基于XML的计算机自适应测试技术的应用研究

测试是远程教育系统的重要组成部分之一。计算机自适应测试具有测试精度高、速度快等优点,但目前在远程教育中应用的还较少。文中在对自适应测试理论的研究基础上,指出了自适应测试在应用中存在一些主要问题,提出了利用XML按照教育资源规范进行IRT试题描述的方法,解决了IRT题库的建设和共享问题。结合Java技术较好地解决了自适应测试中的计算量大的问题,最后简单地描述了系统的实现过程,并给出了系统的设计模式。     

基于XML的计算机自适应测试技术的应用研究

测试是远程教育系统的重要组成部分之一.计算机自适应测试具有测试精度高、速度快等优点,但目前在远程教育中应用的还较少.文中在对自适应测试理论的研究基础上,指出了自适应测试在应用中存在一些主要问题,提出了利用XML按照教育资源规范进行IRT试题描述的方法,解决了IRT题库的建设和共享问题.结合Java技术较好地解决了自适应测试中的计算量大的问题,最后简单地描述了系统的实现过程,并给出了系统的设计模式.     

基于XML和MVC的多媒体数据转换在远程教育系统中的设计与应用

远程教育是适合远程传输和交互学习的现代化教育新模式.远程教育系统的核心是媒体素材、网络课件等教学资源的建设.如何对原始的教学资源进行格式转换,使受教育者能够方便地利用各种浏览器进行访问及交互,成为远程教育系统设计的关键.MVC模型为开发交互式应用系统提供了一个优秀的设计模式,XML是一种强大的描述语言,在研究两者技术的基础上,设计了在MVC模型中引入XML的适合多媒体数据转换的新型软件框架,并将它应用在远程教育系统的建设中.新框架有效地增强了远程教育系统的易用性和可维护性,并使之具备了移动教学功能.     

军队现代远程教育教学条件建设研究

该文针对军队现代远程教育的现状及特点,构建了基于军事训练网、视频会议系统和卫星通信技术的硬件平台,探讨了由教学软件支撑平台和教学资源支撑平台共同构建的软件平台,对军队现代远程教育教学条件建设进行了系统研究,为军队现代远程教育的建设发展提供了借鉴。     

远程教育系统及其应用

远程教育是随着当今计算机及网络技术的发展而产生、发展的。Ｉｎｔｅｒｎｅｔ的应用和普及为远程教育的发展提供了新的机遇。本文分析了远程教育系统的基本原理,提出了一个远程教育系统的工作模型,它包括一个基于Ｗｅｂ 的远程教育系统和一个基于视频会议的实时教育系统。本模型已初步实现,并在实际教学中取得了良好效果     

中外远程教育学习支持服务系统比较研究

远程教育中的学习支持服务系统是现代远程教育的核心,也是现代远程教育教学系统开发与教学设计的重点。该文从中外远程教育学习支持服务系统的比较入手,探讨了我国远程教育学习支持服务系统的特点以及存在的问题,以探求在远程教育全新的发展阶段,我国远程教育学习支持服务发展之路。     

军训网远程教育平台的体系结构

军训网远程教育平台体系结构可以划分为教学管理系统、教学支撑系统、资源服务系统和管理控制系统四部分。教学管理系统负责调配教学资源、组织教学活动、总结教学数据,为教务人员提供教学管理的途径。教学支撑系统提供同步授课、辅导答疑等必要的教学手段,以保证网上教学的顺利进行;资源服务系统完成对各种教学资源的采集和管理、检索和利用;管理控制系统对整个教育平台的运行和使用进行管理和控制。该文按照军训网现代远程教育平台四个组成部分介绍其体系结构。     

IPTV在远程教育中的系统部署方案研究

对基于网络和基于广播电视系统的远程教育平台存在的不足进行讨论,并对IPTV系统在远程教育应用中的特点进行分析,指出了IPTV作为远程教育平台的优势.根据IPTV系统的基本架构,结合远程教育应用环境和用户需求,给出两种基于PTV的远程教育系统的典型部署方案.     

IRT树索引结构的研究

论文针对R树在处理一些特定空间数据对象集时的不足,研究了基于最小外接直角等腰三角形(MIRT)的新的索引结构—IRT树。探讨了IRT树的空间平面划分和空间数据结构特征,给出了IRT树的节点分裂算法和搜索算法。进一步对IRT树和R树进行了比较分析。由分析可知,对于一些特定数据集,IRT树在查询准确率、数据存储和空白空间冗余方面均有一定的优势。     

计算机课远程教育模式改革

随着网络技术的飞速发展,远程教育的教学模式的改革成为一个十分重要的问题,也是电视教育工作者应该不断研究和探索的教学方向。而计算机课程的教学改革因为其特殊性又是重中之重,也是远程教育教学改革的排头兵。对课程改革的教学方式、教学平台、考核方式的远程教育系统及其实施结构等方面进行了分析,结合现在学生的学习特点,针对计算机课程的特殊性,提出了一些独特的计算机教学和考核方式,为今后其他课程的改革也提供了一些经验。     

Design a personalized e-learning system based on item response theory and artificial neural network approach

In web-based educational systems the structure of learning domain and content are usually presented in the static way, without taking into account the learners’ goals, their experiences, their existing knowledge, their ability (known as insufficient flexibility), and without interactivity (means there is less opportunity for receiving instant responses or feedbacks from the instructor when learners need support). Therefore, considering personalization and interactivity will increase the quality of learning. In the other side, among numerous components of e-learning, assessment is an important part. Generally, the process of instruction completes with the assessment and it is used to evaluate learners’ learning efficiency, skill and knowledge. But in web-based educational systems there is less attention on adaptive and personalized assessment. Having considered the importance of tests, this paper proposes a personalized multi-agent e-learning system based on item response theory (IRT) and artificial neural network (ANN) which presents adaptive tests (based on IRT) and personalized recommendations (based on ANN). These agents add adaptivity and interactivity to the learning environment and act as a human instructor which guides the learners in a friendly and personalized teaching environment.     

Personalized curriculum sequencing utilizing modified item response theory for web-based instruction

Curriculum sequencing is an important research issue for Web-based instruction systems because no fixed learning pathway will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanism to assist on-line Web-based learning and adaptively provide learning pathways. However, although most personalized systems consider learner preferences, interests and browsing behavior in providing personalized curriculum sequencing services, these systems usually neglect to consider whether learner ability and the difficulty level of the recommended courseware are matched to each other or not. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning, thus reducing learning effect. Besides, the problem of concept continuity of learning pathways also needs to be considered while implementing personalized curriculum sequencing. Smoother learning pathways increase learning effect, avoiding unnecessarily difficult concepts. This paper presents a prototype of personalized Web-based instruction system (PWIS) based on the proposed modified Item Response Theory (IRT) to perform personalized curriculum sequencing through simultaneously considering courseware difficulty level, learner's ability and the concept continuity of learning pathways during learning. In the proposed modified IRT, the information function is revised to consider the concept continuity of learning pathway as well as considering the difficulty level of courseware and individual learner ability. Experiment results indicate that applying the proposed modified IRT for Web-based learning can construct suitable learning pathway to learners for personalized learning, and help them to learn more effectively.     

Comparing dropouts and persistence in e-learning courses

Several studies have been conducted related to dropouts from on-campus and distance education courses. However, no clear definition of dropout from academic courses was provided. Consequently, this study proposes a clear and precise definition of dropout from academic courses in the context of e-learning courses. Additionally, it is documented in literature that students attending e-learning courses dropout at substantially higher rates than their counterparts in on-campus courses. Little attention has been given to the key factors associated with such substantial difference. This study explores two main constructs: (1) academic locus of control; and, (2) students’ satisfaction with e-learning. Results show that students’ satisfaction with e-learning is a key indicator in students’ decision to dropout from e-learning courses. Moreover, dropout students (non-completers) reported to have significantly lower satisfaction with e-learning than students who successfully completed (completers or persistent students) the same e-learning courses. Additionally, results of this study show that the academic locus of control appears to have no impact on students’ decision to drop from e-learning courses.     

IT infrastructure services as a requirement for e-learning system success

Evaluation of e-learning systems success is an essential process in managing and developing these types of systems. There are still arguments about the factors can be used to evaluate the success of e-learning systems. Inadequate attention has been paid to investigate the role of IT infrastructure services as a foundation to create the success of e-learning systems. The focus of this study is the role of IT infrastructure services in terms of the success of e-learning systems. A model is proposed which includes five constructs: IT infrastructure services; perceived usefulness; user satisfaction; customer value; and organizational value. A quantitative study was conducted at an Australian University, with survey responses from 110 Academic staff members and 720 students who use the e-learning system. The empirical study confirmed that an IT infrastructure services is a valid and reliable construct to measure e-learning systems success. In addition, this study provides evidence of the critical role of IT infrastructure services in the success of e-learning systems via its significant effect on perceived usefulness, user satisfaction, customer value, and organizational value.     

An activity-theoretical approach to investigate learners’ factors toward e-learning systems

The Internet and World Wide Web have provided opportunities of developing e-learning systems. The development of e-learning systems has started a revolution for instructional content delivering, learning activities, and social communication. Based on activity theory, the purpose of this research is to investigate learners’ attitude factors toward e-learning systems. A total 168 participants were asked to answer a questionnaire. After factor analysis, learners’ attitudes can be grouped four different factors – e-learning as a learner autonomy environment, e-learning as a problem-solving environment, e-learning as a multimedia learning environment, and teachers as assisted tutors in e-learning. In addition, this research approves that activity theory is an appropriate theory for understanding e-learning systems. Furthermore, this study also provides evidence that e-learning as a problem-solving environment can be positively influenced by three other factors.     

An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning

Learning management system (LMS) is playing a major role in higher academic institutions worldwide. Even though full e-learning is becoming a feasible strategy for a number of institutions in the world, some institutions, especially those in developing countries, are resisting a full e-learning environment. Consequently, these academic institutions initially adopt LMS for blended learning to assess their readiness for full e-learning transformation. There are a number of studies that investigate the determinants of full e-learning, but very limited studies investigate the link between learners’ perception of blended learning and full e-learning. The objective of this study was to link learners’ adoption (perceived ease of use, perceived usefulness (PU) and satisfaction) of LMS in blended learning and their personal characteristics (self-efficacy, technology experience and personal innovativeness) to their intention to use full e-learning. Data were collected through a questionnaire from 512 learners in Oman. The study found that personal innovativeness, PU and satisfaction of LMS in blended learning are significant to learners’ intention to engage in full e-learning. Thus, learners’ adoption of LMS in blended learning boosts their intention to full e-learning. The results provide useful insights for practitioners and researchers on full e-learning planning and strategy.     

Typology of college student perception on institutional e-learning issues – An extension study of a teacher’s typology in Taiwan

Recently, e-learning in Taiwan’s higher education faces new challenges as the Ministry of Education begins to loosen its control over degree-awarding programs. Studies on stakeholder perceptions toward important e-learning issues become critical at this juncture for policy makers to make viable investment decisions toward e-learning programs. Although a typology of teacher perception with corresponding strategies in e-learning has been studied, the student perspective is missing in the teacher–student dynamics. To comprehend the teacher’s and student’s perceptions on institutional concerns toward e-learning issues, this study thus develops a student typology based on the methodology and questionnaire items used in a previous study on teachers. Two totally distinct groups of students, namely the skeptics and the optimists, are identified in the cluster analysis using four higher-level issue constructs emerging from a factor analysis of 30 variables. The findings on student typology and comparisons with teacher typology are then summarized along with strategies in the discussion and implications. This study should provide school policy makers a comprehensive insight on stakeholder perceptions for better e-learning decisions.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.     

The role of experience and innovation characteristics in the adoption and continued use of e-learning websites

With the advent of e-learning technologies in the past decade, the accessibility of training, teaching, and learning has drastically increased. The challenge for the education enterprise now is how to attract learners to their e-learning services. In this study, a technology adoption model is developed to predict the users’ intention of adoption and their continued use behavior. The results show significant evidence in support of the hypothesis. The findings indicate that perceptions of relative advantage and compatibility are significantly related to users’ intention to use e-learning. Also, the intention is significantly related to their actual use of e-learning. Furthermore, the technology adoption of learners with prior e-learning experience is different from those without prior e-learning experience. These findings may contribute to deeper understanding of e-learning users’ perceptions in terms of adoption and continued use behavior.