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1.
In this article Derek Rowntree of the Open University UK's, Institute of Educational Technology, examines the implications of quality assessment for distance education and other forms of materials‐based learning. He suggests that materials‐based teaching cannot properly be judged in quite the same terms as the conventional, face‐to‐face teaching that academic peers are most familiar with. So what might they be looking for when they come to assess the quality of a department's materials‐based teaching? And what might we expect to result from such assessments? 相似文献
2.
Face‐to‐face education and distance education, viewed as differing sets of organisational provisions for the fostering of learning, emphasize different kinds of learning processes, and depend upon somewhat different psychological properties in learners. Nonetheless, all practical learning settings, whether they are labelled ‘school’, ‘adult education’, ‘distance education’, or something else, involve a mixture of face‐to‐face learning and distance learning. The psychological difference between the two kinds of setting is thus note purely qualitative in nature, but is also quantitative: for instance, certain learner characteristics which are useful in face‐to‐face learning (discussed in detail in the body of the present paper) are indispensible for distance learning, while certain processes which are at the heart of distance learning (also dis‐cusssed in detail later) are often given little emphasis in face‐to‐face settings, although they are in principle possible and even desirable there. The question thus arises of whether it would not be desirable to give more emphasis in face‐to‐face settings to psychologically desirable aspects of distance learning. 相似文献
3.
Simone Herrlinger Tim N. Höffler Maria Opfermann Detlev Leutner 《Research in Science Education》2017,47(3):685-704
Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place. 相似文献
4.
《牛津教育评论》2012,38(6):709-725
Fifty years ago, the philosopher John Macmurray responded to calls for education to redesign itself around the exigencies of international competition with a robust rebuttal of such instrumentalism. He argued instead that the purpose of education was ‘learning to be human’. This paper explores how Macmurray’s ideas might be applied to contemporary use of technology in education. In so doing, it argues that the use of technologies in education should be guided by the aspiration to create socio-technical practices that are personal (located with the person), relational (a resource for friendship and collaboration) and beautiful (designed to promote reflection and contemplation). 相似文献
5.
Susan O'Neill Murray Scott Kieran Conboy 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):939-949
This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes of learning and it has been identified as a potential solution to some of the weaknesses of traditional distance education courses. There are a rapidly growing number of technologies in use today and educators and practitioners face an increasingly difficult challenge to successfully implement collaborative learning in distance education; precipitated not only from technical advances but also from wider social and organisational concerns. To the best of our knowledge, this study is the first to investigate the factors that influence collaborative learning in distance education, by eliciting the opinions of an expert panel using a Delphi survey. The aim was to produce an integrated list of the most important implementation factors and to investigate the role that technology is perceived to contribute. The findings identified 17 of the most important factors; these factors cover a range of themes including course rationale and design, instructor characteristics, training, group dynamics, the development of a learning community and technology. The potential of technology, however, does not seem to be fully realised and newer technologies such as multi‐user environments would seem to be of limited use in practice according to the expert panel. 相似文献
6.
终身教育已逐渐为当今国际社会和教育界普遍认同和接受,并且转化为实际的行动;构建终身学习体系、建设学习型社会,也进一步成为各国教育改革与发展的重要目标。对此,我们在调研分析的基础上,认为应该进一步深化认识,通过社区教育,满足不同群体的教育需求,通过远程教育逐步构建终身学习的环境和条件,以政府为主导,全社会参与配合,全面推进我省终身教育体系的构建。 相似文献
7.
Ravi C. Paul William Swart Aixiu Monica Zhang Kenneth R. MacLeod 《Distance Education》2015,36(3):364-382
Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike. 相似文献
8.
Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's ‘early learning goals’ in 1999 and ‘curriculum guidance for the foundation stage’ in 2000. Outlining the context in which these changes came to take place, this research begins to consider how we might understand children's experiences of this policy in practice in their reception year. Valuing children's potential as participants in research, a play‐based activity was designed to ensure that the process of generating data would be meaningful to the children as well as to the researcher. Analysis of the discourse highlights themes of early education that were of importance to the children. Further discussion of these themes offers insight into how concepts of work and play might be linked to the role of the adult‐in‐charge, potentially undermining opportunities for learning; and how concepts of the individual, normalisation and the individualised academic curriculum promoted by national policy stand opposed to a notion of community on which the children place great emphasis. 相似文献
9.
Margaret Taplin 《Distance Education》2000,21(2):278-299
Despite the advantages of problem based learning (PBL) and the fact that it has been utilised for some time in conventional higher education settings, it is not widely used in distance education in Hong Kong. Recently, a small group of course co‐ordinators at the Open University of Hong Kong engaged in a series of action learning projects to explore ways in which it could be incorporated into their courses. The purpose of this paper is to report the opinions of these academics about the suitability of PBL for a distance education environment. Generally, they concluded that it is possible, and perhaps desirable, to consider implementing PBL as one learning approach. However, most of the projects focussed on a fairly narrow application of PBL, namely in face‐to‐face tutorials. The limitations of the participants’ interpretations are discussed in the light of the constraints they face, and some recommendations are made for other ways of implementing PBL into distance education. 相似文献
10.
Marilou Ioakimidis 《Higher Education in Europe》2007,32(2-3):249-260
This paper presents the development and validation of a two‐level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e‐learning. The model was validated by a sample of Greek university students familiar with both traditional and distance learning who evaluated them in a survey, indicating that the cost advantage of distance e‐learning was tempered by the perception that traditional learning has an advantage from the standpoint of quality. The paper also offers several strategies that might help address students' concerns about the quality of distance e‐learning. 相似文献
11.
Most universities worldwide are becoming distance education providers through adopting web‐based learning and teaching via the introduction of learning management systems that enable them to open their courses to both on‐ and off‐campus students. Whether this is an effective introduction depends on factors that enable and impede the adoption of such systems and their related pedagogical strategies. This study examines such factors related to adopting a learning management system in a large multicampus urban Australian university. The research method used case study approaches and purposively selected the sample consisting of innovative teaching academics from across the university, who used web‐based approaches to teach both on‐ and off‐campus learners. The data were analyzed using a combination of Rogers’ theory of diffusion of innovations and actor‐network theory and revealed a series of enabling and impeding factors faced by pioneering technology‐adopter teaching academics, some of which are technology related while others are policy related and common to large multicampus institutions. The study found that safe adoption environments recognizing career priorities of academics are a result of the continuous negotiation between the evolving institution and its innovative and creative staff. The article concludes with a series of conditions that would form a safe, enabling, and encouraging environment for technology‐adopter teaching academics in a large multicampus higher education setting. 相似文献
12.
Ricky W. Telg 《Distance Education》1996,17(2):289-303
The purpose of this study was to examine how television‐production specialists, who had no previous experience or educational background in the field of distance education, learned the distance education‐related skills and obtained the knowledge necessary to perform their jobs. The purposive sample for this study comprised 12 full‐time television production specialists who were employed for at least one year at universities across the United States to produce live, interactive, video‐based educational programs, but who, prior to employment at their respective universities, had no experience or educational background in the field of distance education. Qualitative methods, including semi‐structured interviews, observation, and concept maps, were used to collect data. This study found that television production specialists used both incidental and informal learning strategies to learn the necessary skills and knowledge they needed to perform their jobs. Participants learned predominantly by three means: assessing previously held assumptions and beliefs; learning by doing through a trial‐and‐error‐type format; and watching other's videoconference programs. Participants also experienced a ‘mindset change’, brought about by such factors as identifying audience and subject‐matter specialists’ needs, in how they viewed their own performance. 相似文献
13.
Alfred Bork 《Journal of Science Education and Technology》1995,4(3):227-244
This paper considers distance learning at all levels, learning that can occur anywhere. Most education today in schools, universities, and companies is dependent on students being at a particular location, such as a university. The major distance learning institutions today are in Europe, but the potential for this type of learning is great as we reach out to serve greater numbers of students. The following factors are critical in forming a distance learning institute today: the quality of learning provided to each student; whether courses work for very large numbers of students; and the cost per student hour, for both development and delivery. Many delivery technologies are possible today. We examine them from the standpoint of these factors. The conclusion is that highly interactive multimedia learning units, either CD ROMs or (in the near future) broadband networks, provide the best delivery system today for distance learning. The paper concludes with a brief review of strategies for developing the curriculum units needed to support distance learning. 相似文献
14.
John K. Gilbert Astrid M.W. Bulte Albert Pilot 《International Journal of Science Education》2013,35(6):817-837
‘Context‐based courses’ are increasingly used in an address to the major challenges that science education currently faces: lack of clear purpose, content overload, incoherent learning by students, lack of relevance to students, and lack of transfer of learning to new contexts. In this paper, four criteria for the design of context‐based courses that would be successful in meeting these challenges are rehearsed. It is concluded that only a model based on ‘context as social circumstances’ would meet the four criteria for success. From this, the notion of concept development is presented based on the idea of the production of coherent mental maps. The notion of transfer is discussed in terms of how such mental maps may be useful for understanding other contexts. The definitions of concept development and transfer give a clearer view of how exemplars of existing context‐based approaches may be analysed to show their degree of facilitation of worthwhile science education. Research questions to be addressed in such analyses are presented. 相似文献
15.
从另一种视角看远程教育质量提升的突破口问题——兼与蒋国珍、匡贵秋商榷抑或补充 总被引：2，自引：0，他引：2
武筑生 《中国远程教育(综合版)》2008,(5)
远程开放教育从技术到运行模式基本上是"西学东渐"之物,附加上中国的成分而为我所用的时候,或许忽略了诸多深层次影响因素。在今日十分强调远程开放教育质量工程建设的时刻,这些影响因素中会有对解决问题来说十分棘手的主要成分,我们应该关注和研判。即便一时求解有一定的困难,但也有助于我们预测远程开放教育近期目标应落实在什么位置上,这不失为特定环境下的有效着力点。 相似文献
16.
Assessment for learning? Thinking outside the (black) box 总被引：1，自引：0，他引：1
Eleanore Hargreaves Corresponding author 《Cambridge Journal of Education》2005,35(2):213-224
This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is categorized as meaning: monitoring pupils' performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children's learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment‐as‐measurement and assessment‐as‐inquiry. These conceptions are related to two conceptions of learning: learning‐as‐attaining‐objectives and learning‐as‐the‐construction‐of‐knowledge. The conceptions of assessment‐as‐measurement and learning‐as‐attaining‐objectives are dominant in English educational policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student's learning processes and products. 相似文献
17.
Understanding persistence in adult learning 总被引：4，自引：1，他引：3
Veronica McGivney 《Open Learning》2013,28(1):33-46
The paper summarizes recent data on the retention and non‐completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full‐time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification‐bearing programmes, central statistics do not distinguish between students in their early‐to‐mid 20s, many of whom still have much in common with those in their late teens, and those in their 30s, 40s and 50s whose lifestyles, learning goals and aspirations are often qualitatively different. The section on retention data is followed by a summary of the reasons for not completing courses commonly cited by adults learning in conventional education settings, and reflection on whether these are significantly different from those cited by younger students and students in open or distance learning programmes. The paper ends with a summary of the kind of factors that might increase adult retention rates in both kinds of learning programme. For the purposes of this paper, ‘adults’ are defined as those over the age of 25 who have had a gap since completing full‐time education. 相似文献
18.
Graham Rogers 《课程研究杂志》2013,45(2):249-268
A coherent view of student‐teachers’ preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university‐based teacher‐education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student‐teacher experience is still a relatively limited one. This paper takes the view that student‐teachers’ epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students’ emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case‐study hold important implications for a teacher‐education programme and for effective pedagogic practice. 相似文献
19.
RICHARD SMITH 《Journal of Philosophy of Education》2008,42(Z1):183-198
The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non‐modernist approaches might look like. The purpose of this article is to sketch a case for one particular reaction against modernist thinking: romanticism. How might our understanding (apprehension, sense) of education be changed by readmitting the insights and perspectives of romanticism? And, crucially, what confidence could we have in educational research that was thus inspired and that took the ‘romantic turn’? 相似文献
20.
论构建远程学习评价体系 总被引：3，自引：0，他引：3
目前对学习评价的研究与应用还未达到深刻的程度,远程学习具有更为复杂的特点。该文以评价的原理为出发点,对远程学习的过程及特点进行了探讨,指出评价在目标明确性方面对远程学习评价的不适合性。远程学习的环境更能体现建构主义的精神,以建构主义理论来构建远程学习的评价体系更具有科学性与适用性。 相似文献