| National medium and long-term education reform and development plan outline(2010-2020)clearly puts forward that covering urban and rural basic public education service system and gradually realizing the equalization of basic public education service.To achieve this goal needs to focus on thinking about how to solve the uneven allocation of resources of basic education stage,education fair and education precise poverty alleviation issues.And as a form of distance education,distributed learning in order to solve the above problem provides a new way of thinking.Based on this,The Information and Foundation Education Balanced Development of Collaborative Innovation Center of Central China Normal University explores to construction the Synchronous-Video-Interaction-Based Distributed Learning Classroom and try to realize the function of the basic education of traditional classroom,this classroom provides the teaching environment based on class for teachers and students.At the same time,in order to give the students a better learning experience,every student in this classroom is equipped with a mobile learning devices.As an important factors which is influencing the learning effects and learning satisfaction,more and more attention is attracted by in the educational circles.In order to study the difference of social presence between local and remote learners in the distributed learning environment verify,this study took synchronous-video-interaction-based distributed learning classroom as example and designed a quasi-experiment.Based on the interview outline and students’ direct feeling of this course,the data was qualitatively analyzed.Based on the questionnaire designed depended on Social Presence Inventory(SPI)and the interview outline,this study collected data and analyzed them via Spss19.0 for quantitative analysis.The results showed that regarding the five dimensions of social presence,there were no significant differences between the local and remote learners.On the point of social presence,the classroom can ensure the studying efficacy on both sides essentially.Moreover,based on the five dimensions of social presence,this study analyzed the reasons why the classroom could improve the learners’ social presence and its limitations,and put forward some corresponding teaching strategies.This paper includes six parts:The first chapter is Introduction.This part consists of the background,meaning and research’s present situation.Then,This part puts forward the contend,methods and mentality of this research.The second chapter is the literature review.This part is consisted of related concepts,including social presence,distributed learning,the design thought of Synchronous-Video-Interaction-Based distributed learning classroom and the mobile terminals for student.The third chapter is the design scheme of quasi-experimental study in distributed learning environment.Based on the preamble.This part mainly conclude the design of the experimental process,the interview outline,the process of data collection.The fourth chapter is the analysis of data in distributed learning environment.Based on the perceived co-presence,perceived attentional engagement,perceived emotional contagion,perceived comprehension and perceived behavioral interdependence,this study analyzes the data in detail.The fifth chapter is the discussion of the result of this study.Based on the theory of social presence,this study analyzes the advantage and disadvantage of synchronous-video-interaction-based distributed learning classroom and put forward four strategies to promote the learning effect in the distributed learning environment.The sixth chapter is summary and expectation.This part sketches out the research and analyzes the innovations.At last,this part puts forward shortcomings and the research directions in the further. |
