高职计算机网络技术专业课程体系改革探析

通过分析鄂东职业技术学院计算机网络技术专业课程体系,提出了基于工作过程课程体系的构建方法,指出了未来专业课程体系改革的一个方向。     

拓扑指数X用于脂肪醇的QSPR研究

为了更好地揭示脂肪醇的各种物理化学性质与结构的关系,通过对100余种饱和脂肪醇分子的拓扑结构特点的研究,提出1种新的拓扑指数X,并运用回归分析方法研究了饱和脂肪醇的沸点(BP)、空腔表面积(CSA)、折光指数(n_D)、光离子化灵敏度(SM),半数致死浓度(LC_(50)),疏水性参数(lgP)和味阀值(poL)等多种物理化学性质与拓扑指数X的相关性,建立了定量结构-性质相关(QSPR)模型。结果表明所建立的QSPR模型方程具有良好的稳定性和预测能力,较好地揭示了这些物理化学性质的变化规律。     

“SDSPR教学法”在程序设计类课程中的应用

本文详细介绍了SDSPR教学方法的五个环节,并总结了SDSPR教学方法的特点,说明了"SDSPR"教学方法在程序设计类课程中的重要作用,对于推行"理论实践一体化"的教学模式和提高高职软件专业学生的编程技能具有重要的意义。     

普通本科院校信息与计算科学专业实习实训方案设计

分析当前普通高校信息与计算科学专业学生实习实训模式存在的主要问题,并针对这些问题提出一些解决方案;探讨适合学生实习实训要求的企业实训模式,以安庆师范学院信息与计算科学专业学生实习实训模式为例,对学生实习实训的计划和实施过程进行了阐述。实践表明,新的实训模式能够使学生取得良好的实习实训效果。     

浅析高职教育中多媒体教学与传统教学的优势互补

早在20世纪80年代初期,多媒体技术作为一门全新的技术诞生以来,多媒体技术不断完善,为人们的工作和生活提供了便利。在高职教育中多媒体技术的发展改进和丰富了教学手段,实现了教学模式的转变。当前多媒体教学与传统课堂教学两种方式并存,目的为了在教学过程中能更加充分地调动学生的各种感觉器官来获取知识。本文针对多媒体教学与传统课堂教学的优点与缺点,并结合高职教育的特点,在多媒体教学与传统课堂教学中寻找它们的优势互补。     

Online formative assessment in higher education: A review of the literature

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment functions within online and blended learning. This article provides a systematic qualitative review of the research literature on online formative assessment in higher education. As an integrative narrative review, the method applied in this review entailed systematic searching, reviewing, and writing this review of the literature to bring together key themes and findings of research in this field. The authors applied qualitative thematic criteria in selecting and reviewing the available literature from which they focused on identifying and analyzing the core themes that are central to the concept of formative assessment with a key focus on application of formative assessment within blended and online contexts. Various techniques were identified for formative assessment by the individual, peers and the teacher, many of which were linked with online tools such as self-test quiz tools, discussion forums and e-portfolios. The benefits identified include improvement of learner engagement and centrality in the process as key actors, including the development of a learning community. The key findings are that effective online formative assessment can foster a learner and assessment centered focus through formative feedback and enhanced learner engagement with valuable learning experiences. Ongoing authentic assessment activities and interactive formative feedback were identified as important characteristics that can address threats to validity and reliability within the context of online formative assessment.     

On the number of higher order Delaunay triangulations

Higher order Delaunay triangulations are a generalization of the Delaunay triangulation that provides a class of well-shaped triangulations, over which extra criteria can be optimized. A triangulation is order-k Delaunay if the circumcircle of each triangle of the triangulation contains at most k points. In this paper we study lower and upper bounds on the number of higher order Delaunay triangulations, as well as their expected number for randomly distributed points. We show that arbitrarily large point sets can have a single higher order Delaunay triangulation, even for large orders, whereas for first order Delaunay triangulations, the maximum number is 2ⁿ⁻³. Next we show that uniformly distributed points have an expected number of at least 2^{ρ₁n(1+o(1))} first order Delaunay triangulations, where ρ₁ is an analytically defined constant (ρ₁≈0.525785), and for k>1, the expected number of order-k Delaunay triangulations (which are not order-i for any i<k) is at least 2^{ρ_kn(1+o(1))}, where ρ_k can be calculated numerically.     

Exploring the relationship between Internet ethics in university students and the big five model of personality

The widespread use of the Internet and the convenient mechanism it provides, such as easy access, easy downloads, and easy copy and paste functions have made many types of unethical behaviors easier, particularly those involving students in academic settings. Among the issues in ethics within the academic environment that can be triggered by the Internet are fraudulence, plagiarism, falsification, delinquency, unauthorized help, and facility misuse. Given these issues, the study seeks to investigate the extent to which students at a public university in Malaysia engage in such unethical behavior and their relationship with the big five personality model. This study was conducted using a survey method of 252 students in three different academic faculties. The results of factor analyses confirm and refine the reliability of the scales for both big five personality variables and unethical Internet behaviors as conceptualized through Internet triggered academic dishonesty (ITADS). The findings indicate that personality traits such as (1) agreeableness, (2) conscientiousness and (3) emotional stability are significantly and negatively correlated with unethical Internet behavior in university students. Significant differences in facility misuse are also observed between the three academic faculties investigated. This research should provide significant contributions to educators in designing the computer ethics curriculum and in allowing for educational institutions as well as other organizations in developing relevant policies and guidelines on matters pertaining to academic conduct, utilization of computers and Internet, and recruitment exercises.     

Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories

This study investigated the effects of the use of augmented reality (AR) technologies in science laboratories on university students' laboratory skills and attitudes towards laboratories. A quasi-experimental pre-test/post-test control group design was employed. The participants were 76 first-year university students, aged 18–20 years old. They were assigned to either an experimental or a control group. Qualitative and quantitative data collection tools were used. The experimental results obtained following the 5-week application revealed that the AR technology significantly enhanced the development of the university students' laboratory skills. AR technology both improved the students’ laboratory skills and helped them to build positive attitudes towards physics laboratories. The statements of the students and the instructor regarding other effects of AR technology on science laboratories, both negative and positive, are also discussed.