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1.
基于.Net的毕业论文选题系统的设计与实现   总被引:1,自引:0,他引:1  
杨凌云 《计算机时代》2010,(3):36-37,41
对学院毕业论文选题、论文指导以及论文备份等工作流程进行了可行性分析,采用ASP.NET语言并结合SQLServer数据库实现了在线毕业论文的选题系统开发,为学生提供了一个完全公正、开放的选题平台,方便了学生与指导教师间的相互交流.提高了教务人员的工作效率。  相似文献   

2.
现行的论文检测系统,只针对文字部分进行判定,无法判断论文中所包含的代码的独创性.理工科学生的毕业论文,通常包含的大量代码.因现行系统对代码默视为原创,而最终影响了对论文整体抄袭比例的判定,使准确性大打折扣.文章尝试探讨在现行的检测系统中,添加一个针对代码检测判定的模块,提高对理工科学生毕业论文抄袭判定的准确性.  相似文献   

3.
通过对目前多数高校毕业论文选题及指导过程中教师与学生不能达到完全匹配,选题和指导工作效率低下等问题分析。该文选用ASP.NET与Access数据库结合,采用控件开发技术,研究设计了具有网上选题信息发布,学生预选题目,导师对学生的正选,论文上传以及动态交互指导等功能的论文选题与指导系统。  相似文献   

4.
胡奇 《网友世界》2014,(9):49-49
越来越多的行业实现了自动化管理,教育行业尤为突出,学籍管理系统实现了学生管理自动化,考试管理系统节省了人力物力,使考试更公平公正。但目前毕业论文的审阅仍然处于人工阶段,指导教师和学生使用邮箱或QQ联系和传输文件。本文就是基于这种情况,开发一种基于B/S结构的在线论文审阅系统,方便指导教师和学生之间的交流。  相似文献   

5.
在高校对学生毕业论文格式要求越来越严格的背景下,大学生手动处理论文的格式显得越来越浪费时间和精力。因此,项目小组设计并实现了一款基于jacob和xml技术的毕业论文格式规范化处理系统,系统通过将word文档转换成xml之后通过处理xml文件中各节点的属性值实现自动格式处理,使广大学生对毕业论文格式自动处理的需求得到满足。  相似文献   

6.
规范学生的毕业论文格式一直是高校学生毕业设计工作中非常繁琐、细节的部分,本文中提出了毕业生论文排版系统的设计和实现方案,用户只需要输入论文的内容和各部分信息,系统会根据设定好的论文的格式要求创建出一篇符合要求的论文。系统实现了论文格式设置的参数化,大大提高了毕业生的论文排版效率,使毕业论文排版系统化、规范化、自动化,防止格式混乱。  相似文献   

7.
本科生撰写毕业论文是当今高校教育中一个重要的实践环节.但是本科生在毕业论文选题时能力有限,存在选题空泛、缺乏创新、没有实际应用价值等诸多问题.究其根源,有学生自身的原因,也有论文指导教师的原因.本文认为应从打好专业基础、加强兴趣引导、培养学生问题意识和进行 PDCA 循环等方面来强化学生的选题能力,进而提高学生毕业论文的撰写质量.  相似文献   

8.
现行的论文检测系统,只针对文字部分进行判定,无法判断论文中所包含的代码的独创性。理工科学生的毕业论文,通常包含的大量代码。因现行系统对代码默视为原创,而最终影响了对论文整体抄袭比例的判定,使准确性大打折扣。文章尝试探讨在现行的检测系统中,添加一个针对代码检测判定的模块,提高对理工科学生毕业论文抄袭判定的准确性。  相似文献   

9.
基于Web的毕业论文申报管理系统设计与实现   总被引:2,自引:0,他引:2  
丁华锋  徐军 《福建电脑》2009,25(2):108-109
针对当前本科毕业论文的特点和存在的问题,构建基于Web的毕业论文中报管理系统。系统采用JSP+SQL SERVER2000进行开发,实现了毕业论文题目信息发布、学生选题申报、教师的申报、报表的生成等功能,通过相应的机制对学生的论文申报进行管理控制。  相似文献   

10.
应用型本科院校本科生毕业论文(设计)是高等院校各专业教学计划的重要组成部分,是学生毕业前的重要实践性活动和研究。但随着应用型本科院校的形成和不断发展,本科生毕业论文质量不能达到培养目标的要求。本项目提出基于工作过程导向的应用型本科毕业论文(设计)指导方法。强调以行动为导向,以教师和学生以及学生和学生之间互动的教学形式为方式,运用所学相关专业知识,完成毕业论文。  相似文献   

11.
Learning Management Systems (LMS) are web-based systems that allow instructors and/or students to share materials, submit and return assignments, and communicate online. In this study, we explored the uses and perceived benefits of using a LMS to support traditional classroom teaching as reported by instructors and students at a large American Midwestern university. We examined two years of survey data focusing on specific uses of the LMS that emphasized either efficient communication or interactive teaching and learning practices. We matched aggregate user log data with corresponding survey items to see if system use was consistent with patterns seen in the survey results. Findings suggest that instructors and students value tools and activities for efficient communication more than interactive tools for innovating existing practices. However, survey item analysis reveals that instructors and students also highly value the teaching and learning tools within the LMS.  相似文献   

12.
SUMMARY

The Internet Navigator, an online information literacy course developed by a team of academic librarians in Utah, offers a model for teaching independent research skills to remote students. The course uses an online textbook that doubles as a self-paced tutorial, and a set of assignments that take students step-by-step through the research process. Assignments are submitted by e-mail and evaluated by reference librarian/instructors. Questions on the assignments follow the pattern of a reference interview helping instructors guide students to use useful research strategies and information sources. Other methods of integrating reference services with online learning are discussed.  相似文献   

13.
Researchers have long recognized class size as affecting students?? performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. The quantitative and qualitative data analyses were designed to complement each other. The findings from this study point to class size as a major factor affecting note reading and writing loads in online graduate-level courses. Class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. Findings suggested 13 to 15 as an optimal class size. The paper concludes with a list of pedagogical recommendations and suggestions for new multimedia software features to enhance collaborative learning in online classes.  相似文献   

14.
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors and adult students in diverse course contexts. The study results indicated online instructional design and teaching elements that are crucial prerequisites for a successful online higher educational experience for adult students. The study also informed e-learning designers on the relations between online teaching, cognitive, and social presence.  相似文献   

15.
Our article profiles the evolution of a fully online writing course designed for adult learners in our university's Prior Learning Assessment Program. Based on our own observations and experiences teaching adult learners online, we question if the virtual learning environment presents different challenges and prospects for the adult learner versus the traditional student learner, along with an extension and complication of the more social metaphors of “virtual community.” Moreover, because of the changing demographic from traditional to adult students, we argue that this change also fosters a change in the relationship between teachers and students. In chronicling this relationship, we note problems when the labor of adult education becomes invisible to those supervising online instructors. Because of these “invisible” labor issues, we argue that successful online instruction must include a range of interactions between students and instructors that extend the more public concept of community to better acknowledge the importance of personal, private interaction. Thus, we conclude with a call to rethink our online writing pedagogies to be more flexible to adult learner needs and learning styles, simultaneously recognizing the impact of adult online education on faculty workload.  相似文献   

16.
17.
Learning Management Systems (LMS) are web-based systems allowing instructors and/or students to share materials and interact online. This study compared differences in LMS use between instructors and students at a large residential campus with students at a smaller commuter campus. Responses to an online survey about LMS activities and tools were categorized by three different interaction types: Learner–Instructor (LI), Learner–Content (LC), and Learner–Learner (LL). Aggregated log data was also analyzed to see if students’ use was consistent with their beliefs. Respondents from both campuses rate highly all activities and tools within the LMS. Findings suggest that residential students value activities and tools supporting LC interaction more than commuter students, while commuter students value activities and tools fostering LL interactions more than residential students. The aggregated log data was consistent with the survey data showing a higher level of activity in the most heavily used LC-oriented tools for the residential campus and higher activity in the LL-oriented tools for the commuter campus.  相似文献   

18.
Educators around the world are striving to make science more accessible and relevant to students. Online instructional resources have become an integral component of tertiary science education and will continue to grow in influence and importance over the coming decades. A case study in the iterative improvement of the online instructional resources provided for first-year undergraduates taking “Introductory Earth System Science” at Nanjing University in China is presented in this paper. Online instructional resources are used to conduct a student-centered learning model in the domain of Earth system science, resulting in a sustainable online instructional framework for students and instructors. The purpose of our practice is to make Earth system science education more accessible and exciting to students, changing instruction from a largely textbook-based teacher-centered approach to a more interactive and student-centered approach, and promoting the integration of knowledge and development of deep understanding by students. Evaluation on learning performance and learning satisfaction is conducted to identify helpful components and perception based on students’ learning activities. The feedbacks indicate that the use of online instructional resources has positive impacts on mitigating Earth system science education challenges, and has the potential to promote deep learning.  相似文献   

19.
This study examined faculty characteristics and behaviors in 46 MBA courses conducted over a two-year period. We found that both formal instructor activities, referred to in the online learning literature as teaching presence, and informal instructor activities, known as immediacy behaviors, were positive predictors of student perceived learning and satisfaction with the educational delivery medium. We also found that instructor login intensity, the average amount of time spent per login session, was a negative predictor of perceived learning. Collectively, these findings suggest the need for instructors to structure and organize their courses beforehand so they can focus on efficient engagement with their students while the class is in session. Although teaching presence and instructor immediacy were significant predictors of delivery medium satisfaction, they explained only 6% of the variance. This finding should help instructors avoid taking unnecessary responsibility for students’ attitudes toward online learning. The paper concludes with a discussion of implications for training of online instructors and the appropriate use of multilevel analytical tools in online learning and education research.  相似文献   

20.
Toward a Fuzzy Domain Ontology Extraction Method for Adaptive e-Learning   总被引:1,自引:0,他引:1  
With the widespread applications of electronic learning (e-Learning) technologies to education at all levels, increasing number of online educational resources and messages are generated from the corresponding e-Learning environments. Nevertheless, it is quite difficult, if not totally impossible, for instructors to read through and analyze the online messages to predict the progress of their students on the fly. The main contribution of this paper is the illustration of a novel concept map generation mechanism which is underpinned by a fuzzy domain ontology extraction algorithm. The proposed mechanism can automatically construct concept maps based on the messages posted to online discussion forums. By browsing the concept maps, instructors can quickly identify the progress of their students and adjust the pedagogical sequence on the fly. Our initial experimental results reveal that the accuracy and the quality of the automatically generated concept maps are promising. Our research work opens the door to the development and application of intelligent software tools to enhance e-Learning.  相似文献   

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