期刊:
SN Computer Science,2021年2(2):1-11 ISSN:2662-995X
通讯作者:
Xuan Wang
作者机构:
[Mengting Chen; Xuan Wang] National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China;[Jixin Wang; Can Zuo; Jun Tian] School of Educational Information Technology, Central China Normal University, Wuhan, China;[Yongpeng Cui] Co-Innovation Center of Informatization and Balanced Development of Basic Education, Central China Normal University, Wuhan, China
通讯机构:
[Xuan Wang] N;National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, China
关键词:
College student;UTAUT;Continuous intention;Online course platforms
摘要:
In recent years, online learning model has become the mainstream in higher education. The cooperation between universities and Internet education platforms provides a good learning environment and abundant online elective courses for college students, but the practical teaching effect is not ideal. Therefore, based on the Universal Theory of Acceptance and Use of Technology (UTAUT), this study introduced the perceived cost and content quality to build a model of college students’ continuous intention to use online course platforms, and used structural equation model to study the relationship among the variables. The results showed that effort expectancy and social influence affected continuous intention indirectly via performance expectancy; content quality indirectly affected continuous intention through effort expectancy, performance expectancy and effort expectancy–performance expectancy; perceived cost had a significant negative effect on continuous intention. These research results provide new ideas for the design and development of online course platform.
期刊:
Journal of Communications and Networks,2021年23(4):271-280 ISSN:1229-2370
通讯作者:
Liao, Shengbin
作者机构:
[Liao, Shengbin] Cent China Normal Univ, Natl Engn Ctr E Learning, Wuhan, Peoples R China.
通讯机构:
[Liao, Shengbin] C;Cent China Normal Univ, Natl Engn Ctr E Learning, Wuhan, Peoples R China.
关键词:
Index Terms;Consensus algorithm;network utility maximization;power control;primary-dual algorithm;wireless sensor networks
摘要:
This paper investigates a method to distributively solve a Network Utility Maximization (NUM) problem with coupled variables and applies it to study power control in wireless sensor networks (WSNs). We present a dual decomposition-based consistency price algorithm to solve the coupled problem. However, the consistency price algorithm suffers from slow convergence. We then propose a two-step method to address the given issue. The first step is to build up a global consensus problem by introducing slack variables to transform the NUM problem with globally coupled variables into a NUM problem with coupled constraints. The second step is to design a distributed algorithm that combines the first-order gradient/subgradient method and a local consensus algorithm to solve the global consensus problem. The proposed algorithm is a primary algorithm which has faster convergence speed than the consistency price algorithm which is a primary-dual algorithm. Experimental results have demonstrated the effectiveness of our proposed approach.
期刊:
Journal of Educational Computing Research,2021年59(7):1319-1342 ISSN:0735-6331
通讯作者:
Wu, Linjing;Liu, Qingtang
作者机构:
[Wu, Linjing; Liu, Qingtang; Li, Jing; Yang, Weiqing; He, Liming; Zhang, Yaosheng] Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Liu, Qingtang] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Hubei, Peoples R China.;[Cheng, Yun] Huang Gang Normal Univ, Sch Educ, Huanggang, Hubei, Peoples R China.
通讯机构:
[Wu, LJ; Liu, QT] C;Cent China Normal Univ, Sch Educ Informat Technol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词:
collaborative knowledge building;knowledge contribution;information theory;amount of information;information gain
摘要:
The measurement of knowledge contribution in collaborative knowledge building is an important research topic in computer-supported collaborative learning. The information measures of knowledge contribution based on information theory are proposed in this study, which includes two measures: amount of information and information gain. Discourse data collected from a collaborative knowledge building activity were analyzed to validate these measures. The results showed that our information measures can complement the traditional behavioral. With the help of the two measures, community-level variation tendency and individual-level knowledge contribution characteristics could be analyzed in collaborative knowledge building activities. A log function was used to fit the community knowledge variation tendency to measure the convergence of knowledge building. Students were clustered into five types according to their behaviors and contributions in collaborative knowledge building. Both teachers and researchers can benefit from these two information measures by using them in practice.
摘要:
Contemporary society expects learners to synthesize large amounts of available information and take advantage of interdisciplinary knowledge to tackle complex, real-world issues. STEAM education aims to cultivate students' ability to solve such problems through interdisciplinary thinking but is often represented by courses that are merely disjointed arrays of school subjects. On the other hand, Maker education harnesses society's enthusiasm for technological innovation and creativity but overlooks the scientific principles that underpin these processes. This research presents a novel elementary school course informed by the interdisciplinary principles of STEAM, integrated with Maker's focus on technology and creativity. The course design also utilized engineering design as a meta-thematic framework. A total of 164 third-grade pupils participated in the research, with responses analyzed using descriptive statistical methods. The findings indicated that the integrated design of the course promoted pupils' learning motivation, self-efficacy, and acquisition of interdisciplinary knowledge. These effects were not gender-specific and demonstrate the potential applicability of a STEAM/Maker integrated approach to curriculum design in other settings.
期刊:
Professional Development in Education,2021年47(5):729-744 ISSN:1941-5257
通讯作者:
Zhao, Guoqing
作者机构:
[Long, Taotao] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Zhao, Guoqing; Yang, Xuanyang; Zhao, Rongchi] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China.;[Chen, Qianqian] Donghua Univ, Coll Fash & Design, Shanghai, Peoples R China.;[Zhao, Guoqing] Beijing Normal Univ, Room 113,Yanbo Hall, Beijing 100875, Peoples R China.
通讯机构:
[Zhao, Guoqing] B;Beijing Normal Univ, Room 113,Yanbo Hall, Beijing 100875, Peoples R China.
关键词:
Belief-action gap;professional learning community;belief;engagement;participation in a PLC
摘要:
This study aims at exploring the influence of The Alliance of Thinking Schools, a multi-regional, researcher-practitioner partnered teachers’ professional learning community (PLC) on the teaching of thinking in China, on bridging teachers’ belief-action gap. Specifically, this study aims to investigate the relationships between teachers’ beliefs about learning, participation in the PLC, engagement in learning, and engagement in practice. A total of 478 teachers from 39 schools participated in this study. A questionnaire adapted from existing studies and verified with confirmatory factor analysis was sent to these teachers. Structural Equation Model revealed that: (a) teachers’ beliefs about learning had no significant direct effects on their engagement in learning, but had significant indirect effects mediated by their participation in the PLC; (b) teachers’ beliefs about learning had significant effects on their engagement in practice, both directly and mediated by their participation in the PLC; and (c) teachers’ engagement in practice had significant direct effects on their engagement in learning, but cannot be reversed. The findings of this study confirmed the existence of a belief-action gap in teacher’ continuing learning with empirical evidence. The findings also revealed that a well-accepted PLC could help to bridge this gap. Implications for teachers’ continuing learning were discussed.