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  Digitization,Standardization, Specialization, and Branding:
  Development Mode of Guangzhou E-Learning Hub
  Zeng Hai, Xiong Zi, and Tang Jianping
  Informed by the construction and development of learning societies both at home and abroad, as well as lessons learnt from Guangzhou E-Learning Hub, the authors identified seven problems which are believed to hinder the construction and operation of e-learning public service systems. Drawing upon the development mode of Guangzhou E-learning Hub, it is argued that digital technologies and standardization facilitate learning at any time and in any place while specialization results in quality learning resources and branding promotes learning for all.
  Keywords: learning city; e-learning; lifelong education; public service platform
  Regional Online Community for Teacher Professional Development:
  Transformation of Distance Training Model for Primary and
  Secondary School Teachers in Guangzhou
  Wu Qiang, Li Wenfei and Xu Wenqian
  Digital and online teacher professional development has a decisive impact on the success of educational reform and can assure balanced development of education. As a major metropolitan city in China, Guangzhou’s practice in distance training is ahead of its time, serving as a model of teacher professional development. This article sets out to review the ‘best practice’ of Guangzhou Model in the past decade, arguing that a regional teacher professional development online community should be composed of an online learning zone, a research and development zone, and a Teacher Home. It also illustrates the transformation of distance training model in terms of resources production, learning, teaching, and management.
  Keywords: regional teacher professional development; online community; distance training model
  From dLearning to mLearning: Changes in the Research Scenario in China
  Mu Xiaoqing and Yu Zhitao
  Reviewing publications from core journals in the CNKI-CAJD database, this study analyzes research trends and patterns in the fields of dLearning, eLearning, and mLearning in China with mapping techniques for progressive knowledge domain visualization. Conclusions are made, based on review results. First, the three fields have similar development models and need much improvement in terms of depth and continuity. Second, research in these fields favors technological application and platform development. Third, the majority of research reports are published in Distance Education in China, China Educational Technology, and E-Education Research. Fourth, no groups of core authors are formed. Last, in the fields of eLearning and mLearning, low-yielding authors are in the majority, and many studies simply follow suit without their own distinctive research foci.   Keywords: dLearning; eLearning; mLearning; research trend; mapping techniques
  Connecting Different Types of Education from the Perspective of
  Open Education: Practice and Research
  Tang Shubo,Chen Meiyan, Zhang Ning, Zhou Ziyan and Li Zhiping
  In China’s current education system, different education sectors are isolated from each other, and learning results are not mutually recognized. Given that lifelong education and learning for all are missions of open education, it is essential for open education institutions to connect different education sectors. The key of such a connection lies in mutual recognition of learning results by different education sectors. This article dwells on the feasibility of connection and mutual recognition of different types of education. Based on the practice in the field, it identifies obstacles in connecting education at different levels and different types of education at the same level. It then argues that a connection of different types of education based on the learning credit bank mechanism can facilitate mutual recognition.
  Keywords: open education; connection; formal education; informal education; credit bank
  An Applied Research on Workflow Technology in Online Courseware
  Development Management System: A Case of Dongbei University
  of Finance & Economics Online Education Institute
  Deng Kangqiao
  Online learning resources production is a core issue of modern distance education, and the management of online courseware development (OCD) process is the most importance factor to determine the quality and efficiency of online courseware. Workflow technology has been proved to be a potential tool for developing the online courseware management system. The advantages of workflow technology lie in the technology itself, its systematic framework and functions. The practice in Dongbei University of Finance & Economics Online Education Institute shows that digitizing the development process, sharing local files and auditing courseware orderly can improve the quality and efficiency of OCD. Online courseware development management system based on workflow technology is an intelligent system for courseware development.
  Keywords: workflow technology; online courseware development management; teaching resources; applied research
  Towards a Blended Learning Model Based on Deep
  Learning Theory: Practice and Research
  Wang Yonghua
  In blended learning, which is characterized by the advantages of traditional learning and those of digital learning, teachers need to play a leading role in guiding, inspiring and monitoring the learning process while students should give full play to their own initiative, enthusiasm and creativity as active agents. Based on the deep learning theory, this study experimented with blended learning, following the pathways to deep learning as suggested by Jensen and Nicklsen (2008). Effective strategies are proposed to encourage students to achieve deep learning in a blended learning model.
  Keywords: deep learning pathways; blended learning; teaching practice
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