共查询到19条相似文献,搜索用时 140 毫秒
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基于语义网格的E-Learning平台研究 总被引:1,自引:0,他引:1
E-Learning是信息时代重要的学习方式,它旨在打破时间和空间的限制,支持大规模范围的资源共享和学习协作,提供个性化和自适应的学习环境.在分析语义Web和网格计算对E-Learning开发的支持作用的基础上,提出了基于语义网格的E-Learning平台体系结构框架,面向服务的语义网格中间件是核心.对提出的E-Learning平台体系结构框架的层次结构进行了分析,描述了各层的功能划分和组成,最后探讨了通用E-Learning平台的组件化构建策略. 相似文献
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针对中欧贸易企业质量知识管理中出现的"对外缺少质量技术知识学习交流平台,对内缺乏合适的质量知识管理工具"的难点,提出面向TBT质量知识服务的E-Learning系统框架,设计并研发了E-Learning原形系统,为公共TBT质量知识E-Learning系统开放平台的实现与运行提供支撑。 相似文献
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信息时代需要一种新的获取知识的途径和手段。E-Learning系统就是在这种背景下产生的。但是现在的E-Learning系统环境无法满足用户低成本、动态知识交流和快速定位现存各种教学资源的需求。本项目提出了一种基于Peer-to-Peer(简称P2P)和网格技术平台架构上的全新E-Learning教学环境APPLE,它包含直播课堂的同步教学环境、基于兴趣的P2P学习环境、WSRF网格服务环境,以及面向应用的E-Learning教学环境,它们互为支撑,相互补充,能充分满足今后网络教育的各种需求。一、引言E-Learning系统主要是通过现有的网络环境进行学习与教学活动,… 相似文献
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基于情境感知和本体的E-Learning系统研究 总被引:1,自引:0,他引:1
为了合理、有效地描述E-Learning环境中学习者的学习情形,利用本体论具有知识组织清晰、概念和关系定义明确的特性,建立了E-Learning环境中的情境信息本体模型。为提高学习者的学习兴趣和学习效率,对采集到的情境信息进行情境推理后,采用资源调度控制算法调用相应的学习资源服务及时向学习者提供。应用实例验证了基于情境感知的本体E-Learning系统的服务性能。 相似文献
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基于案例的E-Learner档案描述模型及系统实现 总被引:1,自引:0,他引:1
针对E-Learning学习者学习对象多样、学习行为复杂等特点,提出了一种新颖的基于学习经验案例的E-Learner档案描述模型.该模型引入学习者Agent监控学习者的隐式和显式学习数据,通过对不同学习行为的分析及量化来合理评估学习者的学习特征.对E-Learner档案的描述和构建机制进行了详细阐述,并且给出了相应的符合XML标准的框架定义(Schema),最后构建了一个基于学习经验案例的E-Learner档案构建系统,为E-Learning环境中的用户档案共享和利用提供了一种有效的方式. 相似文献
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董栋 《数字社区&智能家居》2013,(21):4912-4914
E-learning是杰克罗斯在1998年首先提出,它是一种全新的教学理念。E-Learning源于Electronic Learning,中文译作"数字(化)学习":一是强调基于因特网的学习;二是强调电子化;三是强调在E-Learning中要把数字化内容与网络结合起来。核心关注点都是数字技术,强调用技术来改造和引导教育,强调E-Learning是一种新的学习方式。该文将着重探讨e-learning在高等职业技术院校中的发展现状。 相似文献
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为解决目前E-Learning平台对学习过程支持不足的问题,将工作流的理念引入E-Learning环境,对系统核心--学习流引擎作重点研究:设计学习流引擎的内部结构,分析和实现了学习流引擎的核心功能,以学习流引擎为内核实现一个学习流原型系统,较好地解决上述问题. 相似文献
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针对我国E-Learning学生规模大、交流困难、学习兴趣及能力参差不齐的特点,基于现有的E-Learning学习平台,提出了一种新颖的基于学习经验案例的E-Learner档案规范定义,构建了一个学习社区监控及个性化推荐系统,帮助具有相似学习偏好和学习状态的学生能够相互推荐资源、共享学习经验,真正实现社区用户的协同学习和个性化推荐. 相似文献
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针对当前E-Learning系统在动态知识交流和规模化问题上的不足,本文提出了一个基于P2P和网格技术的E-Learning系统APPLE。该系统给用户提供了一个低成本高效率的E-Learning教学环境。APPLE利用P2P转发技术提供低成本的实时广播来共享实时课堂,通过WSRF.NET来创建虚拟教室服务,并对网络上的学习资源进行整合,提供给用户一个全局的资源视图。 相似文献
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Although E-Learning 2.0 has played a significant role in training and development within the organisational environment, after an initial acceptance, its use is frequently discontinued. Prior studies offered insights into participation in E-Learning; however, there is limited research on continuance intention towards E-Learning 2.0 systems in organisational contexts. Furthermore, the most widely used research models, such as technology acceptance model (TAM), neglect the interactive social processes in E-Learning 2.0. Therefore, this study proposes a unified model integrating the TAM, the information system success model and social motivation theories to investigate continuance intentions towards E-Learning 2.0 in an organisational context. A sample of 284 participants from companies in China that have already implemented E-Learning 2.0 systems took part in this study. Structural equation modelling was conducted to test the research hypotheses. The results show that the unified model provides a more comprehensive understanding of the cognitive processes and behaviours related to this context: (1) perceived usefulness and attitude were critical to the continuance intention towards an E-Learning 2.0 system; (2) perceived usefulness was a significant mediator of the effects from perceived ease of use, information quality and social influence on continuance intention; (3) perceived ease of use, information quality and social influence were found to play important roles in predicting the continuance intention; (4) system quality played an important role in affecting the perceived ease of use; and (5) unexpectedly, social motivations had no significant effect on attitude. 相似文献
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Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable’s ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers’ motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems. 相似文献
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文章通过对消息中间件原理的分析,定义了E-Learning系统工作策略定义,并在此基础上描述了一种基于消息中间件的E-Learning系统构件与系统结构. 相似文献
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E-Learning立体化教材系统的研究与实践 总被引:1,自引:0,他引:1
随着多媒体技术和网络技术的飞速发展,E-Learning作为一种新型的教学模式引发了一场教学和信息技术的革命.通过对E-Learning立体化教材概述,针对教师的教学和学生的学习需求,重点研究了立体化教材的教学设计流程,并在此基础上开展了立体化教材系统的设计,开发了E-Learning立体化电子教材结构体系,并根据立体化教材体系研究现状,分析了当今立体化教材建设中存在的问题,这将为高校立体化教材资源建设提供新的思路,为教学资源建设提供理论依据,具有一定的实践意义. 相似文献
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分析了Web服务应用在E-Learning中存在的问题和解决方案,说明利用Web服务可以解决E-Learning发展过程中存在的一系列问题,实现了E-Learning学习资源和系统功能的分布式存储、发现、共享和重用以及动态交换内容,使系统更加灵活和个性化. 相似文献