探索虚拟教室:跨文化背景下的网络交流

M. Stuve
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引用次数: 0

摘要

来自世界各地的学生只需使用连接到网关网络的台式电脑,就可以在“虚拟教室”中进行交流。(这个术语在概念上与新泽西理工学院的注册商标虚拟教室项目类似,但与虚拟教室项目没有任何关系(Hiltz 1990)。)其中一个网络,苹果全球教育网络(AGE),连接了来自20多个国家的100多个班级。对该网络在促进跨文化交流活动方面的作用进行了评估。†由美国加州库比蒂诺苹果电脑公司开发。通过对海湾战争这一重大国际危机期间发送的信息进行分类,可以了解网络通信的性质。提出了一种包含四个层次网络功能的分类法:受众、扩散者、存储库和促进者。在对AGE网络进行评估之后,就与学习者的年龄和经验有关的网络活动向教育工作者提出建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring virtual classrooms: network communication in a cross-cultural context
Abstract Using only desktop computers linked to gateway networks, students from around the world can communicate in a ‘virtual classroom'. (A term which is similar in concept to, but in no way associated with the Virtual Classroom Project, a registered trademark of the New Jersey Institute of Technology (Hiltz 1990).) One such network, the Apple Global Education network (AGE), † links over one hundred classes from over 20 countries. This network was evaluated with respect to its role in facilitating cross-cultural communication activities. † Developed by Apple Computer Inc., Cupertino, CA, USA. The nature of communication on the network is described by classifying transmissions sent during a major international crisis: the Gulf War. A taxonomy is proposed containing four levels of network function: audience, diffuser, repository and facilitator. Following the evaluation of the AGE network, recommendations are given to educators regarding network activities in relation to the age and experience of the learner.
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