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1.
项目研究组 《江苏广播电视大学学报》2007,18(3):5-9
“现代远程高等教育教学体系的构建及其管理研究”着眼于远程高等教育研究的理论前沿,坚持实践研究和行动研究,比较系统地构建了以远程自主学习为核心,以教育者、教学资源、学习者为基本关系,以学习论、课程论、教学模式论、教学资源论、教学技术论、教学过程论、素质教育论、学习支持服务论、教学评价论、教学管理论为主要内容的现代远程高等教育教学及其管理体系的基本框架。这一研究成果填补了我国现代远程高等教育教学体系研究的空白。 相似文献
2.
曹鸿骅 《江苏广播电视大学学报》2005,16(6):19-22
缘于传媒技术的三次重大突破，远程高等教育在媒介资源方面相应地历经了由印刷媒介到视听媒介并向数字媒介的变革，各自呈现出单一化、零散化和整合化等不同的特点。媒介资源作为远程高等教育教学的重要载体，是在跨时空条件下开展教学并提高其效果的关键要素，其变革的状况对教与学的演进与深化具有着决定性的作用。 相似文献
3.
Margaret Taplin 《International Journal of Lifelong Education》2013,32(2):142-161
Because of the changing needs of society, brought about in part by workplace, family and social structures and partly by the decline of moral and ethical values, it is becoming increasingly urgent to address issues of values education at all levels of schooling. Recently there has been an increasing body of literature challenging those who teach adults at universities or other higher education institutions to incorporate values education, either directly or indirectly into the learning environments they create. This challenge extends to distance higher education, although there are many questions about how this can be done in an environment that is typically intended for independent learning with a focus on cognitive development. This paper reports the outcomes of interviews with three small groups of distance educator stakeholders at the Open University of Hong Kong, namely course co-ordinators, tutors and students, to explore their feelings and beliefs about values education being a component of their programmes. The interviews sought opinions about three broad questions: Should we take responsibility for values education in our distance education programmes? Can we take responsibility for values education in our distance education programmes? Do we take responsibility for values education in our distance education programmes? Responses suggested that, in the context of this study, we should and that it is possible to do so, particularly directly through the use of counselling and support services and indirectly through incorporating appropriate examples into course materials, but that currently not very much is being done. While the course co-ordinators and tutors were concerned that students might resent the inclusion of values education in their courses, the students themselves appeared to be more open to the suggestion. 相似文献
4.
《Teaching and Teacher Education》1997,13(7):727-739
Distance education has, historically, been advanced as a major means of upgrading the quality of African teachers in South Africa. There is, however, little knowledge of the quality of existing materials currently in use. Nor is there much work yet focusing on the pedagogical assumptions contained in these distance upgrade programmes. This paper evaluates a few sections in the materials dealing with education theory, and concludes that both content and pedagogical forms do not explore the experiences and views of practising teachers working through these materials. In the light of this observation it is argued that distance education can only be a successful mode of upgrading teachers if both content and pedagogy of materials are improved. 相似文献
5.
This editorial introduction positions distance education in the larger context of educational research and theory construction. Next to a definition of key concepts, the authors elaborate three major issues that are dealt with in distance education research in relation to educational materials. The first issue centres on curriculum and values. The second topic concentrates on the creation of appropriate learning environments. The third issue focuses on the evaluation of effects of materials in use. In discussing the three issues the authors stress the particularities of the distance education context. 相似文献
6.
三种学习理论在远程教育学习材料设计中的运用 总被引：1，自引：0，他引：1
要理解教学设计,首先要了解三种学习理论：行为主义、认知主义和建构主义。如何设计远程教育的学习材料,如何在学习材料中渗透教学方法,三种不同的学习理论会产生三种不同的指导思路。文章从六个方面分别介绍这三种学习理论及其在远程教育学习材料设计中的运用：学习是如何发生的;学习任务类型;教学策略;教学建议;嵌入技术;案例介绍。 相似文献
7.
运用改良的德尔菲(Delphi)指标权重法对远程高等教育的教师能力进行研究,确认20项重要的教师能力,并对每一项教师能力进行了分析,以期为远程高等教育实践提供一定的指导。 相似文献
8.
本研究采用一项全国范围的入户调查数据,使用经济学中经典的明瑟收入方程实证探究学习者通过远程高等教育获得的收益在部门和地区层面的差异。实证研究结果显示:非公共部门的远程高等教育收益显著高于公共部门的远程高等教育收益,这说明远程高等教育具有明显的人力资本特征。在地区层面,西部地区的教育收益最高,这进一步支持了前期的相关研究,即远程高等教育对经济弱势群体的收入促进作用更大。 相似文献
9.
David P. DeBry 《TechTrends》2001,45(6):41-45
Conclusion As global markets expand and distance education becomes more prevalent, higher education institutions will be competing for
students from all over the world. Those institutions that implement globalization, internationalization, and localization
into curriculum and the design of instructional materials will be successful in this changing market. 相似文献
10.
远程学习材料的分类设计与整合效应 总被引：1，自引：0，他引：1
丁兴富 《现代远程教育研究》2010,(3):32-37
远程教育课程资源建设的核心和关键是远程学习材料的设计与开发。进入网络时代．远程学习材料的种类、结构和功能都发生了重大的发展和创新。网络远程教育呈现两种形态．分别以专司远程教育院校机构和传统院校为代表。历史发展中远程学习呈现了函授学习、开放远程学习、网络远程学习、网络辅助学习、混合学习和在线课程学习等6种形态,学习材料根据所承载的技术媒体的差异分为印刷、广播、电视、计算机课件、互联网与全球网资源、网络教学平台与网络课程、移动学习材料等7种类型。远程学习材料的设计与开发者应根据各类远程学习材料独特的优势和特点进行分类设计与开发,应充分考虑远程学习材料中学习活动的设计和评价设计,因为这两类设计最能体现各类远程学习材料的整合效应。 相似文献
11.
Distance education has long been associated with independent study and delivery of prepackaged learning materials. These characteristics effectively deny distance education students the opportunity to participate in communities of inquiry and, perhaps, opportunities to develop their critical thinking skills. This paper reviews the theoretical impact of socially situated learning, critical thinking and their implications for distance education. It then presents the results from a study of learners' perception while enrolled in two different models of audio teleconferenced, university courses. The study reports quantitative results from a mail survey of these students and the qualitative results from interviews and classroom observations. The impact of the instructional design used by the delivering institution resulted in two distinct models of audio teleconference delivery with significant qualitative and quantitative differences in student perception. The paper concludes that learning communities, which support the development of critical thinking skills, can be created at a distance and that they provide a mechanism for improving the quality of higher level distance education. 相似文献
12.
13.
Junhong Xiao 《Distance Education》2018,39(2):259-274
AbstractThis reflection focuses on the position of distance education in today’s global higher education. Firstly, it identifies three types of convergence of distance and campus-based education – dual mode, add-on/blended, and full convergence – arguing that the last type has yet to be fully realized due to the complexities involved. It then critiques the interplay between the two, concluding that despite being influenced by campus-based instructional delivery in its early days, distance education is now influencing campus-based education. Implications of convergence are also discussed. Arguably, distance education universities should be proud of the increasing presence of distance education in campus-based universities and have confidence in maintaining their advantages. As for campus-based universities, a systems approach is needed if they intend to take advantage of this ‘unorthodox’ mode of education. Finally, it is suggested that both campus-based education and distance education are at the center of higher education because they are now equally conventional. 相似文献
14.
Distributed Learning: social and cultural approaches to practiceEdited by Mary R. Lea and Kathy Nicoll, 2002 RoutledgeFalmer 214 pp., £19.99 ISBN 0 415 26809 5Distributed Learning: social and cultural approaches to practice, edited by Mary R. Lea and Kathy Nicoll, is published as part of the Open University UK course Understanding Distributed and Flexible Learning within the Postgraduate Programme in Open and Distance Education. The book comprises of 12 chapters written by authors from different academic backgrounds. They draw on their extensive practical experiences to present and reflect on a number of conceptual models and describe best practices in distributed learning. The volume is aimed at practitioners who intend to use technology in a higher education setting and also helps those who may have been using it for a few years to rethink their approaches to online learning and teaching. The reader is introduced to several theoretical concepts based on different disciplines and perspectives, e.g. anthropology, psychology, sociology, philosophy, economics and pedagogy. The specific focus is on the social and cultural aspects of learning. What does the term distributed learning mean? It describes practices on the continuum between traditional distance education and campus-based face-to-face education (cf. flexible learning, blended learning). With the proliferation of information and communications technology (ICT) in campus-based educational settings the boundaries between distance education and face-to-face education are fading. More and more traditional campus-based universities are providing access to higher education in a distance learning format. In fact, ICTs facilitate contact over a distance. Some authors even speak of a convergence between the two forms of education (Mills &;Tait, 1999). Campus-based institutions cannot deny their tradition: they insist that contact sessions are essential for successful internet-based independent learning, although distance education with its high quality pre-prepared study materials and tutorial (online) support has proven otherwise. This is what models for blended learning try to illuminate: the appropriate mix of face-to-face and distance teaching approaches. A strength of the book is that the authors come from both distance teaching as well as campus-based institutions and thus different views on the continuum are presented. 相似文献
15.
杨锡宏 《湖北广播电视大学学报》2002,19(2):91-95
本文阐述了在我国现有条件下建立现代远程教育学习支持服务系统的重要性与必要性,着重论述了建构在学习中心、教师、学生三因素学习链基础上的学习支持服务系统建设问题。作者认为,学习资源、硬软件建设只是发展现代远程教育的物质基础和条件,而建立较完善的学习支持服务系统才是实现远程开放学习、提高远程教育质量的关键。 相似文献
16.
Richard E. Redding 《Distance Education》1995,16(1):88-106
The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID. 相似文献
17.
模拟对话式远程教材的设计探讨 总被引：2，自引：0，他引：2
李娅 《江苏广播电视大学学报》2005,16(1):27-30
远程教育教师与学生的时空分离使教材成为学生所依赖的主要学习资源。从理论上说,远程教材是学习支持的第一因素,应该是一个“教学包”,具有“教师”的作用,体现引导式模拟对话功能。相关的问卷调查和访谈,显示了学习对远程教材编制设计的特别要求。电大五年制高职教材《电子技术基础》的编制就是在教材中引入模拟对话元素进行设计的一次实践。 相似文献
18.
Junhong Xiao 《Distance Education》2017,38(1):123-135
Interaction is a recurrent theme in the literature on distance education. Much of the research along these lines is dedicated to reciprocal interpersonal interaction, that is, learner–learner and learner–instructor interaction. But there is far less research interest in learner–content interaction despite its fundamental and critical role in ensuring the effectiveness of the distance learning experience and education more generally. This article reflects on the interrelationship and interplay between learner–content, learner–instructor and learner–learner interactions by drawing on the three-types-of-interaction framework, equivalency theorem and other interaction research literature. It concludes by calling for more effort to be made to understand how distance learners study course materials or content, arguing that distance learning course materials may not be able to cater for distance learners and achieve their intended learning outcomes unless their design and production are informed by empirical research on learner–content interaction. 相似文献
19.
Yvonne Y. H. Fung 《Open Learning》2013,28(2):175-183
Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably. 相似文献
20.
当前大多数学者认为只要达到了一定的规模,远程教育将能够实现以较低的生均成本让更多的学习者获得较高质量的教育。但是也有学者对这一观点持悲观或者质疑的态度。那么我国远程教育的学习者能否享受到低生均成本优势？如果能,又是否是以得到＂低效廉价＂的教育为代价呢？中国社会科学调查中心关于中国家庭动态跟踪调查数据显示：在控制了学历层次和专业后,与普通教育的学习者相比较,远程教育的学习者付出了显著更少的教育支出;在控制了私人教育支出等因素后,远程教育学习者和普通教育学习者的教育满意度基本持平,没有显著差异。这说明现阶段远程教育的学习者的确享受到了远程教育的成本优势,而且这种优势并不是以教育质量为代价的。同时,实证结果还显示普通教育学习者的教育满意度对＂住宿费＂和＂交通费＂具有显著的价格敏感度,而远程教育支出中的＂其他费用＂项目会显著拉低学习者的教育满意度,因而需要远程教育办学机构对这部分费用进行减免。 相似文献