作者：
Mingzhang Zuo（左明章）;Yujie Yan;Kunyu Wang;Heng Luo
期刊：
Lecture Notes in Computer Science,2020年 12218: 237-248 ISSN：0302-9743
作者机构：
School of Educational Information TechnologyCentral China Normal UniversityWuhanChina;National Engineering Research Center for E-LearningCentral China Normal UniversityWuhanChina
摘要：
Classroom discourse can affect various aspects of student learning. To provide better learning experience in distance learning, the present study examines interactions between classroom discourse based on IRF-discourse and related behavioral engagement of students in front, middle and rear seating locations in synchronous online classrooms. We observed 24 third-grade music classrooms using the behavioral engagement scale. Results from these observations indicate that classroom with more discourse interactions, specifically teacher’s elicitation for student responses may result in increased students’ behavioral engagement. The study also revealed significant differences in behavioral engagement of students from different seating location. Moreover, the results showed that positive behaviors dominated students’ classroom activities, but students demonstrated more teacher-prompted behaviors rather than self-initiated behaviors.
期刊：
Lecture Notes in Computer Science,2020年12218:315-325 ISSN：0302-9743
作者机构：
School of Educational Information TechnologyCentral China Normal UniversityWuhanChina
摘要：
There has been a lack of theoretically framework and research instruments to explain and explore the complexity of learning experience among K-12 students in traditional classrooms. To address this research need, the present study tentatively developed and validated a presence questionnaire for K-12 classroom (PQ-K12) to examine learning experience through the interplay of three perceived presences, as informed by the community of inquiry (CoI) framework. The presence questionnaire was initially designed with 66 items and was administered among 200 primary school students in central China. A three-step validation process comprising item analysis, exploratory factor analysis, and confirmatory factor analysis were conducted sequentially, leading to the removal of 21 items from the overall scale. The revised questionnaire yielded a strong internal reliability and a moderate structural validity. The preliminary results of this study can inform the future revision of the PQ-K12 questionnaire and provide insights on the key characteristics of K-12 education.
摘要：
Abstract Objective: China has a high fatality rate for child pedestrians, which highlights the necessity of implementing more effective pedestrian safety training programs in elementary schools. We thus investigated the efficacy of using virtual reality (VR) as an instructional technology to identify and modify risky pedestrian behaviors among Chinese children. Methods: Seventy-nine children (grades 1 through 3) from three elementary schools in Hubei province participated and were categorized into urban (n = 20), migrant (n = 29), or rural (n = 30) students based on the schools’ locations. They completed a VR program comprising three street-crossing challenges to measure five pedestrian behaviors. The participants first attempted to complete the challenges by themselves in the first-time trial (T1) and then engaged in a personalized debriefing session before undertaking the challenges a second time (T2). Pedestrian performance for the two trials was compared by school location and grade level as between-subjects factors, and the rationale behind risky pedestrian behaviors was inductively analyzed. Results: Three risky pedestrian behaviors were observed in the program: dashing into the street, crossing on a blinking green light, and failing to check for traffic. Potential reasons for these behaviors included a lack of knowledge of road signs and traffic rules and the absence of daily adult supervision. The overall pedestrian performance increased from T1 to T2 with a moderate effect size (Ƞp2 = 0.59, p < .001). A significant main effect of the trials was found for the three pedestrian behaviors (for all values, p < .001); however, interactions of trial by location and trial by grade were nonsignificant in all univariate tests (for all values, p ≥ .05). Conclusions: VR is an effective technology to diagnose and correct risky pedestrian behaviors among Chinese children when accompanied with individual debriefing and repetitive practices. School location and grade level had no significant influence on children’s pedestrian performance and learning outcomes, indicating the ubiquity of the pedestrian safety problem and the need for more effective instructional interventions.
期刊：
PROCEEDINGS OF 2019 THE 4TH INTERNATIONAL CONFERENCE ON DISTANCE EDUCATION AND LEARNING (ICDEL 2019),2019年:112-117
通讯作者：
Yang, Yang
作者机构：
[Zuo, Mingzhang; Yang, Yang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;[Zuo, Mingzhang; Wang, Wenqian; Yang, Yang] Cent China Normal Univ, Wuhan 430079, Peoples R China.;[Wang, Wenqian] Cent China Normal Univ, Educ Informat Technol Collaborat Innovat Ctr, Wuhan, Peoples R China.
通讯机构：
[Yang, Yang] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.;Cent China Normal Univ, Wuhan 430079, Peoples R China.
会议名称：
4th International Conference on Distance Education and Learning (ICDEL)
会议时间：
MAY 24-27, 2019
会议地点：
Shanghai, PEOPLES R CHINA
会议主办单位：
[Yang, Yang;Zuo, Mingzhang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Peoples R China.^[Yang, Yang;Zuo, Mingzhang;Wang, Wenqian] Cent China Normal Univ, Wuhan 430079, Peoples R China.^[Wang, Wenqian] Cent China Normal Univ, Educ Informat Technol Collaborat Innovat Ctr, Wuhan, Peoples R China.
摘要：
Scaffolding teaching method is a learner-centered teaching method based on constructivism, aiming at cultivating students' problem-solving ability and autonomous learning ability. Lots of researches have studied scaffolding concerning subjects of biology and engineering, what lacks from such researches is the scaffolding designed in English teaching, especially in the support of information technology. In particular, information technology - based scaffolding is also scarce in the foreign language teaching. In order to bridge the gap, this paper introduced the results of a case study in which the students of primary school participate in the making of animation learning resources in English subject by using an animation production tool. Findings suggest that the student participants' perform better after participating in the process of making the situated animation resources. And most importantly, the resources they designed are intended to be reused and restored by facilitating the management and sharing. The article concludes with a discussion of the implications of the findings for improving the performance of students. It gives a new thought for the scaffolding from the perspective of students and provides them scaffolding learning experience thus improving learning motivation and cognition.
期刊：
Lecture Notes in Computer Science,2019年 11546:251-264 ISSN：0302-9743
通讯作者：
Yang, Yang
作者机构：
[Zuo, Mingzhang; Yang, Yang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.;[Wang, Wenqian] Cent China Normal Univ, Educ Informat Technol Collaborat Innovat Ctr, Wuhan, Hubei, Peoples R China.
通讯机构：
[Yang, Yang] C;Cent China Normal Univ, Sch Educ Informat Technol, Wuhan, Hubei, Peoples R China.
会议名称：
12th International Conference on Blended Learning (ICBL)
会议时间：
JUL 02-04, 2019
会议地点：
Univ Hradec Kralove, Hradec Kralove, CZECH REPUBLIC
会议主办单位：
Univ Hradec Kralove
会议论文集名称：
Lecture Notes in Computer Science
关键词：
Resource sharing;High-quality teacher resources;Educational informatization;Small schools in rural areas
摘要：
Rural small schools in China have characteristics including remote location, small scale and poor conditions in infrastructure, quality of teaching and teacher. The shortage of teacher resources is the biggest problem in rural small schools compared with other resources. To address the problem and help offer sufficient and high-quality courses in rural small schools, the sharing of high-quality teacher resources are the most significant way to achieve it. In this paper, synchronous interactive hybrid classroom and synchronous interactive special delivery classroom teaching are put forward to facilitate the sharing of high-quality teacher resources in experimental areas. This article introduces a case of practicing the sharing of high-quality teacher resources by information technology from the urban school to the rural school in Xian’an district, Hubei province. The article concludes with a discussion of the findings for sharing teacher resources to provide equal educational opportunities between urban and rural areas.
作者机构：
[Zuo, Mingzhang; Zhang, Xiang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.;[Shao, Jinsha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
会议名称：
4th International Conference on Distance Education and Learning (ICDEL)
会议时间：
MAY 24-27, 2019
会议地点：
Shanghai, PEOPLES R CHINA
会议主办单位：
[Zuo, Mingzhang;Zhang, Xiang] Cent China Normal Univ, Sch Educ Informat Technol, Wuhan 430079, Hubei, Peoples R China.^[Shao, Jinsha] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Hubei, Peoples R China.
关键词：
the delivery course;Students' perceived presence;relevant factors
摘要：
The delivery course enables students in rural schools in China to enjoy high-quality education resources as well as urban students. As in online learning, there is a lack of students' perceived presence in the delivery course. In this study, six teachers and their students in the delivery course were surveyed, interviewed and observed to explore the relevant factors that influence the students' perceived presence. The results showed that there was a significant positive correlation between the students' perceived presence and the teacher's experience, and a significant negative correlation with the grade. When the class size was between 10 and 20, the students' perceived presence was the highest. The students' perceived presence had no significant correlation with the students' gender and discipline. Based on the data of interviews and observations, this study also summarized three strategies to develop students' perceived presence.
摘要：
With the advancement and deepening of education information work, online collective lesson preparation has gradually become an important way to promote teachers' professional development, and effectively promotes the creation, sharing and utilization of teachers' knowledge. This paper adopts the method of literature research and based on the SECI model to construct the model of teachers' knowledge transformation in online collective lesson preparation, moreover, this paper also deeply analyzes the cyclic transformation process of teachers' knowledge between individuals and organizations with concrete examples. The results show that the members of the online collective lesson preparation community are independent and related to each other, on the one hand, members share knowledge through online communication of teaching ideas, teaching methods and teaching experience, and then put them together into a holistic organization of knowledge to transform tacit knowledge into explicit knowledge; on the other hand, teachers internalize the new explicit knowledge into tacit knowledge through practice and reflection, and promote their own professional development in the continuous iteration and update of knowledge.
摘要：
With the rapid development of online education, virtual learning community has a great impact on people's learning. Here we focus on the dynamics evolution law of collaborative behavior, characterizing the features of collaborative behaviors among learners in virtual learning community. We construct a learners' collaboration network model in virtual learning community. We analyze important statistics of the network such as the degree distribution, the average path length, the clustering coefficients. On this basis, we describe the network features and study the topology characteristics of the collaborative relationship network deeply. The experiments show that the learners' collaboration network model could depict the characteristics of virtual learning community and the characteristics of the collaborative behavior among learners more accurately. The research could enrich the existing network model construction theory, and provide the network structure foundation for the study of collaborative relationship between learners in virtual learning community.
