.