基于WebQuest的网络集成实验教学平台的研究

针对网络集成课程工程性、实践性和协作性的特征及教学要求,借助于建构主义学习理论,将WebQuest探究学习模式应用于网络集成教学过程,构建了一个基于WebQuest的网络集成实验教学平台。该平台将传统课堂教学和网络探究学习两种模式进行有机的整合,避免了传统教学模式的局限性,能有效提高学生的学习积极性和团队协作能力。     

中职计算机教学中分组协作式学习模式构建研究

笔者简述了分组协作式学习模式在中职计算机教学中的价值,深入分析了分组协作式学习模式在中职计算机教学中需要注意的问题,并以此为依据,提出将分组协作式学习模式有效应用于中职计算机教学的策略。通过优化教学内容和教学目标,完善分组协作式学习模式评价体系等有效方法,充分激发学生的自主学习能力,为现代社会培养专项人才。     

基于网络环境的大学生自主协作学习模式研究

随着计算机技术和通信技术的发展,自主协作学习的网络教学成为当前网络教育中研究的热点。该文分析了网络环境下自主学习的优势,阐述了自主协作学习模式的理论基础,并研究了一中基于网络的自主协作学习模式。     

指导型协作学习组间竞争机制模拟

基于网络的指导型协作学习已广泛应用于教学实践中。在小组间开展竞争能促进协作学习,为了研究基于网络的组间竞争机制,给出了指导型协作学习三元组模型,提出了衡量学生亲和度与教师指导效率的方法;建立了指导型协作学习的组间竞争机制方程,以此促进学生在组间迁移,该方程包含的激励因子和抑制因子来调节组间竞争程度。随后描述了组间竞争的算法,通过实验模拟了组间竞争的过程,验证了算法有效性和自适应性。最后得到组间竞争模型能有效应用于基于网络的指导型协作学习教学实践。     

基于QQ的网络协作学习模式的探究

QQ作为一种即时通软件，因其强大的交互功能、简便的操作环境，受到越来越多的教师的关注并逐步应用到教育教学中。首先分析QQ在网络协作学习模式中的功能，进而分析实现基于QQ的网络协作学习模式的条件，最后用案例说明QQ在网络协作学习模式中的具体应用。     

基于MOSS 2007的网络协作学习研究与实现

网络课程作为网络教育的核心资源,已日益受到教育部门和教育专家、学者的广泛关注。同时,协作学习是目前教育界比较提倡的一种教育模式。该文以分析利用Microsoft Office SharePoint Server2007(MOSS2007)网络教学平台开展协作学习的可行性为起点,阐述MOSS2007知识共享和协同工作的功能,继而描述MOSS2007网络教学平台的基本结构,最后讨论该平台可实现的协作学习功能。     

非计算机专业的计算机基础课程教学探讨

当前,非计算机专业的计算机基础教学中存在学生学习兴趣不高、教学效果不佳等问题。该文分析了计算机基础教学存在问题的原因,并针对存在的问题提出了相应的解决方案。将协作知识构建的思想运用到课程设计中,研究网络环境下基于协作知识构建的课程设计模式,搭建了Blackboard支持下的计算机基础课程网络教学框架。     

基于网络的协作学习在中专3DSMAX课程教学中的应用研究

主要研究内容是基于网络环境下协作学习的应用原则和实践模式研究,协作学习的教学设计和实施,不同信息技术设施条件下协作学习学习环境的构建研究,协作学习中教学策略的选择和应用,协作学习的评价方法与工具。为了突出研究的应用性和实践性,从学校实际出发,以案例研究(或直接从课例研究)作为研究的抓手,重点是在现代学习理论指导下,对案例进行理论和实际相结合的提炼,形成实践模式,因此制宜地应用在学校的教学过程中。     

基于SNS的美术院校网络学习平台的研究

国家新课程改革中重点提出对教学模式的改革,21世纪是网络学习的时代,基于SNS的学习模式已经颠覆传统的学习模式,这种崭新的学习模式能够提高学生的团队协作与沟通能力,发展创新性与批判性思维,成为学生获取知识的有效途径。将SNS引入高校的教学与学习当中,具有重要的意义。     

网络教学中教师、学生与IT资源之间的互动关系研究

IT在教育领域的广泛渗透，促使网络教学成为教育界研究的热点。国内学者根据教师，学生和IT资源之间的互动关系，将网络教学划分为三种不同模式：即多媒体课堂教学模式、基于计算机网络的个别化教学模式和计算机网络通讯技术支持下的协作学习模式。在网络教学过程中，丰富的IT资源和师生交往合作存在的发展方式，打     

Bridging the gap between students and computers: supporting activity awareness for network collaborative learning with GSM network

The internet has been widely used to promote collaborative learning among students. However, students do not always have access to the system, leading to doubt in the interaction among the students, and reducing the effectiveness of collaborative learning, since the web-based collaborative learning environment relies entirely on the availability of computers and the internet. A web-based collaborative learning scheme based on activity awareness carried out through mobile phones is proposed herein. The proposed mechanism automatically sends SMS messages on a GSM network, based on student identity and learning activity, making the student aware of the collaborative learning context, and further improving the student's learning. A web-based collaborative learning activity was implemented in a Taiwan undergraduate class to examine the proposed scheme. Experiments demonstrated that awareness of the collaborative learning context through mobile phones significantly increased student participation in learning activity and improving student learning performance.     

Applying adaptive swarm intelligence technology with structuration in web-based collaborative learning

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL) environment based on a swarm intelligence system (SIS) that structures opportunities for effective collaboration and learning in a dynamic way. The results of our experiments indicate that: (1) the self-organizing behavior of SIS is positively associated with system appropriation; (2) the multi-agent-based mechanism of SIS is positively associated with system appropriation; (3) the cohesive capability of SIS is positively associated with system appropriation; and (4) the learner’s tendency toward system appropriation is positively associated with learning effectiveness. Our findings also show that learners in an ASCL environment outperform their counterparts in a general web-based learning (GWL) environment. We conclude that different types of technological support can influence the achievement in a web-based learning environment.     

基于项目导学的网络协作学习平台的设计与应用

该文基于当下高职院校学生职业能力需求,结合项目导学与网络协作学习的特点,试图通过设计与应用基于项目导学的网络协作学习平台促进学生职业能力的积累。     

Web型协作仿真实验系统的设计

通过在网络仿真实验系统中引入协作学习的策略，提出了网络协作仿真实验系统的一般应用模型。采用面向对象的方法对网络协作仿真实验系统的构造进行了分析和设计，给出了系统的UML静态模型和动态模型，并以化学工程精馏实验为内容，以动态仿真实验模型为基础，初步实现了包括网络物性数据库在内的化工协作仿真实验系统。     

ICT in higher education: evaluating outcomes for health education

Abstract This paper presents an investigation that examined and compared the effectiveness of collaborative tutorial activities carried out in both web-based and face-to-face learning environments within an undergraduate health education subject. Effectiveness of the different learning environments was measured in terms of observed learning outcomes, analysis of learner interactions and reported perceptions of the learners regarding their experience. Results demonstrated that web-based environments, with embedded collaborative activities, can effectively foster rich learning experiences that result in attaining positive learning outcomes.     

Web-based collaborative inquiry learning

Abstract This study proposes a web-based collaborative inquiry learning system. This system uses the World-wide web (WWW) as a source of knowledge exploration, and provides exploratory problems to guide students to think and explore. A concept map is used as a tool of anchoring and representing knowledge during inquiry process. In the process of learning, learners are allowed to exchange the evidence they have collected, their personal opinions, and the concept maps that they have built. In order to effectively integrate the inquiry learning, collaborative learning, and concept map in the system, this study proposes a collaborative inquiry learning model and related learning activities. Two studies were constructed based on the collaborative inquiry learning model to investigate students' learning processes in the collaborative inquiry learning on the web.     

Research and development of web-based virtual online classroom

To build a web-based virtual learning environment depends on information technologies, concerns technology supporting learning methods and theories. A web-based virtual online classroom is designed and developed based on learning theories and streaming media technologies. And it is composed of two parts: instructional communicating environment (ICE) and collaborative learning environment (CLE). ICE provides learners with learning materials, lecture videos, and interactive environment etc. CLE supports active learning by providing the environment with learning tools, learning materials and contextual discussion for learners. The environments are designed with event-based synchronous strategies and e-learning technologies standards.