高中化学在线考试系统的设计与实现

介绍高中化学在线考试系统出现的背景和意义,描述基于Java的在线考试系统的系统结构．该系统实现以学生为主体、教师为主导的在线练习与在线考试的网络环境,详细阐述组卷算法设计、在线练习模块等系统实现的关键技术．并给出具体实现步骤和相关界面图,总结系统的优势与特色。     

高校专业课无纸化网络考试系统的设计与实现

高校专业课无纸化网络考试系统是基于C/S构架的客户机/服务器局域网无纸化网络考试系统,采用VB6.0编程语言和ACCESS2003数据库开发而成。系统中采用动态联网技术和先进的界面控制技术,实现动态、即时、随机组卷和在线无纸化考试功能。本系统突破了传统网络考试中仅能组织填空、选择、判断题考试的局限,能够实现包含图表和公式的复杂题型的在线考试,为大学本科专业课程无纸化网络考试开辟了新途径。     

基于AdHoc网络的在线答疑系统的设计与实现

针对目前网络答疑系统的可扩展性和灵活性的不足,设计一种基于无线自组织网络Ad Hoc的在线答疑系统。利用移动对等网络技术,设计基于Android 4.0平台和Ad Hoc网络上的在线答疑系统,实现网络通信和组管理、用户在线答疑、用户自动答疑与实时交互性白板演示等多种功能。该系统目前已在Andorid 4.0平台上开发完成,实际运用证明了该答疑系统的灵活性与答疑手段的多样性。     

基于ASP.NET技术的网络教学系统设计与研究

为实现网络课程学习过程的互动,使学习环境更加宽松、方便,在WINDOWS操作系统平台上设计实现了"信息技术安全"网络课程学习系统。学生通过浏览器窗口,学习整个网络的课程,通过学生账户,完成在线作业,并参与讨论。教师通过浏览器可以管理和维护用户账号,发布和管理在线作业,并评定用户提交的在线作业。该系统可为学生提供丰富的自学环境与资源,实现网络学习的基本功能,为教师的课堂教学提供有效的帮助。     

在线考试系统设计与实现

教学活动中有一个重要环节就是考试,如何让课程的考试在网络中进行是一个难题。为此,设计并实现了基于网络的在线考试系统。该系统将实现教师对题库中试题的添加、修改、删除,组成试卷,考生在线考试以及系统自动评分等功能。     

基于Web的通用在线考试系统的设计与实现

针对早期的网络考试系统已经满足不了实际应用需求,研究开发了一套能适应大型网络考试需求的基于Web的通用在线考试系统,提出了划分成后台管理、考场监控管理和在线考试管理的系统方案,从试卷生成、在线监控、在线考试、阅卷与分析和试卷存储等模块进行阐述.通过多次大型考试实践验证,实现考试系统的出题、阅卷和成绩分析的自动化.     

基于PKI的安全网络硬盘系统的设计与实现

为网络硬盘提供完备的身份认证和内容安全是安全网络硬盘系统的重要研究内容。设计实现基于PKI的在线认证安全网络硬盘系统,应用PKI安全体系实现身份认证,应用密码技术实现网络硬盘数据的安全存储和安全传输,实现网络硬盘的安全应用。描述系统的总体框架、安全机制,阐述实现过程中的几个关键技术。     

网络在线聊天系统的设计与实现

本文详细论述了网络在线聊天系统的设计与实现过程。以Visual C 的MFC(微软基本类库)作为基本的开发基础,使用Socket套接字作为开发的应用程序开发模型,使用Sockets原型开发,可以方便的建立连接,数据传输,和断开连接,从而实现网络在线聊天系统的在线好友查找,发送消息和接收消息。     

基于SSH的企业在线办公系统的设计与实现

针对目前一些中小企业迫切需要实现网络办公的需求,利用SSH框架技术实现一个企业在线办公系统,给出系统实现的思路和关键技术.系统实现方法简单,功能较全,能够满足多数中小企业在线办公的需求.     

基于XML的在线考试系统设计

设计并实现一种基于XML数据存储的在线考试系统,介绍考试京统的运行流程和系统主要功能的具体实现方法。通过ClickOnce部署技术发布和更新系统,考试数据使用XML文档在本地暂存,考试数据采用密文存储,采用多线程编程技术,从而有效解决在线考试关于网络拥堵、防止作弊、考试计时等相关问题,实现一个在校园网内切实可行的在线考试系统。     

The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses

Computer-mediated communication (CMC) has been adopted in most e-learning settings. However, few research studies have considered the effect of different CMC. This study examined how and why synchronous communication affected participation in online discussions. Two online classes that participated in two asynchronous and two synchronous online discussions were examined. Actual and perceived measures of participation indicated that synchronous communication induced personal participation, which could be regarded as a complement to cognitive participation. Personal participation involves more intense interaction better supported by synchronous communication while cognitive participation is a more reflective type of participation supported by asynchronous communication. In synchronous discussions, the e-learners felt that they worked together and were not restricted to only discuss course content. This was likely to induce arousal and motivation and increased convergence on meaning, especially in small groups.     

A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation

With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face‐to‐face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e‐learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N = 110), taking into account student motivation, and employing a dynamic inter‐temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning.     

Online collaboration: Collaborative behavior patterns and factors affecting globally distributed team performance

Studying the collaborative behavior of online learning teams and how this behavior is related to communication mode and task type is a complex process. Research about small group learning suggests that a higher percentage of social interactions occur in synchronous rather than asynchronous mode, and that students spend more time in task-oriented interaction in asynchronous discussions than in synchronous mode. This study analyzed the collaborative interaction patterns of global software development learning teams composed of students from Turkey, US, and Panama. Data collected from students’ chat histories and forum discussions from three global software development projects were collected and compared. Both qualitative and quantitative analysis methods were used to determine the differences between a group’s communication patterns in asynchronous versus synchronous communication mode. K-means clustering with the Ward method was used to investigate the patterns of behaviors in distributed teams. The results show that communication patterns are related to communication mode, the nature of the task, and the experience level of the leader. The paper also includes recommendations for building effective online collaborative teams and describes future research possibilities.     

Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom

The development of computer-mediated communication enables teaching and learning to take place across geographical boundaries. An online synchronous learning environment with cyber face-to-face features affords students the sense of learning together online. This study reports a novel design of organizing a 16-week seminar for doctoral students across Canada, Italy, New Zealand, and Taiwan in the Synchronous Cyber Classroom, an online synchronous learning environment. Students’ learning experiences were explored from the perspective of students’ interactions with students, instructors, and the content, based on which the perception of being in a learning community was formed. This article reports how this international online research seminar was organized, how students’ learning experience was analyzed, and what we learned about students’ learning in this international online research seminar.     

基于Socket的多核处理器测试系统

针对H3MP-16多核处理器,设计一套用于测试其性能的流媒体演示系统。介绍处理器的硬件体系,阐述测试系统的结构和功能,给出流媒体软件设计方案。该流媒体演示系统通过使用原始套接字进行数据包收发,实现FFMPEG的在线传输与同步播放,并能对丢包率进行统计,对播放速率和效果进行调节,从而为多核处理器提供了一个良好的测试和演示平台。     

Empathy online

Members of online support communities help each other by empathising about common problems and exchanging information about symptoms and treatments. Results from two studies indicate that: empathy occurs in most online textual communities; empathetic communication is influenced by the topic being discussed; the presence of women tends to encourage empathy; and the presence of moderators not only reduces hostility but also appears to encourage empathy. The paper explores how empathy may be affected by pace of interaction, mode of expression and the way people reveal themselves in synchronous and asynchronous communities. As we advance towards technically better computer virtual environments, it is timely to pay greater attention to social issues such as empathetic communication.     

Chaotic laser synchronization and its application in optical fiber secure communication

In this paper, optical fiber chaotic secure communication is proposed bycoupling chaotic laser synchronous system with optical fiber propagation channel.Feedback synchronous system of chaotic semiconductor lasers is presented andsynchronous error and decoding formulae are demonstrated. Synchronization betweentwo chaotic laser systems with distributed feedback semiconductor lasers at wavelengthof 1.31 μm is simulatively achieved with almost zero synchronous error. Parametermismatch, synchronous transient response and noise effect on the system are studied.Robustness of synchronization and anti-perturbation can increase by increasing thefeedback coefficient of the system. Influence of group-velocity-dispersion and self-phasemodulation of optical fiber on chaotic laser signal and synchronization are analyzed, and itis found that group-velocity-dispersion affects pulse shape, synchronization and decoding,and limits optical fiber propagation distances, and self-phase modulation does not affectpulse shape, w     

PIC32MX单片机的无同步时钟电路HBS通信设计

家庭总线系统(HBS,Home Bus System)是商用空调控制领域应用最广泛的总线通信方式.该方式通常需要一个同步时钟信号对原有信号进行调制,最终实现接线端子的无极性连接.本文选用的PIC32 MX单片机没有同步时钟 I/O口,并且在无模拟外部同步时钟电路的情况下,使用异步接收同步无调制发送的方式实现了 HBS通信,解决了主芯片选用限制问题.由于此系列单片机同步和异步串行通信的收发均可单独配置,所以此种方式并不占用多余的 I/O口.     

面向同步实时授课的多媒体通信模型

针对基于IP网的同步实时授课系统在多媒体通信方面存在的问题，提出了一种适用于描述实时授课中多媒体通信的四元组结构模式，基于此模式，建立了同步实时授课系统的多媒体通信模型，论述了模型中的主要问题，如组播数据跨网段传输机制和镜头焦点交互机制，并对模型进行了性能评估。该模型已在基于IP网的多媒体远程教育系统RealClass中得到应用和验证，并具有良好的可扩展性。     

不确定性超混沌系统的积分滑模同步控制研究

在参数不确定和外部干扰并存的情况下,对基于积分滑模理论的超混沌系统同步方法进行了研究。该方法利用驱动系统和响应系统间的同步误差建立比例积分滑模函数,并根据滑模函数推导出用于同步控制的滑模控制器。仿真结果证明了该同步控制方法的有效性和鲁棒性。该研究结果为超混沌系统保密通信的同步方案研究提供了参考。