中国远程教育 2016年2期

A personalized approach to recommending educational information resources

Jing Liu, Caiping Xiong, Jihong Ding and Jiajia Ma

In an information-rich environment, the growing dilemma between massive information resources and fast access to target information turns ubiquitous learning into ubiquitous searching. Differences in information literacy among learners result in inefficient use of personalized information resources, and some learners are denied equal access to quality resources. There exists education inequality in the information-rich environment. Based on relevant studies, this paper proposes a personalized approach to recommending educational information resources, exploring proactive applications of these services in hopes that users may access appropriate resources, hence reducing educational inequality in the e-learning environment and promoting personalized learning.

Keywords: educational information resources; personalized recommendation; education equity; personalized learning

Factors influencing learner satisfaction with E-Textbooks

Chenrui Zhou and Zhong Sun

Little research has been done on learner satisfaction though e-textbooks have been around for more than ten years. This study investigates critical factors influencing learner satisfaction with e-textbooks using multiple stepwise regression analysis. 5788 students from 71 primary schools were surveyed in an online questionnaire about their use of e-textbooks to identify the factors affecting learner satisfaction with e-textbooks. The results show that perceived usefulness, perceived ease of use, attitude toward using, perceived effectiveness and interactive learning activities are the critical factors positively influencing learner satisfaction with e-textbooks while self-efficacy does not have significant influence. The analysis of students personal background information shows that gender has no significant impact on learner satisfaction, while grade, frequency of use and parents emphasis in learning significantly affect learner satisfaction. Suggestions are proposed for improving learner satisfaction with e-textbooks from the perspectives of teachers, parents, learners and e-textbook technology.

Keywords: e-textbooks; learner satisfaction; influencing factors; suggestions

Constructing a learning outcome accreditation and credit transfer

scheme for credit banks

Fuqiang Guo

The design of a learning outcome accreditation and credit transfer scheme (LOACTS) should be informed by the mission, functions and implementation mode of the process as well as evaluation indicators of learning outcomes. It should also embody the concept of lifelong learning and the principles of standardization, applicability and efficiency. Credit mobility includes accreditation and transfer in a credit bank, as an independent intermediate hub. The functions and implementation mode determine the components and structures and service scope of the LOACTS. A careful examination of the pilot practice in credit bank construction in The Open University of China, Shanghai Municipality and Jiangsu Province shows that these credit bank systems share a similar framework covering the key elements needed though in different labels and wording. Four outstanding characteristics are identified from these credit bank practices. First, open structures are adopted to promote adaptability of the systems. Second, a steady and gradual strategy is followed in building the systems with both regional characteristics and nationwide influence. Third, operationability is stressed in all these systems. Fourth, both internal and external standards are used in these systems.

Keywords: lifelong learning; credit bank mode; mutual recognition of credits; credit transfer; index system

Technology, education and design: the sciences of the artificial

Som Naidu

The design of effective, efficient and engaging learning and teaching experiences is the product of synergies derived from knowledge about the technology, pedagogy and the subject matter. It includes knowledge about the affordances of each attribute, as well as knowledge that lies at the intersections of these three variables. More recently dubbed as technological pedagogical content knowledge by Mishra and Koehler, this is an idea that extends Lee Shulmans concept of pedagogical content knowledge to include knowledge about the technology (i.e., the media), and the content (i.e., subject matter that is to be learned and taught). At the heart of synergies derived from this kind of knowledge is design which is a science of the artificial, as opposed to a natural science. And this is about creating and orchestrating productive learning and teaching experiences.

Keywords: technology, education and design; Technological, Pedagogical and Content Knowledge; learning and teaching experience design; sciences of the artificial

How does a Guidance + Service model of online teaching challenge

traditional teaching concepts and performance?

Xuan Zhang

Different online instructional design and organization show different teaching concepts and requirements. Guidance-service-oriented online instruction requires that teachers get heavily involved in and guide the students learning process, and provide personalized service for each and every learner. This inevitably challenges teachers existing teaching concepts and practices. Besides, teachers may misunderstand the instructional design and carry out different teaching behaviours, get differently involved in students learning process adopting different strategies, etc. The existing external evaluation mechanism hinders teachers enthusiasm in guidance-service-oriented online instruction. Teaching effectiveness and quality is determined by not only teachers changes in knowledge and skills, but also their conceptual embrace of new ideas of teacher-student relationship, and initiatives and creativity in learner support service and online interaction. Teachers should be encouraged using various strategies to change their teaching concepts and behaviours.

Keywords: guidance-service-oriented; online learning activities; learning assessment; teacher development