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英文摘要论文参考文献：
Collaborative Learning Theory and Practice： the Missing Link
in Effective Online Education
Linda Harasim
This article argues that Online Collaborative Learning （OCL） theory and practice are the missing links in effective and satisfying online education. OCL is based on student discourse, whereby learners communicate and collaborate to understand and solve real world problems, as well as contribute to building knowledge together in a context facilitated by the teacher. Five learning theories of the 20th and 21st centuries are outlined, with specific attention to how each theory defines the role of the instructor and the learner, the pedagogy and the type of technology designed to support these roles. Two distinct theoretical approaches are identified in online education today： Online Courseware/MOOCs （representing individualized, teacher-less content delivery） and OCL （representing progressive group discourse and collaborative learning facilitated by the teacher）. While technology-centric approaches have been pursued for over 90 years, despite the huge input of investment dollars and significant hype, the results remain poor. The formula underlying technology-driven pedagogies is didactic： content+quiz. Students receive content, and are required to memorize and then replicate a correct answer in a quiz format. OCL places student discourse and collaboration as key to learning and has been identified even by for-profit MOOC vendors as a missing link to effective online education. The major challenge is for educators, researchers, developers and providers to study the theories, the research and the practice to identify how to make online learning pedagogy more effective and how to best incorporate collaborative learning. Otherwise, if online teachers continue to emphasize didactic teaching, with group forums only as an add-on, teachers can and will be replaced by technology.
Keywords： online education； learning theory； online collaborative learning； MOOCs； online technology； online post-secondary education
Towards a Paradigm of Using Big Data in Education to Develop MOOCs
Wu Nanzhong
The Massive Open Online Course （MOOC） movement represents a new wave of enthusiasm for online resources development. Informed by relevant literature, the author designed a paradigm of using big data in education to develop MOOCs. It is argued that MOOC development can benefit from big data in education, the use of which enables MOOC developers to better reflect MOOC values in the overall design, better control the development process, and better meet users’ needs. Big-data-driven MOOCs are characterized by better fit between developers’ intentions and users’ needs, enhanced usability and stronger adaptability. Issues concerning the use of big data in decision making, content selection, forms of expression and feedback mechanism are discussed, with the MOOC entitled ‘Psychology and Healthy Life’ as a case in point.
结论：关于对不知道怎么写英文摘要论文范文课题研究的大学硕士、相关本科毕业论文英文摘要格式论文开题报告范文和文献综述及职称论文的作为参考文献资料下载。
科技论文英文摘要编辑应把握几个重点
大数据时代，科技论文的英文摘要以文字、视频、声频文件推广变得快捷方便，读者通过计算机或移动终端迅速了解论文的主要内容，决定是否阅读检索全文。英文。
中文学术文章英文摘要中人名的翻译规范
摘 要：随着中国科学技术的迅速发展和对外交流的增加，学术期刊数量越来越多，许多重要的学术期刊要求科研论文要求将作者的姓名、工作单位及其所在地翻译。
科技论文英文摘要写作过程中存在问题
摘要：英文摘要在科技论文中具有重要作用，根据Ei Compendex数据库对英文摘要的要求，从时态、语态等方面提出了英文摘要的写作规则，列举了论。
特定当事人权利义务关系英文法律词汇探究
本文从语义学的观点出发，提出法律英语词汇中的反义关系现象并对其分类，再进一步探讨表示特定当事人权利义务关系的法律英语词汇，旨在促进法律英语学习者。