Due to the outbreak of the Covid-19 in 2020,online education has become the mainstream.After the epidemic,the blending learning mode has also become a key goal of the teaching reform of colleges and universities,and t...Due to the outbreak of the Covid-19 in 2020,online education has become the mainstream.After the epidemic,the blending learning mode has also become a key goal of the teaching reform of colleges and universities,and the blending learning mode of various courses has blossomed everywhere.In this context,this paper used the Econometrics course as the carrier,analyzed the many unreasonable problems in the traditional Econometrics course,and proposed an optimization plan and path for the blending learning mode to address these problems.展开更多
Objective:To explore the influence of blending learning on the critical thinking disposition among undergraduates.Methods:Two undergraduate classes majoring in Applied Psychology with similar level of critical thinkin...Objective:To explore the influence of blending learning on the critical thinking disposition among undergraduates.Methods:Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects.Class A(106 students)was the experimental class,and class B(131 students)was the control class.During the research period of one semester(four months),the following measures were implemented for the two classes.The control class studied Developmental Psychology under the conventional teaching methods and procedures,while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning.The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV)at the beginning and end of the course.Results:At the beginning of the course,the total scores of CTDI-CV of the two classes were(217.33±14.90)and(218.31±16.29),respectively,with no significant difference(P>0.05).At the end of the course,the total scores of CTDI-CV of the experimental class and the control class were(237.84±17.53)and(224.22±17.52),respectively,and the difference was statistically significant(P<0.001).Conclusion:Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.展开更多
While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated th...While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated the impact of a blended teaching model incorporating AI tools on the Superstar Learning Platform for Chinese university EFL students.Using a mixed-methods approach,60 first-year students were randomized into an experimental group(using the AI-enhanced model)and a control group(traditional instruction)for 16 weeks.Data included test scores,learning behaviors(duration,task completion),satisfaction surveys,and interviews.Results showed the experimental group significantly outperformed the control group on post-tests and achieved larger learning gains.These students also demonstrated greater engagement through longer study times and higher task completion rates,and reported significantly higher satisfaction.Interviews confirmed these findings,with students attributing benefits to the model’s personalized guidance,structured content presentation(knowledge graphs),immediate responses,flexibility,and varied interaction methods.However,limitations were noted,including areas where the platform’s AI could be improved(e.g.,for assessing speaking/translation)and ongoing challenges with student self-discipline.The study concludes that this AI-enhanced blended model significantly improved student performance,engagement,and satisfaction in this EFL context.The findings offer practical insights for educators and platform developers,suggesting AI integration holds significant potential while highlighting areas for refinement.展开更多
With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simu...With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simultaneously,the profession demands stronger self-directed learning capabilities from practitioners.To address these issues,this study develops a“Five-in-One”self-directed learning model comprising five interrelated dimensions:goal orientation,instructional regulation,cognitive development,technological resources,and process monitoring.The application of this model has significantly improved course evaluation outcomes,enhanced faculty teaching and research capacity,strengthened students’practical and innovative skills,and expanded the course’s reach and social impact.The model thus provides both a theoretical framework and a practical pathway for the reform of similar applied courses.展开更多
Artificial Intelligence is profoundly transforming innovation and development in healthcare and education.In this study,we developed an AI-empowered blended learning model for disaster medicine.Leveraging the Rain Cla...Artificial Intelligence is profoundly transforming innovation and development in healthcare and education.In this study,we developed an AI-empowered blended learning model for disaster medicine.Leveraging the Rain Classroom platform,we established a comprehensive intelligent teaching support system covering the entire learning cycle-pre-class,in-class,and post-class.Through AI-driven enhancements,the model enables intelligent resource allocation,personalized learning paths,and high-fidelity simulation of practical training scenarios.Moreover,it addresses key challenges in traditional disaster medicine education,including fragmented knowledge delivery,insufficient practical training environments,and limited evaluation methods.Ultimately,the model enhances both the efficiency and effectiveness of disaster medicine education.展开更多
Oncology covers a wide range of knowledge and is more difficult compared to other clinical disciplines.Therefore,it is crucial to seek an efficient teaching method for oncology education.In recent years,China’s inter...Oncology covers a wide range of knowledge and is more difficult compared to other clinical disciplines.Therefore,it is crucial to seek an efficient teaching method for oncology education.In recent years,China’s internet technology has achieved rapid development.Massive Open Online Course(MOOC),a blended learning approach based on internet technology,has strong applicability to medical education.It can not only improve teaching quality but also promote further reform of the discipline.Based on this,our study searched for relevant research at home and abroad and reviewed the implementation path of integrating MOOC and blended learning in oncology education.This provides a theoretical foundation for the innovation of oncology teaching models,improves the level of oncology teaching,and lays a solid foundation for talent reserves in oncology departments.展开更多
To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybr...To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybrid and dual-teacher classroom model.Based on big data and online platforms,this study constructs a music teaching resource system that integrates online micro-lessons,real-time interaction,virtual choirs,collaborative composition,and learning behavior tracking to enhance the openness and personalization of teaching.Through comparative experiments,the study focuses on changes in student knowledge acquisition,musical skills,learning interest,and classroom engagement.Results show that the experimental group significantly outperforms the control group in terms of improvement in knowledge test scores,rhythm and pitch performance,task completion rate,and scores on the learning motivation questionnaire.Differences are particularly prominent in interaction frequency and the expressiveness of the work.The study shows that Group A demonstrates significant improvement in all three dimensions:interest increases from 3.1 to 4.2;autonomous learning motivation increases from 3.0 to 4.1;emotional engagement increases from 3.2 to 4.3,demonstrating strong positive effects.Experimental Group B shows the greatest improvement,with interest increasing from 3.0 to 4.5,autonomous learning motivation from 2.9 to 4.4,and emotional engagement from 3.1 to 4.6,indicating the most significant improvements in learning attitudes and emotions.展开更多
Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditiona...Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditional blended,blended online,and blended synchronous,which combine synchronous and asynchronous teaching and learning activities.This paper adopts an inductive approach to investigate and analyse students‘engagement in learning from three dimensions:behavioural,affective and cognitive,specifically focusing on three meta-categories,namely,course structure and arrangement,choice of teaching and learning activities,and teacher’s role in relation to the course,to investigate the teaching of teachers of different disciplines in three vocational colleges and to analyse the pedagogical strategies that the teachers use in order to improve students’engagement in blended learning.The findings suggest that communicating about the course at the beginning of the semester,clarifying course requirements,and building a trusting relationship with students play a key role in increasing student engagement in blended learning,and that the use of digital tools is an important means of promoting students’behavioural and emotional active participation in learning.展开更多
Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The ...Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.展开更多
Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on da...Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.展开更多
The classical definition of learning is： change and modification of behavior as a result of experience, training, and practice. In modem technological world; this definition has been changed and modified to include t...The classical definition of learning is： change and modification of behavior as a result of experience, training, and practice. In modem technological world; this definition has been changed and modified to include the changes and modification in behavior as a result of experience, training, and practice by using modem toolkits and metacognition for self-regulated, lifelong, open, flexible, and continuous learning in Virtual Learning Environment Framework （VLEF）. The classical factors of learning included： motivation, attitude, interest, attention, readiness, participation, and reinforcement. But, due to the modem toolkits, gadgets, and ICT technologies, there are new varieties in modes of presentations and instructions. The emerging learning factors to be integrated and blended include： multimedia, hypermedia, and multimodality. The researcher has intended to identify the gap in the existing literature for the inclusion of new emerging factors such as multimedia, hypermedia, and multimodal presentations. The purpose of the study was to identify the gap in the factors of learning for learning blend in this era of science and technology, especially, in the ICT-integrated form of blended learning. The methodology of the study was analysis and synthesis of literature in the form of reviewing literature for developing a model of blended leaning. The study is significant because it has filled the gap in factors of learning for making it blended in VLEF. The factors were analyzed and synthesized in the form of a model. The findings were summarized for drawing conclusion, and at the end there were made some suggestions and recommendations for blended learning environments.展开更多
The strengths and weaknesses of different online technologies and learning methods have been examined by combining the blended learning program with practical work on institutional e-learning projects. There are diffe...The strengths and weaknesses of different online technologies and learning methods have been examined by combining the blended learning program with practical work on institutional e-learning projects. There are differences between the traditional e-learning system and the new E-Learning 2.0 training. At present time, the new technologies provided by Web 2.0 better correspond to the needs of both students and teaching staff. The new Web 2.0 allows the ＂promoting of individual creativity＂, together with the ＂use of collective intelligence＂. A comparison of the two development stages of the e-learning tools has been completed and the advantages of E-Learning 2.0 are shown. The main components of Web 2.0 are provided and the use ofwiki as an up-to-date collaboration tool for on-line teamwork is shown.展开更多
基金The 2019 Ministry of Education industry-university cooperation collaborative education project"Research on the Construction of Economics and Management Professional Data Analysis Laboratory"(Project number:201902077020).
文摘Due to the outbreak of the Covid-19 in 2020,online education has become the mainstream.After the epidemic,the blending learning mode has also become a key goal of the teaching reform of colleges and universities,and the blending learning mode of various courses has blossomed everywhere.In this context,this paper used the Econometrics course as the carrier,analyzed the many unreasonable problems in the traditional Econometrics course,and proposed an optimization plan and path for the blending learning mode to address these problems.
文摘Objective:To explore the influence of blending learning on the critical thinking disposition among undergraduates.Methods:Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects.Class A(106 students)was the experimental class,and class B(131 students)was the control class.During the research period of one semester(four months),the following measures were implemented for the two classes.The control class studied Developmental Psychology under the conventional teaching methods and procedures,while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning.The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV)at the beginning and end of the course.Results:At the beginning of the course,the total scores of CTDI-CV of the two classes were(217.33±14.90)and(218.31±16.29),respectively,with no significant difference(P>0.05).At the end of the course,the total scores of CTDI-CV of the experimental class and the control class were(237.84±17.53)and(224.22±17.52),respectively,and the difference was statistically significant(P<0.001).Conclusion:Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.
基金supported by the 2024“Special Research Project on the Application of Artificial Intelligence in Empowering Teaching and Education”of Zhejiang Province Association of Higher Education(KT2024165).
文摘While artificial intelligence(AI)shows promise in education,its real-world effectiveness in specific settings like blended English as a Foreign Language(EFL)learning needs closer examination.This study investigated the impact of a blended teaching model incorporating AI tools on the Superstar Learning Platform for Chinese university EFL students.Using a mixed-methods approach,60 first-year students were randomized into an experimental group(using the AI-enhanced model)and a control group(traditional instruction)for 16 weeks.Data included test scores,learning behaviors(duration,task completion),satisfaction surveys,and interviews.Results showed the experimental group significantly outperformed the control group on post-tests and achieved larger learning gains.These students also demonstrated greater engagement through longer study times and higher task completion rates,and reported significantly higher satisfaction.Interviews confirmed these findings,with students attributing benefits to the model’s personalized guidance,structured content presentation(knowledge graphs),immediate responses,flexibility,and varied interaction methods.However,limitations were noted,including areas where the platform’s AI could be improved(e.g.,for assessing speaking/translation)and ongoing challenges with student self-discipline.The study concludes that this AI-enhanced blended model significantly improved student performance,engagement,and satisfaction in this EFL context.The findings offer practical insights for educators and platform developers,suggesting AI integration holds significant potential while highlighting areas for refinement.
基金Hebei Province Higher Education Teaching Reform Research and Practice Program(Project No.:2022GJJG467)。
文摘With blended learning emerging as a mainstream paradigm in higher education,the Document Security Technology course faces persistent challenges,including vague instructional objectives and low learning efficiency.Simultaneously,the profession demands stronger self-directed learning capabilities from practitioners.To address these issues,this study develops a“Five-in-One”self-directed learning model comprising five interrelated dimensions:goal orientation,instructional regulation,cognitive development,technological resources,and process monitoring.The application of this model has significantly improved course evaluation outcomes,enhanced faculty teaching and research capacity,strengthened students’practical and innovative skills,and expanded the course’s reach and social impact.The model thus provides both a theoretical framework and a practical pathway for the reform of similar applied courses.
基金supported by the Anesthesiology Department Teaching Development Foundation of Naval Medical University(2024MZQN03)the Teaching Research and Reform Project of Naval Medical University(JYG2024B24).
文摘Artificial Intelligence is profoundly transforming innovation and development in healthcare and education.In this study,we developed an AI-empowered blended learning model for disaster medicine.Leveraging the Rain Classroom platform,we established a comprehensive intelligent teaching support system covering the entire learning cycle-pre-class,in-class,and post-class.Through AI-driven enhancements,the model enables intelligent resource allocation,personalized learning paths,and high-fidelity simulation of practical training scenarios.Moreover,it addresses key challenges in traditional disaster medicine education,including fragmented knowledge delivery,insufficient practical training environments,and limited evaluation methods.Ultimately,the model enhances both the efficiency and effectiveness of disaster medicine education.
基金Mechanism of Nanotechnology-driven Polyphyllin I in Sensitizing PD-1 Monoclonal Antibody in Breast Cancer(82204922)Nanotechnology-driven Polyphyllin I Affects Mitochondrial Homeostasis via Cuproptosis and Its Mechanism in Breast Cancer Treatment(ZZ18-YQ-022)。
文摘Oncology covers a wide range of knowledge and is more difficult compared to other clinical disciplines.Therefore,it is crucial to seek an efficient teaching method for oncology education.In recent years,China’s internet technology has achieved rapid development.Massive Open Online Course(MOOC),a blended learning approach based on internet technology,has strong applicability to medical education.It can not only improve teaching quality but also promote further reform of the discipline.Based on this,our study searched for relevant research at home and abroad and reviewed the implementation path of integrating MOOC and blended learning in oncology education.This provides a theoretical foundation for the innovation of oncology teaching models,improves the level of oncology teaching,and lays a solid foundation for talent reserves in oncology departments.
文摘To address the widespread challenges of insufficient classroom participation,difficulty maintaining learning interest,and inaccurate learning outcome assessment in existing teaching models,this study introduces a hybrid and dual-teacher classroom model.Based on big data and online platforms,this study constructs a music teaching resource system that integrates online micro-lessons,real-time interaction,virtual choirs,collaborative composition,and learning behavior tracking to enhance the openness and personalization of teaching.Through comparative experiments,the study focuses on changes in student knowledge acquisition,musical skills,learning interest,and classroom engagement.Results show that the experimental group significantly outperforms the control group in terms of improvement in knowledge test scores,rhythm and pitch performance,task completion rate,and scores on the learning motivation questionnaire.Differences are particularly prominent in interaction frequency and the expressiveness of the work.The study shows that Group A demonstrates significant improvement in all three dimensions:interest increases from 3.1 to 4.2;autonomous learning motivation increases from 3.0 to 4.1;emotional engagement increases from 3.2 to 4.3,demonstrating strong positive effects.Experimental Group B shows the greatest improvement,with interest increasing from 3.0 to 4.5,autonomous learning motivation from 2.9 to 4.4,and emotional engagement from 3.1 to 4.6,indicating the most significant improvements in learning attitudes and emotions.
文摘Student engagement in learning is a concern for teachers in the implementation of blended learning,which reflects the effectiveness of the pedagogical measures taken by teachers.Blended learning encompasses traditional blended,blended online,and blended synchronous,which combine synchronous and asynchronous teaching and learning activities.This paper adopts an inductive approach to investigate and analyse students‘engagement in learning from three dimensions:behavioural,affective and cognitive,specifically focusing on three meta-categories,namely,course structure and arrangement,choice of teaching and learning activities,and teacher’s role in relation to the course,to investigate the teaching of teachers of different disciplines in three vocational colleges and to analyse the pedagogical strategies that the teachers use in order to improve students’engagement in blended learning.The findings suggest that communicating about the course at the beginning of the semester,clarifying course requirements,and building a trusting relationship with students play a key role in increasing student engagement in blended learning,and that the use of digital tools is an important means of promoting students’behavioural and emotional active participation in learning.
文摘Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom（FC） as a burgeoning teaching model on the development of self-directed learning in nursing education.Data sources: The relevant randomized controlled trial（RCT） and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature（CINAHL）, Cochrane Central Register of Controlled Trials（CENTRAL）, Wanfang Data, China National Knowledge Infrastructure（CNKI）, and Chinese Science and Technology Periodical Database（VIP） from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores（continuous outcomes） were analyzed by using the 95% confidence intervals（Cls） with the standard deviation average（SMD） or weighted mean difference（WMD）. The heterogeneity was assessed using Cochran’s I;statistic.Results: A total of 12 studies, which encompassed 1440 nursing students（intervention group = 685, control group = 755）, were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale（SDLRS）, Self-Directed Learning Readiness Scale for Nursing Education（SDLRSNE）, Self-Regulated Learning Scale（SRL）, Autonomous Learning Competencies scale（ALC）, and Competencies of Autonomous Learning of Nursing Students（CALNS）. Overall scores and subgroup analyses with the SRL were all in favor of the FC.Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education.Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.
基金supported in part by Inland Norway University of Applied Sciences,Faculty of Health and Social Sciences,NO-2418 Elverum,Norway.No external funding.
文摘Aim:To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process.Methods:A qualitative,exploratory,descriptive study based on data from two focus group interviews with students attending a blended learning Master programme.Qualitative content analysis based on Graneheim and Lundman’s procedures was applied.Findings:Our analyses revealed one main theme:aspiring for competence in a multifaceted everyday life and four main categories:acquiring professional competence,struggling to manage diverse forms of communication,demanding task juggling and confused student role.Conclusions:The participants experienced that the programme enabled them to acquire professional competence relevant to practice.Despite the challenges,the programme is recommended for prospective students who live in both urban and rural areas,who are working and also responsible for children and other family tasks.
文摘The classical definition of learning is： change and modification of behavior as a result of experience, training, and practice. In modem technological world; this definition has been changed and modified to include the changes and modification in behavior as a result of experience, training, and practice by using modem toolkits and metacognition for self-regulated, lifelong, open, flexible, and continuous learning in Virtual Learning Environment Framework （VLEF）. The classical factors of learning included： motivation, attitude, interest, attention, readiness, participation, and reinforcement. But, due to the modem toolkits, gadgets, and ICT technologies, there are new varieties in modes of presentations and instructions. The emerging learning factors to be integrated and blended include： multimedia, hypermedia, and multimodality. The researcher has intended to identify the gap in the existing literature for the inclusion of new emerging factors such as multimedia, hypermedia, and multimodal presentations. The purpose of the study was to identify the gap in the factors of learning for learning blend in this era of science and technology, especially, in the ICT-integrated form of blended learning. The methodology of the study was analysis and synthesis of literature in the form of reviewing literature for developing a model of blended leaning. The study is significant because it has filled the gap in factors of learning for making it blended in VLEF. The factors were analyzed and synthesized in the form of a model. The findings were summarized for drawing conclusion, and at the end there were made some suggestions and recommendations for blended learning environments.
文摘The strengths and weaknesses of different online technologies and learning methods have been examined by combining the blended learning program with practical work on institutional e-learning projects. There are differences between the traditional e-learning system and the new E-Learning 2.0 training. At present time, the new technologies provided by Web 2.0 better correspond to the needs of both students and teaching staff. The new Web 2.0 allows the ＂promoting of individual creativity＂, together with the ＂use of collective intelligence＂. A comparison of the two development stages of the e-learning tools has been completed and the advantages of E-Learning 2.0 are shown. The main components of Web 2.0 are provided and the use ofwiki as an up-to-date collaboration tool for on-line teamwork is shown.
