基于微信公众平台的移动学习系统设计与实现

近年来,随着移动学习的逐渐普及,大学生对移动学习的需求也日益强烈。移动学习被认为是一种未来的大学生学习模式。为满足大学生的移动学习需求,文章基于微信公众平台设计了一个移动学习系统。经过前期的测试和使用,系统效果良好,具有进一步的开发和使用价值。     

An affective and Web 3.0-based learning environment for a programming language

We present a Web-based environment for learning Java programming that aims to provide adapted and individualized programming instruction to students by using modern learning technologies as a recommender and mining system, an affect recognizer, a sentiment analyzer, and an authoring tool. All these components interact in real time to provide an educational setting where the student learn to develop Java programs. The recommender system is an E-Learning 3.0 software component that recommends new exercises to a student based on the actions (ratings) of previous learners. The affect recognizer analyze pictures of the student to recognize learning-centered emotions (frustration, boredom, engagement, and excitement) that are used to provide personalized instruction. Sentiment text analysis determines the quality of the programming exercises based on the opinions of the students. The authoring tool is used to create new exercises with no programming work. We conducted two evaluations: one evaluation used the Technology Acceptance Model to assess the impact of our software tool on student behavior. The second evaluation calculated the student’s t-test to assess the learning gain after a student used the tool. The results of the evaluations show the students perceived enjoyment and are willing to use the tool. The study also show that students using the tool have a greater learning gain than those who learn using a traditional method.     

The effects of social networks on the assessment of virtual learning environments: A study for social sciences degrees

This paper deepens in the study of the appropriateness of virtual learning environments through the use and value of social networks by college students, considering the reliability, confidence and experience of the Internet. The study develop a comprehensive structural equation model conducted among 381college students of different Social Sciences degrees of the University of A Coruna (Spain). The results show that both topical social network and the Internet have a significant influence on college students’ virtual learning environment assessment, regardless the area of study. The analysis also discloses the potential utility of the above interactions on virtual learning environments in terms of downloading of material, improvement in learning efficiency and usefulness of contents, functions and supplement of other learning ICT tools. Findings reveal that the implementation of educational policies that allow adapting virtual learning environments to college students’ preferences are required.     

基于“易班”平台的高校大学生学习共享平台建设研究

随着网络技术高速发展和网络产品多样化,传统的课堂教学模式已经无法满足老师和学生的需求。文章针对教与学的问题,将“易班”平台建设和大学生共享学习模式相结合,借助“易班”平台在学生中的影响力,设计一款基于“易班”平台下的大学生学习资源共享APP,构建学生、教师、辅导员共同参与的学习资源共享机制,老师、辅导员和学生可以将学习资料上传至学习共享平台,学生可以在线查阅、转发和下载学习资料,有效地提升学生的网络教育水平,丰富学生的课余学习生活。     

基于SPOC的混合式学习的学习分析与应用

在自主开发的个性化教学平台基础上,探索了课堂教学与网络MOOC教学相融合的混合学习模式.根据学习分析结果,有针对性地对学生的学习过程进行干预,并发现教学中的问题,进而不断改善混合学习的教学设计与实施.研究表明, 从群体的行为数据均值考虑,学生的在线学习表现和学生成绩是正相关的,网上MOOC学习对学习效果的提升有较大促进作用.     

基于在线开放课程平台的高职英语“online+offline”学习方式研究

随着教育信息化理念指导各学科教学的不断深入, 有关信息化课堂教学中学生学习方式的研究成为不可忽视的关注点。基于在线开放课程信息化平台对英语教学及学习的支持, 以建构主义学习理论为指导, 探讨现代信息环境下英语主要教学环节与学习方式的关系, 阐释通过自主学习、合作学习等方式在英语“online+offline”课堂教学中有效开展学习活动, 提升学生学习效率, 为英语课堂教学改革提供参考。     

元认知能力对高职院校学生网络学习自主性的影响

信息技术的普及,带来了学习资源多元化、方式多样化,在为学生学习提供了一种全新的模式的同时也对学生学习的自主性及能力提出了更高的要求。文章旨在通过调研高职院校学生网络学习自主学习的现状,建立结构方程模型,得出元认知能力对高职院校学生网络学习自主性的影响。     

THP-UO Algorithm for Multi-User mmWave MIMO Systems

For a virtual learning environment (VLE), assessing student’s competency is important because the proper feedback for students to achieve their goals is re-quired differently. Therefore, it is necessary to have an appropriate measurement for evaluating student's competency so that personalized support can be provided. This study proposes the attribute to determine an individual's competency by modifying the Objective Distance, which is the distance from the current status of a student's competency towards a satisfied competency. In this study, the Objective Distance is modified based on the assumption that the entire course's achievement is obtained from different learning objects' priorities. The proposed attribute was studied to determine to what extent it would represent diverse learners' competencies. The study was done with 55 students in an online learning course through the VLE. The students could choose learning objects freely. The learning enhancement was done through the analysis of pre-test and post-test for all learning objects. The classification results with K-Nearest Neighbor and Artificial Neural Network show that both the original and the modified Objective Distance are effectively used to assess the individual's competency. Overall, the modified Objective Distance performs better than the original one.

     

基于校园网的辅助教学平台设计与实现

为解决传统教学模式无法满足学生个性化学习的需要,基于校园网构建了一个在线网络辅助教学系统。采用SQL Server作为后台的数据库,以标准MVC三层架构为开发模式,在JSP平台上设计和实现了课程内容的管理和信息发布,点播文件的动态处理和管理,在线学习,在线答疑和在线测试等。该系统已在校园中获得了应用,实现了教师和学生的有效互动,提供了个性化的教学服务。     

基于移动学习的“翻转课堂”教学模式在“C程序设计”课程教学中的应用

文章以高校"C程序设计"课程为例,结合课程特点以及教学当中存在的问题,提出了一种基于移动学习的"翻转课堂"教学模式,打破了传统的教学模式,灵活地将移动学习贯穿于整个教学过程当中,学生能够随时随地进行学习,线上自主学习与线下课堂交流的结合提高了学生学习的积极性和学习效率,同时,教师也可时刻关注学生的学习状态,及时调整教学方案,有针对性地进行教学。     

Can COVID-19 pandemic influence experience response in mobile learning?

The mass spreading of COVID-19 has changed the paradigm of the education industry. In China and many other nations, universities have introduced compulsory remote education programs such as mobile learning (m-learning) to prevent public health hazards caused by the pandemic. However, so far, there is still a lack of understanding of student’s learning experience responses in compulsory m-learning programs. As such, there is a necessity to explore the factors and mechanisms which drives students’ experience. This paper evaluates the influence of both pedagogy and technology on learner’s compulsory m-learning experience response (ER) by extending the mobile technology acceptance model (MTAM) during the COVID-19 pandemic. An online self-administered questionnaire was used to collect the data, which was then analysed through SmartPLS 3.2.9. Importance-performance matrix analysis was applied as a post-hoc procedure to gauge the importance and performance of the exogenous constructs. The results revealed that perceptions of m-learning’s learning content quality, user interface, and system’s connectivity affect the perceived mobile usefulness and easiness which in turn affects ER. This paper validates MTAM in the field of education by integrating MTAM with pedagogy and technology attributes under a social emergency setting such as the COVID-19 pandemic. In addition, the current research explains users' ER rather than behaviour intention which is commonly adopted in past studies.     

基于模糊理论与层次分析法的网络学习评价

为了更有效地评价网络学习的效果,设计了一种基于层次结构的网络学习评价模型,根据模型建立了网络学习评价指标体系,应用专家会议法确定指标权重,最后通过模糊综合评价法建立数学模型并计算评价结果。国内多数网络教学平台主要侧重于教学及交流功能的实现,缺少对学生学习过程的监控、反馈和评价。该评价法将过程性评价和结果性评价相结合,将模糊理论应用于网络学习评价。在学习站点上使用表明,该方法对在线学习者能进行较客观有效地评价。     

A blockchain-based online language learning system

To check students’ daily language learning tasks and give students corresponding reasonable scores based on their daily behavior is hard for teachers. The existing online language learning systems are vulnerable and easy to be modified by teachers or system managers. Blockchain can provide immutable and trusted storage service and automatic calculation service. Therefore, a blockchain-based online language learning system is proposed in this paper to monitor students’ daily study and automatically evaluate their behavior so as to save teachers from tedious and complex homework verification workload and provide trusted and reliable evaluation on students’ behavior. This paper first introduces the current situation of language learning in universities and the related works on blockchain-based online language learning system. Then the system is detailed in its structure and smart contracts. At last, we implement this system and do the analysis and summary.

     

基于学生知识追踪的多指标习题推荐算法

个性化习题推荐是教育信息化时代的重要课题，传统的习题推荐算法忽略了学生在学习过程中的遗忘规律，未能充分挖掘学生的知识掌握水平和相似学生的共性特征，推荐习题的评价指标单一，推荐习题的新颖度和多样性不足，不能合理地促进学生对新知识的学习或帮助学生查缺补漏。针对上述缺陷，提出一种基于学生知识追踪的多指标习题推荐方法，该方法分为习题初筛和再过滤两个模块，围绕习题推荐的新颖度、难度以及多样性 3 个指标展开研究，首先构造了一个结合学生遗忘规律的知识概率预测（student forgetting behavior based knowledge concept coverage prediction，SF-KCCP）模型，保证推荐习题的新颖性；接着基于动态键值的知识追踪（dynamic key-value memory networks for knowledge tracing，DKVMN）模型精准挖掘学生的知识概念掌握水平，以保证推荐合适难度的习题；最后将基于用户的协同过滤（user-based collaborative filtering，UserCF）算法融入再过滤模块，利用学生群体之间的相似性实现推荐结果的多样性。通过大量的实验证明，所提方法比一些现有的基线模型取得了更好的性能。     

On-line classroom visual tracking and quality evaluation by an advanced feature mining technique

With the rapid development of computer vision and multimedia technology, especially the visual tracking technology and network transmission, teacher-centered education is popular nowadays. The shortcomings of the conventional classroom teaching mode by manually student behavior analysis are gradually becoming less effective. Aiming at the main problems existing in the application of classroom teaching video resources in multimedia teaching, in this paper, we proposed an online classroom visual data tracking system, associated with an advanced tracking quality evaluation method based on data mining. Our proposed framework can offer a scientific basis for improving the quality of online education by discovering students’ learning patterns from their online learning data. The evaluation results can effectively demonstrated that the mining of various learning information of students is useful, and obtained the classification rules that affect the learning effect toward students. These clues can be adopted to uncover the learning effect of students and provide individual guidance for students’ learning behaviors. This work can reveal the pattern online classroom image teaching behavior from the perspective of behavior chain. We also noticed the online classroom visual tracking behavior can be divided into several components: selection, presentation, mapping, analysis and collection, as well as the analysis from students facial expression.     

基于网络环境的《大学计算机基础》差异教学的研究

通过对大学生计算机基础知识水平存在差异情况的分析,依据差异教学思想,对网络环境下大学计算机基础的教学内容进行了差异教学设计,从学生之间的差异出发,采用目标分层、弹性分组等展开适合学习者个性特点的差异化的教学,以满足不同学生的学习需求。达到培养学生计算机应用能力、自主学习能力和解决问题能力的教学目标。     

“向导-主体”网络教学模式探索

基于在校大学生的封闭式网络教学学习体验调查结果,网络教学易导致学习氛围差、注意力不集中、任务多、不适应等问题。结合教学理论和教学实践,提出封闭式网络教学应采取以教师为向导、学生为主体的"向导-主体"教学模式。教师需在教学中录制或选择优质的授课视频激发和维持学生的内部学习动机,设置合理的日常学习评价体系激发和维持学生的外部学习动机,精简教学资源、绘制课程学习导图以提高学习效率,倾听学生的反馈,及时调整教学安排。学生借助多媒体和网络技术进行学习,成为学习的主体。     

基于多媒体的高职“电子技术”课程学习效果强化策略研究

"电子技术"是高职院校机电类专业的基础课程,其教学的整体水平对于学生后期机电知识的学习效果具有十分重要的影响。而在学生实际学习过程中,学习兴趣是学生学习电子技术执行力的主要影响因素。提高对"电子技术"的学习兴趣有利于学生更好地掌握电子技术知识、提升学生的电子技术学习水平。针对此,对于如何提高学生对"电子技术"课程的学习兴趣,文章在详细阐述"电子技术"教学过程中存在问题的基础上,提出了提升学生学习"电子技术"课程的兴趣的合理措施。     

基于混合式教学的过程性考核实践研究——以《电工电子技术》课程为例

针对《电工电子技术》课程理论联系实践的特点,采用学习通平台进行混合式教学,同时进行多维度过程性考核实践研究。理论维度应用超星学习通平台从随堂测试、课后作业、阶段考试三个方面进行组织实施,实践维度通过作品创作和展示组织实施。引入过程性考核,能够完善学生学习过程监测,评估与反馈机制。让理论考核留有痕迹,记录数据,方便学生自我管理,让实践考核激发兴趣,同时更有助于教师研究学生的学习动态,进行差异化教学。实现以考辅教、以考促学,更大地激励学生自主学习。     

Active and interactive learning online: a comparison of Web-basedand conventional writing classes

This study examines how students enrolled in two Web-based sections of a technical writing class performed compared to students enrolled in a conventional version of the class. Although no significant difference in student performance was found between the two learning conditions, our data reveal intriguing relationships between students' prior knowledge, attitudes, and learning styles and our Web-based writing environment. One finding that we focus on is that reflective, global learners performed significantly better online than active, sequential learners, whereas there was no difference between them in the conventional class. Our study highlights the complexity of effective teaching and the difficulty of making comparisons between the online and the classroom environments. In particular, we maintain that the transfer of active learning strategies to the Web is not straightforward and that interactivity as a goal of instructional Web site design requires significant elaboration