Blended synchronous learning (BSL) has become increasingly prominent in lifelong education due to its flexibility in enabling simultaneous onsite and online participation. However, enhancing the experience and satisfaction of adult learners in this context remains a challenge. This study primarily used structural equation modelling to examine the interrelationships among key factors that contribute to learner satisfaction. Data were collected from an online survey of 494 remote adult learners, reflections from 27 learners, and interviews with 23 learners, all in a BSL context at a Chinese open university. The results indicated that the perception of technological effectiveness (TE) significantly and positively influenced teaching presence (TP), social presence (SP), self-regulated learning presence (SRLP), cognitive presence (CP), and overall satisfaction (SAT). SP acted as a crucial mediator between TP and both SRLP and CP, as well as SAT. SRLP positively impacted CP, which in turn positively affected SAT. The influence of TE, SP, SRLP, TP, and CP on SAT was observed in descending order of impact. Theoretically, this study enhances the Community of Inquiry framework by exploring the interrelationships among its dimensions within the context of adult BSL learning, emphasizing the critical role of social presence in promoting learning satisfaction. The study identifies three key factors for optimal BSL implementation: the necessity of a stable and reliable technological infrastructure, the importance of cultivating a strong sense of social presence as a central element of effective pedagogical strategies, and the need to emphasize the development of self-regulated learning abilities among remote adult learners.

The open and distance education is a hybrid of synchronous and asynchronous learning. This study examines the impact of synchronous live class on online course learning behavior from the perspective of learning data analysis to offer insight to further guide the integrated learning design and implementation of adult learners' synchronous and asynchronous learning. Using online course learning log data and the interactive text generated from the course learning interaction at an Open University School in central China, this study analyzes descriptive statistics of live class learning and mines learners' emotions and attitudes towards it. In particular, this study uses participation in the live class as the classification variable, analyzes the depth, breadth and persistence of learners' online course learning behavior performance, and examines the correlation between these learning behavior performance and grades. The analyses demonstrate that learners have a positive attitude towards live class learning and have learning disabilities. Moreover, participation in live class has a positive effect on asynchronous learning performance. Participation in live class promotes the occurrence of learners' online course learning behavior, and correlation between learning behavior performance and grades. Chinese instant messaging program Tencent QQ and other Instant messenger tools were useful for the adult learners' smoothly online learning.

As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small-scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter-reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC[1]. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e-portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided. What is already known about this topic What the paper adds Implications for practice and/or policy

后疫情时代,提质增效是在线开放课程内涵式发展的重要抓手.重申促进学习的评价,强调学习者的深度参与,探究学习者参与同伴互评的特点及现存问题具有重要的现实意义.文章基于国内一门在线开放课程,采用学习分析技术从结构化与非结构化数据入手,分析在线开放课程同伴互评过程中学习者的投入度,并进一步探究同伴互评投入度与学习绩效的关系.研究结果表明,在线开放课程中学习者同伴互评的行为投入及认知投入不高,但是参与同伴互评能够识别更有动力通过课程的学习者,且其认知投入度能够预测其学习绩效.基于FBM(学习行为模型)模型提出促进同伴互评投入度的两阶段干预策略,从而提高学习者参与同伴互评的投入度,并为教师及平台提供更具针对性的策略建议.

As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small-scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter-reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC[1]. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e-portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided. Practitioner notes What is already known about this topic Both the formative and summative peer assessment mode, providing reliable feedback is needed, which is of great value for improving the quality of online learning. The reliability and influence factors of peer assessment has been highlighted by a wealth of studies in traditional classrooms and small-scale online learning contexts. There are still limited explorations in MOOCs. What the paper adds The students tended to give extreme scores in peer assessment in MOOC, and the peer assessment in MOOC may was not particularly reliable. The Assignment type being rated affected the reliability, and peer assessment using e-portfolios format was found more reliable than those using papers and proposals. The reliability of peer assessment in MOOC was negative related to the number of reviewers per assignment and the reviews completed per reviewer. Implications for practice and/or policy Avoid using peer assessment as a summative assessment method, and should be assigned relatively low weights to final grades. Using papers and proposals as learning assignments can appropriately reduce the proportion of peer assessment in the final grade. Training on how to identify medium quality work should be provided. Instructional strategies should be designed to encourage learners to actively participate in peer assessments and thoroughly assess.

区域推广是促进创客教育长足发展的必然选择.通过对区域创客教育发展进行梳理,本文认为创客教育区域推进应立足本土文化,从教育需要出发,凝集政府、基础学校、高等学校、企业的合力,实现殊异性统一的目标愿景.基于对武汉市创客教育联盟之整体概况、教师发展和学生培养等三方面的剖析,从"促学"的微观视角,构建以创新能力为核心,以"通"为基础的课程聚合、项目聚合、空间聚合和结果聚合为保障的教师发展与学生成长的双环式聚合型区域创客教育发展模式.该模式旨在由个体到群体的泛化创新和由学习化创新到生活化创新的渗透过程中培养个体的创新品格,并通过坚持理性-人文性的文化发展向度、完善"缺陷-成长"的师生发展支持系统、打造"聚合能"的学习场域的推进机制使之落地,形成具有延展性与生命力的多元创新文化.

随着教师研修类在线开放课程的推进,兼具实用性和适配性的课程质量评价与提升方法亟待探究.将研究视角聚焦于教师研修的实际需求与学习体验,参考学习体验相关理论筛选评价指标,运用探索性因子分析和验证性因子分析重构评价模型,计算权重系数获得课程质量的学习体验公式.研究表明,在感官体验、情感体验、行动体验、内容体验、服务体验和实用性体验六个维度下,教师研修类在线开放课程质量包含28个核心因素.改进课程教学设计与创新教育智能技术应用是进一步提升教师研修类在线开放课程质量的两项关键举措.

在指数增长的教育大数据中,挖掘抽象复杂的教育过程规律需要智能技术的加持.教育过程挖掘是通过建立完整、紧凑的教育过程模型,揭示教学活动规律,优化教育实践的一种融合数据科学和过程科学的智能技术与方法.教育过程挖掘以研究框架为指导,可采用过程模型发现、一致性检验和过程模型增强三类场景中的关键技术和常用模型开展研究与实践,助力发现学习行为模式、预测学习效果趋势、改进教学评价反馈、提供教学决策支持和提升教育管理服务.教育过程挖掘发展亟须增强决策推荐与理论引领作用、探索深层次与多模态数据应用、优化算法以开发教育领域工具以及在各类新兴教育领域进行推广与创新.

为探究匿名与量规对基于SPOC的混合式同伴互评投入度的影响,文章以C学院400名学生为研究对象,设计了"2(匿名,实名)×2(有量规、无量规)"双因素独立实验.研究发现:SPOC学习中同伴互评投入度水平排序为行为投入>认知投入>情感投入,并且匿名会影响同伴互评的行为投入;然而,匿名与量规对行为投入影响的交互效应不显著,但是学习者的认知投入度与情感投入度受到评估者匿名与量规的交互影响.基于此,文章建议教师多关注学习者参与互评时的认知投入度与情感投入度,在匿名互评时为学习者提供量规,同时采取其它相关措施提高学习者的行为投入度,以更有效地组织和开展混合式教学中的同伴互评.

In order to explore the influence of signature form and rubric on the online peer assessment's engagement, this paper designed a two-factor mixed experiment of 2 (anonymous, real name) × 2 (with rubric, no-rubric) with 379 students from C College as the research object. The statistical analysis was carried out from the three dimensions of behavioral engagement, cognitive engagement and emotional engagement of learners participating in peer assessment. The study found learner's behavioral engagement in the real-name form is higher than the anonymous, and has nothing to do with whether or not to provide the rubric. However, in anonymous situation, the online peer assessment's cognitive engagement and emotional engagement with rubric are significantly higher than without the rubric. Therefore, it is recommended that teaching practitioners provide rubric when using anonymous peer assessment, but other relevant measures should be taken to improve learners' behavioral engagement.

There is an impending need for an intelligent system to organize the large amount of information currently present in the World Wide Web (WWW). It has become humanely impossible to retrieve, sort and organize the surplus information in the WWW. Semantic web is an evolving extension of the World Wide Web in which web content is organized meaningfully in a structured format using web ontology language (OWL), thus permitting them to find, share and integrate information more easily. This paper presents a methodology to design a self organized system to retrieve information about a particular topic with the pre requisites needed to assimilate the topic that the user is interested in learning and the further readings related to the topic are also listed in the search. For this, a knowledge library for DBMS domain is created using ontology and knowledge management technologies and then a strategy is devised to group the relevant prerequisites and present it to the user in a single search. The effectiveness

该文基于对创客教育与核心素养在理论源起、共有属性、共通的教学设计原则三方面的契合性分析,将核心素养的培养目标融入创客教育,以凸显创客教育"文化"与"发展"的价值理念.围绕创客精神的核心,从过程性视角将核心素养划分为匠技、匠心、匠魂三个维度,并根据学科类别的价值目标,构建基于人文学科之逆向项目式学习的创客教育促进学生核心素养发展路径与基于科学学科之正向项目式学习的创客教育促进学生核心素养发展路径,实现科学主义与工具理性的超越.最后,以某小学3D打印之"活字生香"课程为例,阐述基于人文学科的创客教育培养学生核心素养的课程设计与活动组织方式,推进创客教育、核心素养与教育系统的常态化融合.

This paper reports on a pilot investigation on an Online Flipped Classroom Learning Model (OFCLM). It was designed for a class of open and distance education for adult students taking a modern educational technology course at a learning center. Unlike FCLM, The OFCLM made use of network live broadcast and multi-screens synchronous interaction technology instead of the face-to-face classroom to realize an online flipping classroom. The study focused on the perceptions and experiences the students in regard to the design and implementation of the OFCLM. The main findings indicated that the students liked the flexibility and convenience of the online flipped classroom learning model. The study found that paying attention to the online students' discussion, a teaching assistant, group cooperation, the participation of online adult students, the redesign of instructional activities like online in-class flipped teaching mode, and the quality of audio were critical to the effectiveness of the OFCLM. It is found that adult learners' higher-order knowledge construction was improved through online discussion and group activity.

<span id="ChDivSummary" name="ChDivSummary" class="abstract-text">经验取样法是一种有效的密集纵向研究数据采集方法 ,在捕捉真实情境下个体的瞬时体验数据方面具有独特优势。该方法已被广泛应用于心理学和组织行为学研究领域,而教育研究者对经验取样法的研究和使用尚处于探索和起步阶段。经验取样法将日记法的非侵入性和标准问卷测量的精确性相结合,拥有一套系统严格的操作步骤和操作方法。其在学习体验研究领域的适用性和优势体现在:数据采集的即时性和准确性,体验描述多维性,体验监测动态性等方面。目前,经验取样法在学习体验研究中的应用,主要集中在学习者参与、学习者情绪、学习者日常体验和学习者心流体验四个领域,且在具体研究设计和数据分析方法上具有多元性。针对该方法在学习体验研究领域中的应用局限性,可以从数据采集优化和数据分析优化两个方面加以改进,从而促进其在学习体验研究中的推广和应用。</span>

企业大学智慧学习空间的建设是完善职业教育战略布局、构建终身学习体系,推进教育现代化的重要举措.文章厘清企业大学在"教育发展理念"和"企业管理理念"指引下建设智慧学习空间的目标定位;构建以"应用服务"为主旨,"云端服务"为连接,"四大技术"为支撑、"三大体系"为保障的企业大学智慧学习空间模型;从外在条件(环境、保障)和内在应用(学习、管理)方面,采用SWOT方法,以Y企业大学为例,基于其优势与劣势、机会与威胁,系统分析了企业大学建设智慧学习空间的现实环境.基于现状,提出企业大学智慧学习空间的建设应兼备双重理念指引,发挥优势、遏制劣势、抓住机会、消除威胁,从环境建设逐步智能化、应用推动学习创新、保障措施迈向夯实完善三方面不断推进.

Teachers' online teaching behaviors affect learners' course evaluation and learning experience. This study set out with the following hypotheses: (a) teachers' dominant behaviors are positively correlated with learners' course evaluation; (b) teachers' support behaviors are positively correlated with learners' course evaluation; ? teachers' managerial behaviors are positively correlated with learners' course evaluation. Using the methods of natural language processing and content analysis to mine learners' opinions from their online comments, the study designed an abstract model of learners' opinions and a code table of teaching behaviors. It then used LTP interdependence syntactic analysis to identify opinion sentences, extract attribution and opinion words based on rules and code relevant ideas of teaching behaviors. Analysis of the correlations between teachers' teaching behaviors and learners' course evaluation shows that teachers' dominant behaviors (lecturing, instruction and demonstration) \\\are positively correlated with learners' course evaluation, teachers' support behaviors (evaluation, feedback and technical guidance) are weakly correlated with learners' course evaluation, and teachers' managerial behaviors (group discussion, course management and supplementary learning resource management) are positively correlated with learners' course evaluation. Suggestions are also discussed on teachers' online teaching behaviors.

在深入推进高校混合式教学改革的大背景下,如何利用技术手段提高混合式教学效果,促进学习者的高阶思维能力培养,是教育研究者们关注的焦点问题.该研究引入深度学习理论,以行动研究为主要研究方法,从知识掌握、能力培养以及情感体验三个层面,分课前、课中及课后三个阶段构建了面向深度学习的"3*3混合式学习模式",并基于该模式在对研究方法类课程进行教学活动设计的基础上,开展了三轮行动研究.研究结果表明该模式对学习者知识掌握和能力培养具有显著的促进作用,并能给予学习者良好的情感体验,能有效促进学习者的深度学习.

教育信息化2.0时代,网络学习空间已成为高校教育教学的主要阵地,大学生网络学习空间学习适应性影响因素的探讨对推动网络学习空间的建设及应用至关重要.因此,本文基于网络学习空间开展实证研究,以某高校运用网络空间学习的大学生为研究对象,通过问卷调查的方式回收数据,利用SPSS和AMOS深入分析影响大学生学习适应性的因素.研究结果表明,87.2％的大学生在网络学习空间中平均每天学习时长不足2小时;学习者的信息素养、教师自主支持以及学习环境是影响大学生网络学习空间学习适应性关键因素;学习动机、学习态度通过信息素养间接影响学习适应性;情感支持通过影响教师自主支持间接影响学习适应性.文章最后从学习者、教师、学习环境三个层面为网络学习空间建设及应用提出建议.

创客教育为革新基础教育教学理念与教学方法提供了可能.该文基于学科整合的视角构建以学科素养、创客素养、综合素养为核心,以"做中学"、探究式学习、项目式学习为实施路径,秉承教与学的系统性、创新空间开放性、学习过程协作性、创新能力发展性的原则建构融前端设计、过程设计、评价设计于一体的基于学科课程整合创客教育教学模型.通过质性与量化相结合的分析方法对学生五周学习结果分析如下:学科学习层面,学生知识记忆与理解、学科技能与文化显著提升,形成求真探索、实事求是的科学素养;创客学习层面,学生创新意识与创新思维处于较高水平,创新技能存在两极分化,多数学生具有基于技术的工程设计与基于创新的产品物化的创客素养;综合学习层面,学生在依据科学原理创新的综合能力方面具有显著性差异,半数学生形成根据知识原理创新实践的综合素养;课程满意度层面,学生认为依托该教学模型的学习可以有趣地将知识与练习相结合,从而提升知识原理的学习效果.