外文翻译---扩展现代远程教育的限制来支持协同式电子学习情景-教育教学(编辑修改稿)

外文翻译---扩展现代远程教育的限制来支持协同式电子学习情景-教育教学(编辑修改稿)内容摘要：

r and discuss in private the problem. Preferable way for whispering would be a pr ivate audiochannel within the classroom (audiowhisper function). Alternatively a pri vate text chat can be used. After the assigned discussion time, the tutor gathers the att ention of the learners by ringing the bell (sending a text message to all of the participants). At that time, the learners exit from the whispering mode, and then return to a group for discussion. Jigsaw: The whole Jigsaw procedure can be handled within the virtual classroom, which has also 4 breakout session rooms. The tutor first introduces in short the proced ure and then asks for the number of learners (good numbers are any multiple of four). For 16 learners the tutor suggests study groups of 4 and 4 sections. Then the tutor nee ds to formulate the sections: s/he divides the users in the sections and attaches the nec essary learning content to each section. The tutor then assigns to the learners their role (group number and section number). Spontaneously, the learners will receive an auto mated message, which room they need to go to: there they find the section description on the presentation table and any study material the tutor might have assigned to the f ocus group. After that, the learners of each section participate all together in a section shared place. The places can be virtual small classes (breakout session rooms) with au dio collaboration, application, sharing, and textchat functionality. The tutor can also assign documents to this section. These documents will be available to the learners in the breakout room. The learners can take material from the presentation table to their other session, by saving the material into his/her local PC and upload it again. Quickwrites/Microthemes: The whole procedure for this technique can be hand led within a 3D classroom, which also has 4 breakout session rooms. In the virtual cla ssroom and the breakout out session rooms the users can use audio collaboration, app lication sharing and text chat functionality. The tutor presents to the learners the micr othemes in the presentation table space. In addition s/he uploads and presents suppor ting documents on the shared space. The learners can open a notepad or other text ed itor for personal use。 focus on the proposed documents and after pletion of the as signment, can easily save their result on their local PC and upload it into the shared s pace. The tutor assigns to each group which themes should be discussed (24 persons). The learners move to the breakoutrooms pull their documents onto the presentation area, in those rooms, and discuss the outes. One person writes a protocol of the g roup discussion and saves the result back to his/her local PC and then upload it into t he classrooms39。 shared space. The tutor can visit the groups in the breakout out session rooms and discuss the status of the work. Furthermore, the tutor has the capability to call the learners group to return back to the main classroom area, using text chat or by visiting the breakout session rooms. In the main classroom area the groups present the ir results using application sharing and audio chat. Str。