基于VRML的远程教育虚拟实验室的研究

该文分析了VRML与同类技术相比的一些特点，并详细讨论了用VRML实现—虚拟实验室的关键方法。指出了简单的交互可用传感器节点，通过事件和路由来实现，复杂的交互可用Script节点，通过引入JAVA程序来实现。     

建立网上学校模型的若干教育和技术问题

比较了以信息为特征的拟学校和以实体为特征的传统学校的区别,详细阐述了建立基于Ｗｅｂ的虚拟学校模型时需要考虑的教与学的新特征,以及用于实现模型所涉及的最新的网络和编程技术。     

Effectiveness of a Virtual Laboratory as a preparatory resource for Distance Education chemistry students

Many have argued that interactive 3D virtual environments have great educational potential due to their ability to engage learners in the exploration, construction and manipulation of virtual objects, structures and metaphorical representations of ideas. Although learning benefits have been demonstrated in research settings, and substantial usage has occurred in workplace training contexts, there are few published evaluations of applications of such environments within university contexts. This article reports on studies exploring the effectiveness of a virtual environment based on a chemistry laboratory as a tool to prepare university chemistry students studying at a distance for their on-campus residential schools, in response to evidence suggesting that many of these students experienced a lack of confidence and a sense of anxiety approaching these sessions. In an experimental study it was found that the environment was able to be effective as a tool for familiarising students with the laboratory. However, when the resource was provided to distance students, less than half of the students chose to use it, possibly due to the fact that use of the resource was not required for the assessment in the subject. Questionnaire and interview data suggested that most of those who used the resource found that it was a valuable preparatory tool and would recommend its further use. For many students, however, a lack of familiarity with the laboratory was not seen as the major source of their anxiety and therefore a resource allowing them to become familiar with the laboratory did not have a major impact on their learning experience. Given that the ability to apply mathematical techniques and chemistry concepts within the practical sessions emerged as a major source of students’ anxiety, it is suggested that the incorporation of instruction or scaffolding for these aspects of the task can be provided, and would make a valuable enhancement to the virtual environment.     

基于WWW的远程教育系统中数据库的建立

文章着重论述了军械工程学院远程网络教育系统数据库的研究与设计,分析了数据库特征,采用关系数据库(SQLServer7.0)与非关系数据库(LotusDomino/Notes)相结合的方法实现了数据库的设计,并创造性地提出了实、虚课件概念。     

Cui bono?: Revisiting the promises and perils of online learning

We chronicle—in both an historical and bibliographic framework—the discussion of rhetorics of empowerment and disempowerment throughout the last 15 years, and we also examine the promises and perils of current trends in online teaching and learning, with a special emphasis on the role of universities in promoting distance education. This article addresses the question cui bono?, or who benefits, from the rush to technologize teaching and learning? We address the extent to which the continued rush to technologize teaching and learning is a perilous return to a rhetoric of empowerment that as compositionists we must continue to interrogate critically; we question how, in an era of 24/7 learning, students may or may not benefit and also how teachers may lose out, based on the increased workload and course management surrounding online learning.     

虚拟实验室架构的设计与实现

通过建立虚拟实验室解决现有教学资源不足的难题,分析现代计算机硬件和软件技术的可行性,结合虚拟实验室功能需求,提出实验室的网络结构和系统结构,运用现有技术实现构建。     

虚拟实验室架构的设计与实现

通过建立虚拟实验室解决现有教学资源不足的难题,分析现代计算机硬件和软件技术的可行性,结合虚拟实验室功能需求,提出实验室的网络结构和系统结构,运用现有技术实现构建.     

From pattern to practice: Evaluation of a design pattern fostering trust in virtual teams

This article describes the implementation and evaluation of a design pattern that fosters trust in mediated collaborative settings. The pattern proposed here should provide a profile with static and/or dynamic information about the participants of a collaborative environment. It aims to foster initial (in the first two to three weeks) trust in situations in which people do not know each other and do not have a chance to meet, but need to collaborate. A simple and low cost implementation of this pattern was realized by conducting a case study with participants of the European Virtual Seminar on Sustainable Development (EVS). They were asked to fill in a template with personal information about themselves. In the EVS, students collaboratively have to address sustainable development problems. Afterwards, students were questioned on the use of this template, called PEXPI, and their impressions of each other during and after the EVS; questionnaires and a semi-structured interview were used. The results show that the implementation of the static profile, derived from the pattern, initially helped students to form an impression of each other. After this initial period, however, students base their impression on factors such as the quality of work-related contributions, behaviour during collaboration (e.g. responsiveness), and communication style. This case study also shows that the pattern could easily be applied and transferred to a new context, as long as the conditions described in the ‘context’-section of the pattern, were met. The case study provided a means for evaluation of the pattern and a source for its refinement.     

实时交互的远程学习原型系统

发展远程教育的最大障碍就是缺乏实时交互性。本文通过把音频、视频及Seminar三者结合在一起,提出一种实时交互的远程学习系统。不仅节省了学习者的学习时间,而且提高了他们的学习兴趣及学习效率。关键词远程教育。     

基于IP的虚拟教室交互模式剖析与实现

通过IP网建立教学系统,可以真正提供不受时间、空间限制的全方位教学系统。该文从远程虚拟教室中用户之间的交互模式角度出发,提出了一套实用的系统体系结构,剖析了实时交互中的各种媒体(文本、图形、音频、视频、文件)、教学环节(教师授课、分组讨论、实时答疑、课堂练习)及发言权的控制,讨论了文本、音频、视频的传输和白板的处理,最后简单描述了非实时交互子系统的功能,例如教师公告、教学资料、留言、答疑、作业、论坛和点播。     

Level of abstraction and feelings of presence in virtual space: Business English negotiation in Open Wonderland

Virtual spaces allow abstract representations of reality that not only encourage student self-directed learning but also reinforce core content of the learning objective through visual metaphors not reproducible in the physical world. One of the advantages of such a space is the ability to escape the restrictions of the physical classroom, yet reproduction of reality may surpass what is needed to encourage feelings of presence. Simultaneously, too high an abstraction level may change participants’ attitudes in relation to the core learning goals. This quantitative study examined the relationship between level of environment abstraction, within a virtual space, and feelings of presence for business negotiation role playing. Negotiation values were also measured, in relation to environment abstraction. Two levels of virtual space abstraction were implemented, through the open source software Open Wonderland, where class lectures and student driven negotiation role playing took place over a semester. Results indicated a high abstract environment reduced feelings of presence compared to a low abstract environment, even when the low abstract level was not realistic but rather employing a metaphor related to instructional goals. The values students used in negotiation across the two abstraction levels exhibited no difference, indicating the fundamental approach to negotiating was not related to the virtual environment design.     

现代远程教育中互动理念的分析研究

现代远程教育作为一种新型教育方式备受关注。互动作用在传统意义的基础上,也被融入了新的意义和内容。现代远程教育中互动的含义、特点、种类、技术支持以及影响因素等是本文所论述的主要内容。     

Internet英语听力远程教育系统实现

利用ＷＷＷ服务器和其它的网络工具,网络技术,可以构建一个网上虚拟学校,用以实现互动性的,智能化的内容丰富的网络远程教育。     

Employing virtual humans for education and training in X3D/VRML worlds

Web-based education and training provides a new paradigm for imparting knowledge; students can access the learning material anytime by operating remotely from any location. Web3D open standards, such as X3D and VRML, support Web-based delivery of Educational Virtual Environments (EVEs). EVEs have a great potential for learning and training purposes, by allowing one to circumvent physical, safety, and cost constraints. Unfortunately, EVEs often leave to the user the onus of taking the initiative both in exploring the environment and interacting with its parts. A possible solution to this problem is the exploitation of virtual humans acting as informal coaches or more formal instructors. For example, virtual humans can be employed to show and explain maintenance procedures, allowing learners to receive more practical explanations which are easier to understand. However, virtual humans are rarely used in Web3D EVEs, since the programming effort to develop and re-use them in different environments can be considerable. In this paper, we present a general architecture that allows content creators to easily integrate virtual humans into Web3D EVEs. To test the generality of our solution, we present two practical examples showing how the proposed architecture has been used in different educational contexts.     

Teaching composition online: Whose side is time on?

Although online education is at times envisioned as a time-saving enterprise, a recent, mostly anecdotal consensus indicates that, in fact, online education is more labor intensive for the instructor, if not for the student as well. Previous studies both confirm and deny this consensus because they examine different design paradigms that resist comparison. This study compares the workload for a student-centered paradigm in one face-to-face (F2F) and three online sections of the same composition course, and finds that teaching composition online takes almost twice as much time as face-to-face teaching. The major causes of this disparity appear to be hardware and applications, instructional design, and student learner characteristics.     

Cyber victim and bullying scale: A study of validity and reliability

The purpose of this study is to develop a reliable and valid scale, which determines cyber victimization and bullying behaviors of high school students. Research group consisted of 404 students (250 male, 154 male) in Sakarya, in 2009–2010 academic years. In the study sample, mean age is 16.68. Content validity and face validity of the scale was provided via field specialists’ judgment. Confirmatory and exploratory factor analyses were performed for investigation of the factor structure of the scale. As a result of principal component analysis of cyber victim subscale three factors emerged which accounted for the 46.38% of the total variance. Also for cyber bullying subscale, same three factors emerged accounting for the 49.18% of the total variance. Scales with 22 items under 3 factors were tested with confirmatory factor analysis for each victim and bullying variables. Three factors were named as cyber verbal bullying, hiding identity and cyber forgery. Three factors model of scales were found theoretically and statistically fitted after confirmatory factor analysis. For criterion related validity the correlation between cyber victim and bullying scale and Aggression Scale was calculated as .27 and .36, respectively. The internal consistency coefficients calculated for reliability. Cyber victim and bullying scales’ internal consistency coefficients were .89 and split-half coefficients were .79. for both scales. Test-retest reliability for cyber victim .85, for cyber bullying respectively .90 was found. These results demonstrate that the Cyber Victim and Bullying Scale’ is a valid and reliable instrument.     

Cognitive,social and teaching presence in a virtual world and a text chat

Using a framework of cognitive, social, and teaching presence, the nature of learning experiences in a three-dimensional virtual world environment (Second Life) and a text-chat learning environment without visuals (TeachNet) were investigated. A mixed method of code frequencies, coherence graphs, interviews, and a survey was used. The results revealed that the TeachNet debates included more cognitive presence codes that indicate higher levels of cognitive processing than in SL debates. The teams were significantly different from each other in the collaboration style for developing arguments and in the ways to use utterances associated with cognitive, social, and teaching presences, and the groups’ collaboration style became more established with more experience with the tasks. The three critical factors–tool, tasks and group cohesion–that affect cognitive, teaching, and social presence are discussed.     

在企业远程办公系统中网络安全及VPN技术的应用

在当前的网络时代,Internet的安全,包括其上的信息数据安全和网络设备服务的运行安全,已成为国家、政府、企业、个人利益的保障基础。从企业角度来说,安全保障能力是一个企业竞争力和生存能力的重要组成部分。本文在对几种实用的网络安全技术进行对比的基础上,主要讨论了VPN技术在企业远程办公系统中的应用。