The development of internet and communication technology brings forth the advancement of virtual learning communities in which teachers can communicate with each other to make improvement in their curriculum knowledge, so how to manage the teachers' curriculum knowledge in virtual learning community becomes an important topic. This empirical study, based on a review of relevant documents, is intended to construct the managing mode of teachers' curriculum knowledge in virtual learning community, by taking into consideration the features of teachers' curriculum knowledge and relevant theories about knowledge management and virtual learning community.
{"title":"An Empirical Study on the Management of Teachers' Curriculum Knowledge in Virtual Learning Community","authors":"Juan Li, Jingsheng Zhang","doi":"10.1109/ISET.2016.16","DOIUrl":"https://doi.org/10.1109/ISET.2016.16","url":null,"abstract":"The development of internet and communication technology brings forth the advancement of virtual learning communities in which teachers can communicate with each other to make improvement in their curriculum knowledge, so how to manage the teachers' curriculum knowledge in virtual learning community becomes an important topic. This empirical study, based on a review of relevant documents, is intended to construct the managing mode of teachers' curriculum knowledge in virtual learning community, by taking into consideration the features of teachers' curriculum knowledge and relevant theories about knowledge management and virtual learning community.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132379239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of flipped classroom is becoming more and more popular in the field of education, however, the flipped classroom isn't creative concept. It can be referred from the three stages of open and distance education, learning from books combined with face to face coach in correspondence education, TV remote learning combined with a face to face coach in radio and television education, Online courses combined with face to face coach or online tutoring in online education. Attention and discussion of flipped classroom is inevitable historically. It's learners-centered, and its core is blended learning model. The flipped classroom is a kind of innovative practice in the field of distance education. Flipped classroom in traditional education institutions is an active exploration of society, schools and students at present. It's still in the stage of experiment. The author suggested to keep learners as the center, to adapt to the social personnel training needs, to promote blended learning model on the base of flipped classroom, rather than promoting flipped classroom indiscriminately.
{"title":"From Practice to Experiment: Development and Enlightenment of Flipped Classroom in China","authors":"Juan Shi, Song-mei Yuan, Q. Zou","doi":"10.1109/ISET.2016.24","DOIUrl":"https://doi.org/10.1109/ISET.2016.24","url":null,"abstract":"The concept of flipped classroom is becoming more and more popular in the field of education, however, the flipped classroom isn't creative concept. It can be referred from the three stages of open and distance education, learning from books combined with face to face coach in correspondence education, TV remote learning combined with a face to face coach in radio and television education, Online courses combined with face to face coach or online tutoring in online education. Attention and discussion of flipped classroom is inevitable historically. It's learners-centered, and its core is blended learning model. The flipped classroom is a kind of innovative practice in the field of distance education. Flipped classroom in traditional education institutions is an active exploration of society, schools and students at present. It's still in the stage of experiment. The author suggested to keep learners as the center, to adapt to the social personnel training needs, to promote blended learning model on the base of flipped classroom, rather than promoting flipped classroom indiscriminately.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128275641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a need for collaborative learning that promotes students' diverse interactions in online platforms. The purpose of this study is to investigate four types of interaction (social, learning, egocentric and allocentric interaction) in collaborative learning environment that based on Moodle and WeChat. The sample of this study includes 78 students (age 20-24) in China who have experience using Moodle and WeChat. The results indicate that Moodle is more suitable for learning interaction while WeChat is more suitable for social interaction. The overall interaction knowledge construction level is relatively low in two platforms. It is concluded that choosing appropriate learning platform supporting students' diverse interactions are important in online learning.
{"title":"Exploring Different Types of Interaction on Collaborative Learning in Online Platforms","authors":"Ruixue Liu, Changdi Shi","doi":"10.1109/ISET.2016.31","DOIUrl":"https://doi.org/10.1109/ISET.2016.31","url":null,"abstract":"There is a need for collaborative learning that promotes students' diverse interactions in online platforms. The purpose of this study is to investigate four types of interaction (social, learning, egocentric and allocentric interaction) in collaborative learning environment that based on Moodle and WeChat. The sample of this study includes 78 students (age 20-24) in China who have experience using Moodle and WeChat. The results indicate that Moodle is more suitable for learning interaction while WeChat is more suitable for social interaction. The overall interaction knowledge construction level is relatively low in two platforms. It is concluded that choosing appropriate learning platform supporting students' diverse interactions are important in online learning.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117311335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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