A Framework for Online Learning: The Virtual-U
A Framework for Online Learning: The Virtual-U
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在线学习框架：Virtual-U
DOI：
10.1109/2.789750
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发表时间：
1999
期刊：
影响因子：
2.2
通讯作者：
Linda Harasim
中科院分区：
文献类型：
--
作者：
Linda Harasim
在北美和欧洲，大部分在线中学后教育都是零敲碎打的。这种情况的出现是因为教育工作者在20世纪70年代中期开始采用计算机网络，这是在发明分组交换网络（1969年）和电子邮件和计算机会议（1971年）用于交换科学信息之后不久。在1993年末，作者着手帮助设计一个使用互联网的系统，以鼓励采用协作学习方法。她和她的同事还想开发嵌入式工具，以满足教师和学生的需求。他们的系统现在被称为Virtual-U（http：//www.example.com），其目标是提供一个灵活的框架，以支持基于主动学习、协作、多视角和知识构建的高级知识体系。www.vu.vlei.com经过两年的实地试验，为8000多名学生提供服务，并举办了来自14个机构的300门课程，Virtual-U为在线协作教育提供了一个灵活而组织良好的框架。它汇集了教育工作者，HCI专家，工程师，计算机科学家，数据库和教学设计师的多学科研究团队，实现了集成在线学习的承诺。
Much of the online post-secondary education available in North America and Europe has been created piecemeal. This situation arose because educators began adopting computer networking in the mid-1970s, soon after the invention of packet-switched networks (1969) and e-mail and computer conferencing (1971) for exchange of scientific information. In late 1993, the author set out to help design a system using the Internet that would encourage the adoption of a collaborative learning approach. She and her colleagues also wanted to develop embedded tools to meet the needs of both instructors and students. The goal of their system, now known as the Virtual-U (http://www.vu.vlei.com), was to provide a flexible framework to support advanced pedagogies based on active learning, collaboration, multiple perspectives, and knowledge building. With two years of field trials serving more than 8000 students and hosting 300 courses from 14 institutions, the Virtual-U provides a flexible yet well-organized framework for online, collaborative education. It brings together a multidisciplinary research team of educators, HCI specialists, engineers, computer scientists, and database and instructional designers, fulfilling the promise of integrated online learning.