WebCL教学设计的探讨与案例

随着网络技术的发展和教育理念的变革,合作学习被认为极有发展和应用前景的网络教学策略之一,而基于网络的合作学习的教学设计及教学模式是亟待深入研究的问题。本文阐述基于网络的合作学习的教学设计,探讨了一种基于网络的合作学习的教学模式,介绍一个基于WEB合作学习的教学案例。     

基于网络环境下的协作学习模式探索

基于网络的协作学习是一种非常重要的教学模式，对于培养学生与学生之间的合作精神、互助意识、协作技能具有重要意义。文章依据协作学习的相关理论，通过要素对比论述了基于网络的协作学习的特点，借鉴传统的系统设计方法，提出了基于网络的协作学习模式。     

基于WEB的教学设计

本文基于WEB教学设计的过程,深入阐述了基于WEB教学设计的理论基础以及＂连通图形＂的学习方法、WEB的教学设计及学习环境的设计。根据以上理论,开发了基于WEB教学的自主学习系统,集登录管理、教师、学生和一般来客为一体,便于学生自主学习。     

基于Web的在线学习与考试系统的设计与研究

本文研究并设计了一个基于WEB的网上学习与考试系统,该平台实现了便于教师＂考＂与学生＂学＂的,以学生为主体、教师为主导的,实现交互的网络学习与考试环境。本系统采用基于Web的B/S三层体系结构,是一个功能齐全、使用方便、高效实用的网上学习与考试系统,以适应新时期学习与考试的信息化、网络化。     

理解CSCW应用的群体合作机制

提出了基于WEB环境的合作学习系统的概念,通过CSCW工作环境,形成虚拟的协作学习群体,强调合作学习的交互性和协同性。结合在Internet上建立群体合作学习环境的需要,探讨CSCW应用所强调的群体合作机制,从合作学习系统的特点出发,提出基本的群体合作机制,并据此提出此类CSCW应用的合作方式和规则,并给出一种面向合作学习的CSCW应用模型,此模型可以发展成为一种在Internet网上合作学习的系统。     

理解CSCW应用的群体合作机制

提出了基于WEB环境的合作学习系统的概念,通过CSCW工作环境,形成虚拟的协作学习群体,强调合作学习的交互性和协同性.结合在Internet上建立群体合作学习环境的需要,探讨CSCW应用所强调的群体合作机制,从合作学习系统的特点出发,提出基本的群体合作机制,并据此提出此类CSCW应用的合作方式和规则,并给出一种面向合作学习的CSCW应用模型,此模型可以发展成为一种在Internet网上合作学习的系统.     

浅议基于网络的研究性学习中学生的主体参与

随着信息高速公路的飞速发展,计算机网络迅速走进了教育教学过程,同时,基于网络的教学成为了一种可能。实践证明,在这种基于网络环境下的教与学,学生的个性得到充分的发展,利用网络的开放性与互连性开展卓有成效的合作学习,同时丰富的网络资源为学生拓展知识提供了方便的、广阔的空间。基于网络的研究性学习是利用交互性网络平台,构建虚拟和现实相结合的研究性学习环境,提高学生的调查、尝试、说明和解释各种现象的能力,使学生在接近真实的学习环境主动探索,形成研究的态度,提高认知能力。本文结合实际教学实践,探讨了对基于网络的研究性学习主体参与的几点认识。     

项目导向式网络学习平台的设计与实现

随着学习手段的不断发展,传统课堂教学的局限性越发的明显,因此学生和教师都希望有一个便捷网络学习平台来组织教学资源,本系统就是基于这样需要而产生的。本系统实现了项目导向式网络学习平台,由实践项目引入学习内容,将离散的知识点有效的关联在一起,提高学生的学习效率。通过本平台的应用,可以提供学生实践能力,增强项目经验,促进校企合作,同时也帮助了教师有效的管理教学过程。     

《光合作用的发现》教学设计

本节课以网络为平台,将发现光合作用的四个经典实验精心制作成Flash情境实验放到网络中,实现学生基于网络的自主学习、合作学习、探究学习。     

基于WEB的虚拟教学系统综述

在基于WEB的虚拟教学环境中,学生和老师可以不受时间和空间的限制,进行信息共享和交流,协同合作完成教学任务。文章结合计算机支持的协同工作 （Computer Support Cooperative Work）技术、虚拟现实（virtual reality）技术和IEEE上关于协同合作之间信息传输的标准,从基于WEB的虚拟教学环境的产生需求、特征、结构框架以及协同合作信息的传输这几个方面对基于WEB的虚拟教学系统的研究情况进行综述,讨论了存在的一些问题。     

A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments

A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students’ annotation behavior has attracted attention to improve collaborative learning. This study designed a personalized annotation management system 2.0 (PAMS 2.0) for managing, sharing, and reusing individual and collaborative annotations as well as providing a shared mechanism for discussion about shared annotations among multiple users.     

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.     

The use of mobile messaging‐based case studies in a pharmacotherapy introduction class in China

This study is to examine the attitudes of students towards the case studies based on mobile messaging in a pharmacotherapy introduction class. Case studies were divided into 4 groups, with 30 pharmacy students each group. Each group was required to share pharmaceutical care plans on WeChat by posting messages. A post‐activity survey was conducted: Over 70% of the students agreed that mobile messaging‐based case studies (MMBC) helped developing skills and knowledge and stimulating additional research and readings. Over 60% of the students felt that MMBC helped understanding others' viewpoints and sharing their experience and knowledge. More than half of the students agreed that MMBC was more convenient than traditional and internet‐based case study. Less than 30% of the students agreed that the interaction with other students was good. The findings reflect the MMBC studies' popularity with students. Recommendations to use MMBC studies include (a) balance the merits, such as expressing opinions clearly and concisely, allowing for collaborative learning, with the drawbacks: distraction and the low quality of interactions; (b) use small groups for case discussion; (c) design a collaborative schedule dividing the discussion into different sections.     

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.     

基于SNS的Web协作学习系统设计

随着Web2.0的快速发展,具有社会特征的SNS软件不断涌现,基于SNS平台的Web协作学习逐渐成为一种新型学习模式。提出了一种基于SNS的Web协作学习模式,并结合国内主流的SNS平台进行二次开发,设计了一个面向SNS的Web协作学习系统,主要实现了个人社区、协作学习社区、文件共享和问答系统等模块。实践证明该系统能够实现高效的Web协作和资源共享,能够帮助学习者更好地交流学习心得和分享学习成果,从而增强学习者的学习兴趣和解决问题的能力。     

共建网络学习共同体促进校企合作培训工作

构建基于网络的学习共同体,促进企业和学校师生、员工之间的沟通与合作,不仅解决企业员工继续学习的难题,而且能使高职教师更能清楚企业的需求,获得企业的实践经验,真正实现资源共享、行家引领、学员互助、互动共进、和谐发展,达成校企人员共同提高和发展的目标。     

CC–LR: providing interactive,challenging and attractive Collaborative Complex Learning Resources

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative learning approaches whose resources lack of authentic interactivity, user empowerment, social identity and challenge, thus having a negative effect on learners' self‐motivation and engagement. To overcome these and other limitations and deficiencies, in this paper, a new type of learning resource named Collaborative Complex Learning Resources (CC–LR) is presented based on the virtualization of collaborative learning with the aim of leveraging knowledge elicited during live sessions. During the CC–LR execution, the collaborative sessions are animated so learners can observe how avatars discuss and collaborate, how discussion threads grow and how knowledge is been constructed, refined and consolidated. In addition, complex aspects of the learning process can be incorporated in the CC–LRs during their creation, such as cognitive assessment and emotional awareness. The system produced from this research is tested to evaluate the CC‐LR enriched with complex information and analyze its effects in the discussion process. The research reported in this paper was undertaken within the Seventh Framework Programme (FP7) European project called ‘Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional systems’.     

Using Jigsaw and Case Study for supporting online collaborative learning

In CSCL contexts (Computer Supported Collaborative Learning) collaborative activities with different levels of structuredeness are often used to foster discussion and exchange among students and enhance collaboration. In this field the debate around whether and to what extent it is useful to structure the activities proposed to students, is still very lively. In this paper two collaborative activities are explored, namely a simple Case Study (moderate level of structuredness) and the Case Study joint with the Jigsaw (higher level of structuredness). Starting from the analysis of the interactions occurred among students of two real online courses performing these activities, it is possible to identify strong points and weaknesses of the two activities, so to draw some reflections on the impact of structuredness on the collaborative learning process.     

Using Dialogue Features to Predict Trouble During Collaborative Learning

A web-based, collaborative distance-learning system that will allow groups of students to interact with each other remotely and with an intelligent electronic agent that will aid them in their learning has the potential for improving on-line learning. The agent would follow the discussion and interact with the participants when it detects learning trouble of some sort, such as confusion about the problem they are working on or a participant who is dominating the discussion or not interacting with the other participants. In order to recognize problems in the dialogue, we investigated conversational elements that can be utilized as predictors for effective and ineffective interaction between human students. These elements can serve as the basis for student and group models. In this paper, we discuss group interaction during collaborative learning, our representation of participant dialogue, and the statistical models we are using to determine the role being played by a participant at any point in the dialogue and the effectiveness of the group. We also describe student and group models that can be built using conversational elements and discuss one set that we built to illustrate their potential value in collaborative learning. An erratum to this article is available at .