E-Learning and iLearn2.0: History
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電子學習是指在學習體驗中使用計算機技術,這導致傳統計算機的許多變化。一開始,學習基礎研究心理學的人使用人工智能(AI)作為,但無法或無法實施。

  • E-learning
  • iLearn2.0
  • sustainability
  • Microsoft Teams

一、簡介

1970 年之前,行為學的編程必須通過特定的機器進行。1985 年至 1995 年間,多媒體和超媒體的出現傳遞信息派的傳輸和獲取變得越來越容易。此時的環境受到了接收教學的影響,傳遞學習者在上的主動性和互動性。電子學習研究的特別之處在於,這些對象研究會經常對學習提出一種介紹的技術工具[ 1 ]
伴隨電子學習的另一個概念是互聯網。1995年至2005年,隨著互聯網的普及,基於互聯網設計的教學環境開始出現,對計算機輔助課程建設產生了很大的影響。學習的新觀點強調學習社區、合作學習和學習活動或作業的真實性以及計算機支持的有意學習環境的重要性,這些環境側重於基於問題、項目或探究的學習活動[ 2 ]. 2005年後,學習進入了手機和無線網絡時代。iPad 基本上取代了教室裡的電腦;一個具體的例子是一位研究人員使用智能手機整合解決問題的情節並帶領學生參觀博物館[ 3 ]
使用虛擬空間作為促進數字學習的平台有多種形式。一些用作在線專業學習社區的在線平台包括 Moodle、Wiki、Blog、Skype 和 FB。在這些平台上進行了多項實證研究,研究目標相似,即利用技術突破地域和時間的限制,支持參與的師生分組協作學習[ 4 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 9 ] [ 10 ]
E-learning理論的變化可以分為三個階段:行為主義/經驗主義觀點作為第一階段,以行為主義學派為代表。第二階段被稱為認知/經驗主義觀點,以認知學派為代表,側重於信息處理和認知建構主義。第三階段,情境/語用-語用/社會-歷史觀,以情境認知理論和社會建構主義為代表[ 11 ]
電子學習研究中的常見變量包括媒體和教材、教學方法和學習方法、學習者特徵[ 4 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 11 ] [ 12 ] [ 13 ] [ 14 ] [ 15 ] [ 16 ] [ 17 ] [ 18 ] [ 19 ] [ 20 ]. 傳統的E-learning模式利用圖書數字化和在線平台,將傳統課堂學習轉變為可隨時隨地在線學習的在線學習模式。然而,這種模式仍然採用講授、用戶被動參與、自上而下的內容進行教與學[ 4 ] [ 21 ] [ 5 ] [ 6 ] [ 7 ] [ 8 ] [ 9 ] [ 10 ] [ 19 ] [ 22 ] [ 23 ] [ 24 ][ 25 ]E-learning 2.0是技術協同學習的新名詞,涉及以學生為中心的學習、主動學習與參與、協同合作與討論、自下而上的學習模式、用戶生成的學習內容、共同學習興趣生成的學習社區和目標組[ 20 ]

2. 教育技術和電子學習

電子學習的一個重要方面是可持續的教育技術。自 2020 年以來,COVID-19 已經影響了世界各地許多人的生活。為了學生的健康和安全,全球多所學校的教育工作者和教職員工都採取了嚴格的防疫措施,甚至暫時停課。在這方面,學校正在尋找使學生能夠持續參與學習的方法。聯合國倡議的最佳定義是學習的可持續性,該倡議旨在為個人和組織[ 6 ] [ 8 ] [ 22 ] [ 26 ]提供有關可持續發展主題的相關和精心策劃的學習解決方案。. 通過聯合國、多邊組織以及來自大學、民間社會、學術界和私營部門的可持續發展夥伴的合作,聯合國可持續發展目標提供了一個獨特的門戶,通過在眾多可持續發展目標中進行選擇時做出明智的決定,賦予個人和組織權力- 當前可用的相關學習產品和服務。可持續教育是不斷自我更新的正規和非正規教育和專業發展,在設計和交付中融入可持續發展的原則和願望,並以促進可持續學習的方式進行教育。” 與傳統教育相比,它的結構性和“固定性”更少,並且運作更有機且反應靈敏[ 27 ]

2.1. 教育和教育轉型中的可持續學習

教育中的可持續學習(以下簡稱 SLE)是一種基於可持續原則的學與教理念,特別是“學會學習”的概念,類似於終身學習[ 18 ]可持續性作為當今教學範式中的一個關鍵要素,對教學方法和材料具有許多影響。後疫情時代的網絡課程應具備SLE的四個關鍵組成部分:更新再學習、自主與協作學習、主動學習、可遷移性[ 28 ]. 然而,當前的教學模式無法跟上技術和社會變革的非持久性的原因有多種,強調需要新的學習和教學範式。因此,教育正在藉助技術轉變為不同的學習環境。新技術正在改變我們的思想、概念和教育目標,而不僅僅是我們的方法[ 29 ]
在面對面的學習中,學生完全由教師進行評估。教師是他們的主要信息來源。因此,學習的質量在很大程度上取決於他們。教師普遍傾向於控制學習過程,並將學生視為知識的被動接受者[ 30 ]然而,對於可持續性而言,學生的參與和領導能力至關重要。高等教育機構的課程和教學實踐必須通過跨學科的方式甚至對課程進行實質性的改變來提高學生的批判性和反思性思維能力,包括為可持續發展提供更有效和社會公平的高等教育[ 31 ].
為了可持續發展,電子學習已被用於教育,特別是在終身學習和成人教育的背景下,並且已經進行了一些研究來評估電子學習對高等教育可持續發展的結果。學者們分析了學生的動機、滿意度、成果、能力和態度,並認為高等教育中的電子學習對於可持續發展教育中的終身學習非常有效[ 32 ]
在電子學習中,教師大多使用在線平台和許多技術進步,這些進步提高了學生的作用,增強了學生的活動,從而產生了相關的學習[ 33 ] [ 34 ] [ 35 ]定向和變革性學習方法應位於高等教育機構中,因為它們為學生提供相關學習[ 36 ] [ 37 ] [ 38 ] [ 39 ] [ 40 ] [ 41 ] [ 42 ]. 學生的評估也可以更方便地使用技術工具進行。學習質量在很大程度上取決於教師的數字化培訓水平和教學風格[ 12 ]

2.2. iLearn 2.0

iLearn 被用於大學課程,以按照 SLE 方法將技術與教育相結合[ 22 ]2015年iLearn系統升級遷移至iLearn 2.0版本。升級後的平台繼續使用“互聯網課堂”。該平台也被企業用於遠程學習和會議,與 Kahoot [ 43 ]相同iLearn 2.0 模塊的系統是Moodle。iLearn2.0的主要變化是教師可以更靈活地設計教案,新平台呈現單一頁面。該方法更接近社交網絡模型,增加學生的親和力[ 44 ]. 在該平台上,教學資源中心針對用戶需求,對網絡課堂的功能塊、資源分類與佈局、再課程、大學課堂工具等模塊進行了重新審視和規劃,使用戶能夠找到他們需要更輕鬆地使用的資源。在iLearn2.0操作界面中,基本功能包括(見圖1)。
偏13 10186 g001
圖 1. iLearn2.0 的功能。
由於iLearn系統核心架構的不同,用戶的操作方式較之前版本略有變化。在線課堂(iLearn2.0)系統還引入了“學習指導”和“學習組合”。它可以幫助課堂上的老師和學生輕鬆使用 iLearn2.0。iLearn2.0視頻直播軟件操作簡單,讓教師實時掌握每個學生的學習狀態。此外,視頻直播軟件支持“錄製”、“屏幕共享”、“白板”、“聊天互動”等功能。講座內容可定期導入iLearn2.0。在視頻過程中,學生還可以向老師提出他們不明白的地方,以確保每個學生的權利(即被教)得到保存。

3. 結論

COVID-19 大流行的空前形勢教育系統發生根本性的轉變。從教學的角度來看,電子學習是當前的學習和解決方案下有效、可持續的學習和解決方案[ 8 ]聯合國2030年可持續發展議程(目標4)的主要可持續性目標之一側重於所有人接受公平和優質教育的平等權利在這方面,教師發揮著至關重要的作用,因為可持續教育涉及“教師參與和授權,激勵和支持,系統具有充足的資源和有效的管理” [ 45 ] .通過教育傳播過程,以便我們可以宣傳教育的時間。在以後疫情時代的互聯網行業和教育場景中,誕生的關鍵詞是E-learning [ 26 ]許多教師認為,作為一種在線教學,他們提供了改變傳統課堂教學的思路。專業知識[ 1 ]

This entry is adapted from the peer-reviewed paper 10.3390/su131810186

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