历史文章
2019, Volume 1
欢迎投稿
加入编委




Vol. 1, No. 4, December 2019, PP. 42-45
虚拟学习环境下高校生之群己关系与学习导向研究
谢佩芯, 艺术与设计学院,南京工程学院,南京,中国
谢惠玲, 福祉社会开发所,日本福祉大学,东京,日本
收稿日期: Nov. 15, 2019;       录用日期: Dec. 26, 2019;       出刊日期: Feb. 10, 2020
浏览量: 113      下载量: 2
摘要
虚拟学习环境级是指网络学习环境。在类似传统面对面接触的互动已稀少,人际互动的方式亦不同以及群己关系的建立与维持也因人而异。个人学习的方式会随着网络资源的丰富化而随之改变。本研究目的是对高校生群体,网络之群己关系与学习导向核心能力关系进行分析。研究方法以调查法与统计分析, 发现群己关系与学习导向核心能力具有高度相关。研究成果以期能为今后的教育或相关领域之教学内容及课程计划,提供符合时代与社会需求的发展方向。
关键词
群己关系,学习导向,虚拟学习环境,网络学习
文章引用:
谢佩芯 , 谢惠玲 , 虚拟学习环境下高校生之群己关系与学习导向研究, 亚太教育科学期刊. Vol. 1, No. 4, 2019, pp. 42-45. doi: 10044871
版权
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
参考文献
[1]
Buche, C.; Querrec, R.; Loor, P. D.; Chevaillier, P. MASCARET: A Pedagogical Multi-Agent System for Virtual Environment for Training [J]. International Journal of Distance Education Technologies; Oct-Dec; 2004, 2 (4): 41-61.
[2]
Kitsantas, A., & Chow, A. College students‟ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments [J]. Computers & Education, 2007, 48 (3): 383-395.
[3]
Mäkitalo-Siegl, K., & Fischer, F. Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances [J]. Learning and Instruction, 2011, 21 (2): 243-246.
[4]
Drejer, A. and Riis, J. O. Competence Strategy (in Danish) [M]. Borsens Forlag. 2000: 78.
[5]
Drejer, A. Illustrating competence development [M]. Measuring Business Excellence, 2001, 5 (3): 6-12.
[6]
Lee, M.-H., & Tsai, C.-C. Exploring teachers‟ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web [J]. Instructional Science, 2010, 38: 1-21.
[7]
Hamel, G. and Prahalad, C. K. Competing for the future [M]. Boston Harvard Business School Press, 1994: 39.
[8]
Kolb, D. Experimental learning [M]. Prentice-Hall, Englewood Cliffs, NJ. 1984: 64.
[9]
McDermott, M. A. An empirical investigation of core competence and firm performance [J]. Albany state university, school press. 2003: 16-18.
[10]
Gray, K., Thompson, C., Sheard, J., Clerehan, R., & Hamilton, M. Students as Web 2.0 authors: Implications for assessment design and conduct [J]. Australasian Journal of Educational Technology, 2010, 26 (1): 105-122.
[11]
洪明州, 网络教学[M].台北:华彩,1999.
[12]
Smith, S. D., & Caruso, J. B. ECAR study of undergraduate students and information technology. (Research Study, Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research. Retrieved March 24, 2011 from http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333>.
[13]
Woof, B. P. , Building knowledge based tutors. [M/OL]. In I. Tomek (Ed.), Fourth International Conference of Computer Assisted Learning, 1992:46-60. Berlin, Heidelberg: Springer. 111378.
[14]
Martin. D. J. Elementary scíence methods a constructívíst approach [M]. Albany. NY : Delmar Publishers. 1997.
[15]
Tsai, C.-C. Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students [M]. Computers & Education, 2009, 53 (4): 1092-1103.
[16]
李伟斌,网络实时谘商中工作同盟,晤谈感受与谘商员口与反应之历程分析[J],心理谘商信息网,心理谘商专论,2002:12.