澳洲论文

澳洲布里斯本论文代写:应用及效果

澳洲布里斯本论文代写:应用及效果

基于跟踪的干预技术,讨论了Maltby和麦基,(2009)也不是傻瓜。由李等人进行的研究(2014)表明,只有同步组可能使用MOOC和类似的VLE的票价(李等人,2014)。学习经验的极端开放可能扰乱学习。不同的学习者有不同的能力,并不是每个人都可以自律自己在使用信息和通信技术工具。学生可能会分心与在黑板上提供的消息服务,就像他们会与正常的信使聊天平台
在这种情况下,它是理解,VLE不会取代老师的重要,它只是增加资源如教师、学生的互动图书,ICT技术等不到这里的一个关键问题就是信息设计应该赞美而不是取代传统的教学方法传统的学习过程中的“替代品”(Baker,Bujak,& DeMillo,2012,p.332),因此当MOOC或其他VLE的作为互补的艾滋病,他们提高学习的经验。为解决学校创新问题,MOOC的潜力已显著(Van Hentenryck,&科弗林,2014)。土地和Bayne(2002)认为,ICT工具不仅仅是一个考勤表的电子等价物作为他们透露更多,因此,在使用ICT的语境和跟踪其使用情况统计,干预将实时,因此会更加积极主动的学习提高。即使跟踪不能被用来作为一个直接干预,它仍然可以被用来作为一个重要的工具来监控学生的需求方面的类。学生适应不需要执行,但可能是一个渐进的适应,这将仍然是足够的,以提高水平的互动。

澳洲布里斯本论文代写:应用及效果

Tracking based intervention techniques that are discussed by Maltby, & Mackie, (2009) are also not fool proof. Studies conducted by Li et al (2014) show that only synchronous groups might fare well in using the MOOC and similar VLE’s (Lie et al, 2014). The extreme openness of the learning experience might unsettle the learner. Different learners have different capacity and not everyone can self-discipline themselves in using ICT tools. Students may get distracted with the messaging services available on the Blackboard just as they would with the normal messenger chat platforms
In this context it is important to understand that VLE does not displace the teacher, it only increases student interaction with resources such as the teacher, books, etc. ICT technologies are not alternatives to the traditional learning process “A key consideration here is that ICTs should be designed to compliment rather than replace traditional pedagogy” (Baker, Bujak, & DeMillo, 2012, p.332), and hence when MOOC or other VLE’s are applied as complementary aids, they do enhance the learning experience. For solving creative problems in school, the potential of MOOC has been significant (Van Hentenryck, & Coffrin, 2014). Land and Bayne (2002) have stated that the ICT tools are more than just the electronic equivalent of an attendance sheet as they reveal more, and therefore, in the context of using the ICT and tracking its usage statistics, the intervention will be real time and hence will be a more proactive learning enhancement. Even if the tracking cannot be used as a direct intervention, it could still be used as a significant tool to monitor student needs with respect to the class. Student adaptation need not be enforced, but could be a gradual adaptation and this would still be enough to increase the level of interaction.