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1.
远程开放教育自主学习模式的建构 总被引：1，自引：1，他引：1
高勇 《山西广播电视大学学报》2004,9(6):23-24
自主学习是远程开放教育的一个重要特征,构建远程开放教育自主学习模式是人才培养模式及教学模式改革的重点和突破口。自主学习具有两方面的涵义,有三个基本特点,自主学习模式的结构可用四个层面来表述。而如何培养学习者的自主学习能力则是一个非常重要的问题。 相似文献
2.
David Hawkridge 《Performance Improvement Quarterly》1999,12(2):9-20
Many industrialized countries show considerable interest in distance learning and invest large sums in it beyond the high school level, with very encouraging results. The evidence from these countries to date is that distance learning, at relatively low cost, can reach millions of students who otherwise would not have much opportunity for studying. The Third, or Majority, World's interest in and use of distance learning appears to make a great deal of sense. This seems particularly so in college and university education, where the cost per student in conventional campusesis very high. At this level, Majority World countries spend as much as one-third of their education budgets. Even the conservative World Bank, after many years of more or less ignoring it, recently endorsed distance learning as a cost-effective solution for the Majority World to consider. Distance learning is not a universal panacea, however. There are failures to report as well as successes. Despite the powerful international forces that drive globalization, electronification, and commodification, each country must generate its own model to suit its own needs and conditions. Each country should decide, for example, whether to set up one or more distance teaching universities like the Open University in the UK or to promote distance teaching as an additional function of conventional campus-based institutions. Each country needs a policy on how it will exploit distance learning and for which groups of students. Each country should decide whether and how it wishes to collaborate with other countries to get the most out of distance learning. 相似文献
3.
A. W. Bates 《Learning, Media and Technology》1988,14(3):213-225
’High quality’ television is a valuable part of open and distance education, as exemplified in its use by The Open University. Television has a unique role to play in distance education because of its distinctive delivery, presentational, and control characteristics. The ways in which these characteristics could be exploited are discussed in depth, and related to different kinds of learner. 相似文献
4.
移动学习系统及其相关学习模式 总被引：3，自引：0，他引：3
上海交通大学现代远程教育研究中心自主研发的移动学习系统具有课程点播、课程直播、资源下载以及自动答疑等功能。当前,移动学习系统中存在基于学习工具的多种学习模式、基于资源的学习模式、基于问题的学习模式、以个人为中心的自主学习模式以及以小组为中心的集体学习模式。将多种学习模式合理结合起来会得到优良的移动学习模式。现有移动学习系统存在学生与老师以及学生与学生间的沟通渠道不够通畅、沟通方式不够多样、沟通环境不够有效等问题。针对这些问题,本文提出了可能的解决方案。 相似文献
5.
Catherine McLoughlin 《Distance Education》2002,23(2):149-162
How do educators and instructional designers assess the effectiveness of the learning environments they design? One important means of ensuring the effectiveness of instruction in distance and face-to-face settings is through provision of learner support. Increasingly, as learners utilize the World Wide Web for collaborative learning, support systems contribute to the processes of learning and assist the learner in developing competencies and confidence in self-regulated learning and social interaction. Originating in the socio-cultural perspective of Vygotskyan theory, the term scaffolding refers to learning support based on social constructivist models of learning. As the World Wide Web becomes increasingly integrated into the delivery of learning experiences at primary, tertiary and secondary levels, the concept of scaffolding needs to be reconsidered because it is not readily translated into contexts where the teacher is not present, such as in online learning environments. The aim of this paper is to offer a conceptualization of the term scaffolding in distance learning, to provide examples of how learners can be supported in the processes of constructivist inquiry in a range of learning settings, and to offer principles for the design of learning support that can be applied across a range of instructional settings. 相似文献
6.
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
7.
Pat Hardr 《Performance Improvement Quarterly》2001,14(3):43-74
Advances in technology for distance learning present better‐than‐ever opportunities for designing learning environments that bring optimal features of the conventional classroom to distributed learners. Yet, with the advantages of reaching learners come corresponding challenges for meeting many and varied cognitive, motivational, and organizational needs. Anchoring design of distance learning instruction solidly in current research from cognitive science and motivation, as well as utilizing tested principles of instructional design theory, provides for optimal balance of strategic decision‐making and appropriate management of trade‐offs in design of effective learning environments. This paper shows how Bransford, Brown, and Cocking's (1999) four characteristics of effective learning environments can be developed for continuing education, to maximize learning, transfer of learning, and motivation. As illustration, I will focus on the process of translating traditional continuing education (CE) from lecture‐based, on‐site instruction to Web‐based instruction, a trend in many institutions of higher education. 相似文献
8.
This paper reports on an investigation into how staff teaching in compressed courses can encourage student engagement and enhance student use of learning time, despite significant restraints of time as well as distance. Typically these courses (described here as units) are expected to have comparable learning outcomes to their full-semester counterparts and provide an opportunity for students to either retake failed units or to acquire credit for their chosen degrees in accelerated time. Organising teaching and learning through intensive modes of delivery may require different approaches to curriculum development and pedagogy compared to traditional unit planning and delivery, especially when the intensive delivery utilises online technologies. This paper explores strategies employed by successful intensive mode teachers in the development and delivery units for maximised student engagement. It concludes that many of these strategies are equally applicable in online and distance education regardless of the unit being intensive or otherwise. 相似文献
9.
Learning in nature 总被引：1，自引：3，他引：1
Michael Brody 《Environmental Education Research》2005,11(5):603-621
This paper traces the evolution of a theory of learning in nature in order to explain how people learn in natural settings. The intellectual roots of the theory in informal learning, cognition, affective development, experiential and meaningful learning are described and the synthesis into a comprehensive theory of learning in nature are explained. The evolution of the theory is traced through several iterations describing the addition of organizing concepts as well as efforts seeking simplicity in its conceptualization. An in‐depth case study of meaningful learning about bogs illustrates how the theory can be applied to explain environmental learning experiences. The implications for this theory in terms of environmental education are discussed. 相似文献
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11.
远程教育以学生的自主学习为主要特征,但在现实中,有不少学习者限于多年接受灌输式传统学习惯性和自身工作生活处境,对＂求何知、如何学＂的认识不够充分,导致面对浩瀚如烟的网上学习资源,在短期内难以找到适合自己的学习目标和坐标,严重影响了学习质量。因此,需要建立高效、完善的学习支持服务系统,为学生提供个性化学习帮助,使学习者实现有效学习。目前设立学习中心,构建网络学习环境,已经成为远程教育学习过程支持服务的重要工作,这在客观上对学习者支持服务的产生提供了可能性。 相似文献
12.
现代信息技术的发展,为发展现代远程开放教育提供了良好的条件,也满足了学习者的学习需求和自主学习,建立完善的远程开放教育学习支持服务系统是开展好现代远程开放教育的重要支点。我校围绕远程开放教育的状态给山区学生提供有力的学习服务支持和保障,较好地解决师生分离而产生的学习困难,提出一套适合山区电大的远程学习支持服务系统的具体方案,建立起功能较完善、操作性强兼具地方特色的远程开放教育学习支持服务系统,切实提高了山区电大的办学质量,满足了电大学员远程学习的需要。 相似文献
13.
The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context. 相似文献
14.
远程学习者在线学习行为无疑会影响到远程学习效果,研究远程学习者的在线学习行为是远程开放教育重要的课题之一。研究设计了三组实验．以明确远程学习者在线学习行为的特征、影响因素及远程学习者在线学习行为与其课程成绩之间的关系。研究表明：远程学习者的在线学习行为具有习惯性、适应性特征：远程学习者的在线行为会受到学习者有无远程学习经历、所在班级学习共同体及年级学习共同体的影响：远程学习者在线学习行为与其课程成绩之间无直接相关关系。最后,针对研究结论,提出了改进远程学习者在线学习行为的相关建议。 相似文献
15.
Ji Yong Park 《The International Journal of Art & Design Education》2011,30(2):176-187
Online learning has been recognised as an effective pedagogical method and tool, and is broadly integrated into various types of teaching and learning strategies in higher education. In practice, the use of Virtual Learning Environment (VLE) in higher education has become an integral strategy for quality education. The field of design education, however, has not been researched extensively in regard to online learning, delivery and evaluation. This article discusses design education from an online learning perspective. It proposes an integrated framework with three key components for online learning via VLE including an interactive delivery structure, communication channels and learning evaluation. Additionally, the article describes and evaluates how VLE sites for two design units were built based on an integrated framework and student learning experiences. The results indicate that online design education should be integrated with various educational values and functional features in a systematic manner, and requires designing learning evaluation protocols as part of learning activities and communicative forms within online‐based learning sites. 相似文献
16.
远程新生网上学习技能和对网络教育的期望——广州市普通高校网络学院新生入学情况调查 总被引：1，自引：0，他引：1
网络教育中,新生入学时所具备的学习技能和期望,对于网络教育机构开展网络教学具有重要的意义。本研究采用问卷调查法,以华南师范大学网络教育学院广州市各学习中心482名新生作为样本,展开调查。根据调查结果分析,作者提出学生学习支持服务和开展网上教学的建议,希望能对网络教育实践工作有所推进。 相似文献
17.
合作学习作为一种有效的交互手段,应用到远程教学实践,能够激发学习兴趣,维持学习动机,形成合作学习的良好氛围,促进学习者合作技能的发展。根据我国远程成人学习者的特点和自身具有的资源优势,可通过合作学习方式开发与利用成人学习者自身的资源优势,提高远程教育教学质量,达到良好的教学效果。 相似文献
18.
远程学习者学习技能培养的意义与方法 总被引：11，自引：1，他引：11
远程教育中的学生支持分为两大类：一类是补救性学生支持，其中包括非学术性支持和学术性支持；另一类是发展性学生支持，主要指培养学生学习技能的活动。本重点阐述了培养远程学习学习技能的重要意义，以及培养学习学习技能的具体策略和方法。本包括五个部分：一、远程学习学习技能培养的意义；二、学习技能的内涵；三、远程学习过程中所需要的主要学习技能；四、学习技能的培养方法；五、学习技能培养的原则。作希望，借本能够呼吁远程教育机构重视远程学习学习技能的培养，同时能够为一线辅导教师培养远程学习学习技能提供具体策略和方法的参考。 相似文献
19.
Barbara Roberts 《Open Learning》2013,28(1):39-55
The author's experiences as an online student are presented as a case study to examine the relationship between interaction, reflection and learning in distance education. Reflection as a dimension of experiential learning theory is summarised and examples of its use in distance education are discussed. Recommendations for course design that promotes the understanding of theoretical issues through personal experience are proposed. 相似文献
20.
Learning preferences and readiness for online learning 总被引：1，自引：0，他引：1
Peter J. Smith 《教育心理学》2005,25(1):3-12
Using a sample of 314 Australian university students the Readiness for Online Learning questionnaire was tested for its technical characteristics of reliability and factorability, with results indicating the instrument has promise both for research and for practice. The factor analysis identified a factor associated with self‐management of learning, and one of comfort with e‐learning. These factors are interpreted and discussed within a framework of the broader literature on learning preferences associated with flexible delivery and resource‐based learning. 相似文献