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1.
《The Internet and Higher Education》2004,7(1):33-49
Many challenges associated with distance education and technology integration initiatives focus on faculty issues and concerns. This article analyzes these difficulties by identifying from the literature current trends affecting faculty, faculty motivators, and faculty challenges. Then, following this review and analysis, the article presents seven strategies for university administrators and faculty to consider as part of their own strategic plan to mitigate faculty concerns and ensure program success. The seven strategies discussed include the following: (1) enable colleges and departments to accept more responsibility for distance education activities; (2) provide faculty more information about distance education programs and activities; (3) encourage faculty to incorporate technology into their traditional classrooms; (4) provide strong incentives for faculty to participate in distance education; (5) improve training and instructional support for distance education faculty; (6) build a stronger distance education faculty community; and (7) encourage more distance education scholarship and research. 相似文献
2.
Patrick J. Harrison Farhad Saba Bonnie J. Seeman Gina Molise Robert Behm Michael D. Williams 《Educational technology research and development : ETR & D》1991,39(4):65-77
The study described in this article takes the view that distance education programs are dynamic systems with multiple constituencies.
Literature on distance education programs as complex systems and on the critical constituency approach to program evaluation
was used to guide the development of a questionnaire designed to assess the components of a distance education program. Instrument
development was conducted in four phases using both quantitative and qualitative methods. The data from this study suggest
that there are four major components of effectiveness in distance education programs: instruction, management, telecommuting,
and support. Within each of these components there are from two to five subcomponents, 14 components in all, which can be
used to assess distance education programs. The assessment scale which was developed measures these four components and their
subcomponents. 相似文献
3.
Comparative studies describing the transition from higher education to work have often simplified the complex transition processes involved. In this paper we extend previous research by taking into account several steps that comprise labor market entry, e.g., recurrent education leading to more than one instance of labor market entry. By comparing Germany and the United States we also examine how the tertiary education systems influence these transitions via the mode of stratification (parallel tracks in Germany vs. consecutive tracks in the US), the coordination mechanism (state-controlled vs. market-based) and the degree of standardization in educational programs. In our empirical analyses using large-scale longitudinal survey data we find that transitions in the US are less standardized and regulated than in Germany. Furthermore, differences between students from lower- and higher-tier institutions are less marked than expected, both within and between the two countries. 相似文献
4.
5.
Gerard Guthrie 《Teaching and Teacher Education》1985,1(1):81-90
Current research is reviewed on two aspects of educational efficiency in ‘developing’ countries: the effect of teacher credentials on student achievement and the cost-effectiveness of distance education. Major research findings on each topic are reviewed, followed by selected abstracts of current research publications and a brief annotated reference list. Complex debate over teacher credentials now concurs that investment in teacher credentialing is frequently productive but that the efficiency of particular investment strategies is often unknown. The potential cost-savings in distance teacher education are often not realized because of the small scale programs. 相似文献
6.
Magdalena Wójcik 《Education and Information Technologies》2016,21(6):1555-1569
The subject of this article is the use of augmented reality technology in library and information science education. The aim is to determine the scope and potential uses of augmented reality in the education of information professionals. In order to determine the scope and forms of potential use of AR technology in LIS education a two-step analysis was conducted. The first stage was the in-depth analysis of LIS training programs offered by academic centers in Poland, including 8 programs (4 bachelor degree and 4 master degree). In this way, more than 350 learning outcomes were analyzed and grouped according to the frequency of occurrence. During the second stage of the study a list of the most important learning outcomes was compared with a list of skill areas that AR technology helps to develop, in order to formulate conclusions according to the potential use of AR in LIS education. Summarizing the results of the study, it can be concluded that AR technology is a useful teaching tool which enables students to achieve improved learning outcomes in the practical skills needed by librarians, as well as the personal and social competencies relevant to labor market needs. 相似文献
7.
Theories,generalisation and practice in distance education 总被引：1，自引：1，他引：0
Margaret Miers 《Open Learning》2013,28(3):3-11
Otto Peters was the first Vice‐Chancellor (or Rektor) of the Distance Teaching University in West Germany, The Fernuniversitat, a post he occupied from 1975‐84. Since that time he has been mainly occupied with research. His interpretation of distance study as an industrialised form of teaching and learning has attracted unusual attention. It is often referred to in discussions about distance education, and has been quoted and dealt with more than 50 times in the literature since Borje Holmberg and Desmond Keegan first began reporting it in the late seventies and early eighties. As can be expected with such a controversial issue discussion of it suffers from a number of misunderstandings. Otto Peters agreed to respond to them. 相似文献
8.
Cheryl King Duvall Ph.D. Dr. Robert G. Schwartz Ph.D. 《Education and Information Technologies》2000,5(3):177-187
Advances in technology assisted education are revolutionizing the educational process as most know it today. What impact, if any, does technology-assisted education have on the future of higher education? In this study, we examine data from an ongoing evaluation of the distance education program for graduate level business students in a private university. The study addresses the impact of technology-assisted learning on academic performance among distance learners and their on-campus counterparts. The study further explores the relationship between academic performance and students' technological adeptability. The findings indicate, when adjusted for gender (females out-performed males), there were no significant differences in academic performance between distance learners and their on-campus counterparts. Analysis also shows no significant differences in overall academic performance between technology-adept students and those without technological skills. These findings may remove at least some perceived barriers in the decision to initiate distance education programs. 相似文献
9.
Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in‐service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the marketisation of education to afford a rapid increase in the number of TESOL (Teaching English to Speakers of other Languages) teacher education programs, and greater variety in the ways in which teaching and learning is mediated in these programs. This article reports on an international survey of TESOL teacher education providers, and considers the status of language teaching qualifications earned by distance, changes in the institutional roles of language teacher educators, and the current state of research into LTED. 相似文献
10.
Competencies for distance education professionals 总被引：9，自引：0，他引：9
Elizabeth C. Thach Karen L. Murphy 《Educational technology research and development : ETR & D》1995,43(1):57-79
The purpose of this study was to identify the roles and competencies of distance education professionals within the United
States and Canada. A population of 103 distance education experts was identified, and their perceptions regarding this information
were sought in a modified two-round Delphi process. The results of the study include a competency model for distance education.
It illustrates the final top ten competencies and eleven roles which were identified by the study. In addition, a supplemental
table outlining outputs and competencies by individual role was developed. The top ten competencies portray the dual importance
of both communication and technical skills in distance education. These ten competencies are: (1) Interpersonal Communication,
(2) Planning Skills, (3) Collaboration/Teamwork Skills, (4) English Proficiency, (5) Writing Skills, (6) Organizational Skills,
(7) Feedback Skills, (8) Knowledge of Distance Education Field, (9) Basic Technology Knowledge, and (10) Technology Access
Knowledge. The resulting competency model will be useful in serving as a research foundation for development training and
certification programs for distance education professionals.
She is also Editor of the International Review section of this journal. 相似文献
11.
The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka 总被引：1，自引：0，他引：1
This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka — an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers. 相似文献
12.
国家教育部开展现代远程高等教育试点工作已十年有余,近十年来,现代远程教育利用网络技术、多媒体技术等现代信息技术手段开创了高等教育新领域,并越来越成为我国高等教育的重大趋势之一。本文针对现代远程高等教育的发展现状,分析其教学质量的影响因素,并提出相应对策。 相似文献
13.
Conclusion This paper has identified a major gap in the research revolving around academic integrity/dishonesty and WBDE. Statistical
evidence and empirical data are almost nonexistent. However, the evidence and data that do exist, strongly challenge many
widespread assumptions related to the lack of integrity and the widespread dishonesty that are assumed to exist in WBDE today.
Considering the continuing unprecedented growth of distance education, the extremely limited amount of statistical data available
on this topic and the implications associated with the (possibly incorrect) assumptions of academic integrity in this environment,
it seems that there is a critical need for further study. In the meantime, educational institutions can feel confident about
the academic security of their WBDE programs by implementing the few safeguards suggested in this article to protect against
dishonesty 相似文献
14.
15.
This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals. 相似文献
16.
Susan Mayfield-Johnson Richard S. Mohn Amal K. Mitra Rebekah Young Elizabeth M. McCullers 《Community College Journal of Research & Practice》2013,37(6):551-563
Online distance education creates increased opportunities for continuing education and advanced training for allied health professionals living in underserved and geographically isolated areas. The purpose of this article was to explore attitudes on barriers and benefits of distance education technology among underrepresented minority allied health students. It also addressed potential issues to geographic isolation that may contribute to the shortage of adequately trained health professionals in the Mississippi Delta. Community college students, faculty, and staff of Mississippi Delta allied health programs were interviewed about their experience, barriers and benefits to participation, and self efficacy with distance education. Four focus groups meetings with 34 participants were conducted to understand perceptions of community college students and professionals about distance education. Exposure to and experience with online and distance learning format, frequent Internet usage, and plans to matriculate to a four-year university are significant factors when examining attitudes on barriers and benefits. Faculty and staff perceive that community college students would be more confident during discussions in an online environment; that an online class will reduce out-of-pocket educational expenses; and online learning will save time by making all course materials accessible from one webpage. Attitudes on benefits to distance education should be evaluated to assess whether distance education programs meet the needs of the students in underserved areas. 相似文献
17.
现代远程教育是计算机技术和网络通信技术相结合的产物，而多媒体技术是Internet上最热门的技术。本详细地论述多媒体在IP网络上的传播技术－－流式媒体传播技术及在远程教学系统中的应用。 相似文献
18.
远程教育在中国呈现蓬勃生机,机械制造专业不断探索与新模式相匹配的教学途径与技术,数字化虚拟技术的应用成为解决问题的主流。机械制造专业领域的一项新技术一虚拟样机技术,贯穿于机械制造专业几乎所有的课程。本文研究如何结合虚拟样机技术进行课程教学、课程虚拟实验以及远程毕业设计,为传统工学专业适应远程教学模式提供借鉴。 相似文献
19.
The Remote Area Teacher Education Program (RATEP) is a successful and innovative distance education programme. Curriculum design demands the meaningful integration of traditional distance education materials and strategies with other electronic technology and interactive multimedi a computer courseware. RATEP is more than ‘two‐way schooling’ for the Aboriginal and Torres Strait Islander distance education students studying in their home communities. Centred within Vygotsky's theory of cognitive development, the interactive multimedia computer courseware is informed by the intersecting set of the various cultural contexts: academic culture embedded in Western culture; Aboriginal and Torres Strait Islander cultures; and that of the computer. Illustrative examples from generalist and mathematics content and curriculum subjects demonstrate the effectiveness of culturally contextualising instructional computer‐student interface design in order to promote learning through interactive. 相似文献
20.
Aytekin Işman 《Educational technology research and development : ETR & D》1997,45(2):124-128
Conclusion In this paper, Rogers's diffusion theory was used to analyze the acceptance and implementation of the innovation of distance education in higher education in Turkey. Distance education was not successfully adopted between 1970 and 1980 in Turkey because of organizational problems. Distance education was effectively and efficiently diffused in Turkey after 1982. Thousands of students today earn university diplomas studying at a distance. On the other hand, problems of organization, technology, and perceptions remain to be addressed. It is to be hoped that in the future the OEF will be independent or have more autonomy. This will help it deliver instruction to its students.the evaluator of the Learning Community Link Project at the University. 相似文献