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首页> 外文会议>International Technology, Education and Development Conference >(1977) ONLINE LEARNING ENVIRONMENT INFORMATION SYSTEM: ARCHITECTURAL DESIGN BASED ON ONLINE LEARNERS' ACTIVITIES
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(1977) ONLINE LEARNING ENVIRONMENT INFORMATION SYSTEM: ARCHITECTURAL DESIGN BASED ON ONLINE LEARNERS' ACTIVITIES

机译：（1977）在线学习环境信息系统：基于在线学习者活动的建筑设计

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摘要

We are witnessing increasing interactions on the Internet through websites, discussion forums, blogs,wikis and related posted messages in social networks. It is obvious that the activities and interactionsare limited, based on the functionalities and designs of the websites. However, it is observed thatengaging learners does not happen naturally: the educational online forums consist of lack ofinteractions and unanswered threads. The aim of this paper is to understand how learners view theprescribed interactions as devised as part of the learning strategies. As methodology, a questionnairewas specially designed with the aim of understanding the types of learning activities through theinteractions of 18 learners who were enrolled in a completely online master's course in France. Thestudies were held in an online campus whereby relevant tools were designed and displayed,analogous to a real life campus. A socio-constructivist approach was chosen due to the problems ofloneliness and de-motivation that distant learners face. Furthermore, in order to help them overcomethe uncertainty feeling that exists online, online tutoring were organised so that learners can expresstheir worries and difficulties. The implementation of such a model was done while taking threeimportant factors in consideration in order to encourage and direct learners to interact as required: 1) aproperly designed virtual environment with appropriate tools, 2) relevant learning strategies and 3) theguidance of a tutor. Result shows that learners proceed in a systematic manner starting withorganisational activities leading to cognitive discussions. The type of interactions obtained aftercompilation of the questionnaire refers to learner-tools, learner-content, tutor-learner as well aslearner-learners interactions. This research is based on a successful model adopted by a famousuniversity in France. The drop-out rates were less than 10%. It has been found that virtualenvironment's design is of paramount importance while aiming to give adequate supports to distancelearners. This model can be replicated successfully in order to help learners enjoy their learningexperience.
机译：我们目睹了通过网站，讨论论坛，博客，Wiki和社交网络中的相关帖子互联网上的互动互动。显而易见的是，根据网站的功能和设计，活动和Interactionale Limited。但是，它被观察到，由于缺乏互动和未答复的螺纹，因此观察到这一学习者并非自然不会发生本文的目的是了解学习者如何将正如学习策略的一部分所设计的正方形交互。作为方法论，调查问卷专门旨在了解通过在法国完全在线硕士课程中注册的18名学习者的参与的学习者的参与的学习活动的类型。在网上校园中举行了作品，其中设计并展示了相关工具，类似于真实的校园。选择了社会建设主义方法，因为遥远的学习者面临的情感和脱节的问题，选择了。此外，为了帮助他们克服在线存在的不确定性感觉，在线辅导被组织，以便学习者可以表达忧虑和困难。在考虑三脚步的因素的同时进行这种模型的实施，以便鼓励和直接学习者根据需要进行互动：1）设计具有适当工具的虚拟环境，2）相关学习策略和3）导师的指导。结果表明，学习者以系统的方式进行开始，从而开始导致认知讨论的组织活动。在调查问卷中计入后获得的互动类型是指学习者 - 工具，学习者内容，导师 - 学习者以及艺术家学习者的互动。该研究基于法国着名的成功模型。辍学率小于10％。有人发现，VirtualEnvironment的设计是至关重要的，同时旨在为横向的支持提供足够的支持。该模型可以成功复制，以帮助学习者享受学习经验。

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