教育技术专业英语第二十章翻译

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第二十章

Background

Research in higher education has shown that shown that is a strong relationship between students' perception of their learning situation,their previous learning experiences,the manner in which they understand their currrnt learning context,the way they go about studying in that contaxt and the role of assessment for their learning.prosser and trigwell discussed learning situations that students find themselves in,and the manner in which those learning situations can either enchance or impair the outcomes of their learning.in the firld of statics education,reid and petocz described the need for educators to closely align core statistical components with the intended learning outcome and the students' own aims for learning. students' expecations of professional work-and in the context of this paper, students'expectations of using statistics in their business career-have an impact on the sorts of things that they choose to focus on when learning.

Making an explicit connection between students'learning and their own ideas about professional work is essential to enable to find value in that learning situation:indeed,any students, in any context,need to find value in their experiences as a student.for instance,petocz and reid have shown that students often expect their their to provide the enthusiasm for their studies.the impact of this finding is overwhelming."taditional"learning environments,which may value and benefit of lectures or tutorials,need to provide a learning situation in which students see the value and benefit of this finding of being in the classroo m:"non-traditional"learning enviroments,including online forms,also need to be set up in such away that students see the value and benefit of participating.from the students'point of view,a reasonable outcome from any course is that they have learned something that will better prepare them for their futures.from an institution's perspective,a reasonable endpoint lies in the measurable student learning outcomes,often those that have been demonstrated through assessment tasks.

A growing body of literature has explored student learning outcoming in an online course. A crucial theme is the comparison between online courses and traditional learning methods.the majority of the studies have found that the learning outcomes have been similar for the two learning approaches.Russell reviewed 355 studies on distance education from the years 1928 to 1998.He discussed what he called the no significant difference phenomenon ,the tendency for comparative education studies to find no statistically significant differences between educational approaches.in this review,only 40 of the 355 studies specifically included computer based instruction,since the compilation predated the rapid expansion of internet use in education that an online learning course is about as effective as (but no better than )traditional classroom teaching (for example,Bradford,1999;)A compilation of relevant studies concering technology for distance education is about the learning contexts being compared.

Focusing on learning outcomes to determine the effectiveness of learning,several studies have concluded that there is no significants difference between online and traditional methods in terms of examination results:some reports evwn indicate that an online approach resulted in worse outcomes than the traditional approach.Several studies have provided useful recommendations and methods for assessing online learning.wade included evalution of students' responses in threaded discussion and email for quality and clarity of evaluating and understanding whether and to what extent improved learning approaches have occurred.He identified two problems of relying on learning outcomes:firstly,it is difficult to quantify or reliably express what learning is desired,and secondly,the assessment methods chosen tend to shape what is being assessed.However,learning outcomes should include content knowledge and relevant skills,but might aslo include higher level abilities such as synthesis and analysis,creativity and the development of new ideas of learning.techniques of assessing outcomes could include in class tests,professional entry exams,portolios and simulations.finally,in order to confirm the importance of defining and assessing outcomes,Cleary identified outcome indicators such as pass rate on examinations,improvement of critical thinking skills and writing skills.

Going beyond the comparison of online courses and traditional learning approaches,there are few studies that investigate whether the use of online materials and techniques has any effect on the quality of student learning.two investigations which include such information are reported by Bedgood and Hibberd et al.:in each case,the results seem to indicate that students' use of the online learning environment does not significantly improve their learning outcomes. 背景

研究在高等教育已经表明,表明是一个强大的关系,学生知觉的学习情况,他们以前的学习经验的方式,他们理解他们的currrnt学习上下文,他们去学习,接触和评估的角色对他们的学习。普罗塞和trigwell讨论学习的情况下,学生们发现自己在和那些学习的方式情况下可以增强或削弱他们的学习的结果。在firld的静力学教育,里德和petocz描述需要教育工作者密切对齐核心组件与使用统计学习结果和学生的学习目标。学生的信念吧的专业工作的背景下,本文利用统计人员的预期的学生在他们的商业生涯有影响的事情,他们选择关注当学习。

做一个明确的联系和他们自己的想法'learning学生对专业的工作是重要的,使找到价值学习情境:事实上,任何学生,在任何环境下,需要找到价值在他们的经历作为一个学生。例如,petocz和里德已经表明,学生们总是盼望着他们的热情让他们提供研究。这一发现的影响是压倒性的。“传统”的学习环境中,这可能价值和利益的讲座或教程,需要提供一个学习的情况中,学生看到价值和利益的这一发现的教室:“非传统”学习的环境,包括在线表单,还需要建立在这样走,学生们看到价值和利益的参与。从学生'指向来看,一个合理的结果从任何课程是他们学到的东西,将更好地准备迎接他们的未来。从一个机构的角度来看,这是一个合理的端点在于衡量学生的学习成果,经常的,那些已经被证明是通过评估任务。

越来越多的文献探讨了学生学习在一个在线课程出局。一个关键的主题是在线课程之间的比较和传统的学习方法。大多数的研究已经发现,学习成果已经为两种学习方法类似。罗素对远程教育进行了355项研究从1928年到1998年。他讨论了他所谓的无显著差异的现象,比较教育研究的倾向找到之间没有明显的统计学差异教育方法。在此综述中,只有40的355项研究中明确包含以计算机为基础的指令,因为编译早于快速扩张互联网使用的教育,一个在线学习课程是关于有效(但没有比)传统课堂教学(例如,布拉德福德,1999;)编译的相关研究有关远程教育技术是关于学习上下文比较。

关注学习结果来确定学习的效果,几项研究已经得出结论,没有意义差异在线和传统方法从考试结果:一些报告表明一个在线方式导致的结果比传统方法更糟糕的结果。几项研究已经提供了有用的建议和方法来评估在线学习。韦德包括固原学生的反应在线程的讨论和电子邮件在质量和清晰的评估和理解是否以及在多大程度上改进学习方法都有发生。他发现两个问题依靠学习结果:首先,很难量化或可靠地表达什么学习,是理想的,其次,评估方法选择倾向于形状被评估。然而,学习结果应该包含内容的知识和相关的技能,但可能也包括更高级别的能力,如合成和分析、创造力和开发的新思路的学习。技术评估结果可能包括在类的测试中,专业入学考试,评和模拟。最后,为了确认和评估结果的重要性,定义,识别结果佳利律师事务所等指标对考试通过率,提高批判性思维能力和写作技巧。


超越在线课程的比较和传统的学习方法,很少有研究调查是否使用在线的材料和技术有任何影响学生学习的质量。两个调查,包括这些信息报告Bedgood和Hibberd et al。:在每种情况下,结果似乎表明,学生使用的在线学习环境并不显著提高他们的学习成果。

The study

The location of this study was Thailand,a country without a long history of using information and communications technologies in education, but one that has recognized its importance for national and economic competitiveness.According to the Act,the national educational system should be based on three guiding principles:lifelong education,participation in education by all sections of incorporating more active student-centered learning and curriculum revision that results in a closer relation to the community and the world.

Onling or E-learning learning became the official"technology of choice"for Thai higher education in 2001.Online education creates opportunities for universsities to provide an open learning environment wherein all information and resources and resources are accessible,particularly in the concept of flexible learning using the notions of "anytime,anyplace and anybody"-any student can access online course material at any time or place Moreover,online learning has been promoted as being a more effective mode of learning,increasing access to resources,increasing student and faculty satisfaction,and being cost effective.

The study was conducted at Suan Dusit Rajabhat University,Bangkok,a member of a group of technological higher education institutes.Traditionally,teaching and learning in Rajabhat Institutes are arranged either through campus based or distance learning modes.Campus baed teaching requires students to attend classes 20-25 hours per week.This high number of class contact hours,as well as the traditional respect for the teacher,helps to explain the general lack of indepent learning activities among students.Most Thai students are used to authoritarian practice,and are willing to accept what their teacher says without any argument or question,because they see the university as a continuation of their traditional schooling in which they receive information submissively and passively .Research from other countries in the area indicates that they share this background.Deespite this background,SDU has been fully equipped with the information technology needed to enhance its educational technologies.The university's goal is to become an "e-nuversity" within the next five years,to utilize IT in effective and efficient teaching and learning.

The Business Statistics was chosen for the prototype online course,to study the process of development and the effectiveness of the result.In its traditional form,the subject had a very high failure rate,caused in part by student' problems in catching up after missed lectures,and their difficulties in understanding the statistical concepts and applying them to the real world.This unsatisfactory experience with Business highlighted the need for a new teaching strategy to improve its outcomes.

The research project involved 269 second year students,comparing online learning with learning in the traditional mode over a period of 16 weeks.The students were part of a larger group studying Business Statistics who were given information about the study.The study was approved by the appropiate ethics committees,and participating students gave informed consent.

The research compared the effectiveness of using an online component in teaching as opposed to traditional teaching,measured by student learning outcomes,their satisfaction,attitude and overall experience of learning.the traditional teaching methods used textbook and paper based materials,delivered by face-to-face interaction between teacher and students.The online approach was implemented using a system of instructional design appropriate to the Thai context.The online course was developed into the "electronic classroom" type of online learning,engaging students in a planned series of activities via the internet using the Blackboard 5 program.Using in a planned by Horton,students were engaged in a pedagogy involving constructivism,resource based and collaborative learning.The language of instruction was Thai,necessitating the development oof E-learning resources or the translation of existing resources form english:this aspect of the study involved significant investment of the lecturer's time.of course the international language of IT is english,student were encouraged to acquire some familiarity at least with technical terms,but for the most part they did not have encough proficiency to use english language resources.There were four major components of the online system:1234.

Thus,the online component of the Business Statistics course was able to make a substantial contribution to diversifying the learning environment for those students who were in the online group.This contribution included course materials,online discussion and communication,and assessment tasks.

这项研究

本研究的位置是泰国,一个国家没有一个历史悠久的使用信息和通信技术在教育,但它也承认它的重要性对国家和经济竞争力。根据该法案,国家教育系统应该基于三个指导原则:终身教育、参与教育的所有部分,将更积极的以学生为中心的学习和课程修订,结果在一个更紧密的关系到社区和世界。

Onling或电子学习学习成为官方的“技术的选择”在2001年为泰国高等教育。在线教育创造了机会universsities提供一个开放的学习环境,在这个环境中,所有的信息和资源和资源是可访问的,特别是在概念的灵活使用概念的学习”,任何人在任何时间、任何地点”——每一个学生可以访问在线课程材料在任何时间或地点此外,在线学习已经晋升为一个更有效的学习方式,增加对资源的访问,增加学生和教职员工满意度,成本有效的。

这项研究是由Dusit Suan Rajabhat大学,曼谷,一个组的成员的技术高等教育机构。传统上,教学和学习Rajabhat机构安排通过校园基础或远程学习模式。校园制定教学要求学生参加课程每周20 - 25小时。这个高数量的类接触时间,以及传统的尊重老师,有助于解释一般缺乏indepent在学生的学习活动。大多数泰国学生习惯于专制做法,并愿意接受他们的老师说没有任何参数或问题,因为他们看到了大学的延续他们的传统学校教育,他们收到的信息和被动顺从地。研究从其他国家在该地区表明他们分享这背景。Deespite这一背景下,信号分配装置已经被完全配备了信息技术需要加强其教育技术。该大学的目标是成为一个“e-nuversity”在未来五年内,利用它在有效和高效的教学和学习。

该研究项目涉及了269名二年级学生,比较在线学习与学习在传统的模式在一段16周。学生们在一个更大的群体的一部分研究业务统计所提供的信息的研究。这项研究是由适当的伦理委员会批准,参与的学生给了知情同意。

该研究比较了使用一个在线组件的有效性在教学与传统教学中,以学生的学习成果,他们的满意度、态度和总体经验学习。传统的教学方法使用教科书和基于纸质材料,由老师和学生之间面对面的互动。在线的方法是使用一个系统的实现教学设计适合泰国上下文。在线课程开发成“电子教室”类型的在线学习,让学生进行一系列活动通过互联网使用黑板5程序。使用在一个计划的霍顿,学生们从事教育学涉及建构主义、资源基础和协作学习。教学语言是泰国,迫使电子学习资源的开发力量或翻译的现有资源形式英语:这方面的研究涉及到大量投资的讲师的时间。当然,国际语言是英语,学生被鼓励去获得一些熟悉至少与技术条件,但大多数情况下,他们没有熟练使用英语语言;)资源。有四个主要组件的在线系统:1234。

因此,网络组件的业务统计课程能够做出重大贡献的多样化学习环境对于那些学生在网络组织。这贡献包括课程材料,在线讨论和交流,和评估任务。


Results

In terms of the comparison between the two modes of learning,the study indicated that online students achieved significantly better learning outcomes in term of grades/marks and levels of satisfaction with their learning compared with students in traditional classes.For instance,the total for students in the online group averaged 70%,compared to 59% for the students in the traditional group,as measured by the SATS questionnaire and overall they seemed to have a qualitatively better experience of learning.the possible reasons for these results are discussed in the papers referred to:however,the study gave a clear demonstration of the significant benefits of using E-learning to assist and support Thai students in their study of statistics.

In this paper,the foucs is on the majority of them online group alone.Students' survey results and comments indicated that the majority of them were using the online course for reading course materials,doing exercises,seaching for information,taking quizzes and communicating with other students and the online instructor.Most of them appreciated working on the individual projects that were given in the first assignment,especially as this was their first experience of woek assignment,particularly as this gave them an opportunity to share ideas and counter any feelings of isolation. In terms of their final results,the graph in figure 20.1.1 shows the strong relationship between the number of times they accessed the online system and the total mark that they received for the course.The curved relationship,and the fact that the total mark had a maximum of 100,suggests a transformation:a logarithm of accesses linearises the relationship, and base 2 provides a convenient interpretation in terms of"doubling of accesses".The relationship between total mark and log base 2 of access is shown in Figure 20.1.2. 结果

按照比较两种模式的学习,研究表明,在线学生更好的学习效果得到了显著的成绩在术语/标志和水平的满意他们的学习与学生在传统的类。例如,总学生在线组平均为70%,相比之下,59%的学生在传统的组织,通过测量问卷和整体sat考试他们似乎有一个质量更好的学习经验。可能的原因为这些结果,讨论了在报纸上提到:然而,这项研究给了一个清晰的示范的重要好处,使用电子学习协助和支持泰国学生在他们的研究的统计数据。

本文是对大多数把他们在线集团孤独。学生的调查结果和评论表明,他们中的大多数都是使用在线课程阅读课程材料,做练习,着重对信息,以测验和沟通与其他学生和在线教练。大多数人都很重视工作在单个项目,被赋予了在第一个任务,尤其是因为这是他们第一次的经历,尤其是当这woek分配给他们一个机会分享想法和计数器任何孤立的感觉。

按照他们的最终结果,图在图20 1 1显示了强大的关系,他们访问的次数的在线系统和总马克,他们收到的课程。弧形的关系,事实上,总有一个最大的标志100,表明一个转变:一个对数的访问linearises关系,和基2提供了一个方便的来解释“加倍的访问”。总数之间的关系马克和日志2为底访问如图20 1 2。

A linear regression model fitted to the data gave the following results:

Total mark = 46.4 + 3.79 log base 2 Access(standard errors 2.5,0.37;s=6.3,R2=0.56)

The residuals from the model satisfied the assumption of normality,and the regression was significant ove can be interpreted in the following way.The minimum number of accessesrall with F= 102.6 on 1 and 82 degress of freedom,p<0.001.On the other hand,the residuals were variable for the lowest numbers of access(at the lower end there was one student with only 8 access who got a total mark84)

These results can be interpreted in the following way.The minimum number of accesses was 4,corres ponding to an estimated final mark is 84.The increased variability at the extremes indicates that the relationship may be influenced by other factors in those situations where there were very small or very large number of accesses, and the students' comments given later throw light on this. 一个线性回归模型拟合数据给了以下结果:

总马克= 46.4 + 3.79日志基2访问(标准误差2.5,0.37;s = 6.3,R2 = 0.56)

从模型的残差满意的假设常态回归,是重要的爱可以解释下面的方法。最小数量的accessesrall与F = 102.6在1和82度的自由,p < 0.001。另一方面,残差是最低的数字变量的访问(在低端有一个学生只有8访问了一个总mark84)

这些结果可以解释下面的方法。最小数量的访问是4,corres水洼,估计最后马克是84。在极端的情况下增加的变化表明,这种关系可能会受其他因素的影响,在这些情况下,那里有非常小的或非常大量的访问,和学生的评论给后来照亮这个。

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