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1.
The Director of Distance Learning in a university in Colorado reflects on the steps that must be taken to assure that that university-level e-learning courses be of the same quality as traditional courses. He suggests that the quality levels will be the same, if proper efforts are made to select suitable faculty members for on-line courses and that they be given proper training and support. Moreover, learning environments must be designed with care, and students must be provided with technical and academic support. Indeed, on-line students need to be offered the same level of services as traditional students. Finally, the technology policies in place must support monitoring and upgrading. 相似文献
2.
交互问题从来都是远程教育研究的核心问题,随着虚拟学习社区的悄然显现,这一问题变的更加突出。本文在对国内外交互研究现状的定量和定性分析的基础上,提出了目前有关交互问题研究中存在的问题。笔者认为,虚拟学习社区交互系统本质上是个人造信息控制系统,虚拟学习社区中交互结构研究应该进一步研究交互的突破口。 相似文献
3.
中国远程学习者学习风格特征的三维模型 总被引：3，自引：2，他引：3
测量远程学习的学习风格，可以帮助学生选择适合自身学习风格的学习策略，进而提高远程学习的质量。该的研究目的在于建构符合我国远程学习学习风格特征的三维模型，以此作为测量和鉴别我国远程学习学习风格特征的理论基础。该研究以学习的信息加工理论、科尔布的经验学习理论、荣格的人格特征类型理论等三大学习风格理论模型为基础，综合了生理、社会、心理三层面上的学习风格特征。研究结果形成了中国远程学习学习风格的三维模型。该模型分三个维度：1)生理维度：从视觉、听觉、动觉三个角度描述远程学习在感觉通道偏好上的学习风格特征；2)经验维度：描述远程学习与其社会性有关的四种学习方式偏好。即原理型、经验型、实践型、思考型；3)心理维度：主要涵盖了与远程学习风格相关的人格心理特征类型，即内向与外向、现实与幻想、理性与感性、计划与随意。作希望该模型能全面概括我国远程学习的学习风格类型特点，并能作为我国远程学习学习风格测量工具开发的理论基础。 相似文献
4.
Kenneth Williams David Goldstein Ph.D. in artificial intelligence from the University of Texas at Arlington Joel Goldstein Ph.D. 《TechTrends》2002,46(2):21-28
Conclusions Asynchronous Distance Learning courseware offers several advantages to multiple disadvantaged learning populations. While
asynchronous Distance Learning Interactive Multimedia Instruction offers financially strapped HBCUs lower operating costs,
it also offers HBCUs and non-traditional student populations improved (1) accessibility, (2) user acceptance. Many Distance
Learning students chose online sections as an alternative to not taking the course at all rather than to the traditional classroom
section. Among technologically savvy populations, user acceptance for Distance Learning is high. Also interesting was how
traditional learning populations benefited from some Distance Learning strengths, (1) hypermedia external resources for self-directed
learning, and (2) frequently graded assignments improving study habits. In converse, the non-traditional student populations
taking the Distance Learning sections reported less studying time, and suffered from slightly lower learning retention on
the final examination. 相似文献
5.
Numerous research studies have highlighted the significant impact of domain knowledge and individual interest on learning. However, much of this prior research has neglected several important issues regarding the dynamic interplay of domain knowledge and individual interest both within and between domains as well as across developmental stages of learners. Situated within the Model of Domain Learning, this investigation seeks to respond to those issues. We studied the scores of 267 undergraduate and graduate students representing a variety of majors and programs. Results indicate that domain knowledge and individual interest are related differently for the domains of statistics and psychology. Further, findings indicate that when examining multiple domains of learning (e.g., statistics and psychology), the relationship between domain knowledge and interest changes as an artifact of both students’ academic level of preparation in undergraduate and graduate programs and their academic specialization. Based on these results, we offer implications for future research. 相似文献
6.
Munhuweyi Peresuh, Senior Lecturer in Special Education at the University of Zimbabwe, and Lesley Barcham, Distance Learning Co-ordinator, with the British Institute of Learning Disabilities, examine issues of policy, provision, facilities and human resources characterising special education in Zimbabwe, and analyse the key opportunities and difficulties in providing special education in a developing country. Their article examines the impetus for growth in integrated provision for children with disabilities and difficulties in learning. 相似文献
7.
融于远程教育教与学的教育技术——专访国际知名远程教育专家特里·安德森教授 总被引：3，自引：0，他引：3
特里·安德森(Terry Anderson)博士是位国际知名远程教育专家。目前任职加拿大阿萨巴斯卡大学教授,同时任职设在该校的加拿大全国远程教育研究会的主席。安德森教授在远程教育和教育技术领域涉猎广泛,发表了大量的研究论文,并于近期与他人合著出版了两本新书:《电子研究:方法、问题和战略》(E-Research:Methods,Issues and Strategies),《21世纪的电子学习:研究与实践的框架》(E-Learning in the 21stCentury:A framework for research and practice)。 安德森博士是当地阿尔伯特省、加拿大乃至国际远程教育组织的积极参与者。他主要承担着远程教育硕士教学计划的教育技术课程,并具体负责主持着若干教育技术应用方面的研究课题。 安德森博士同时兼任《加拿大远程教育杂志》(Canadian Journal of Distance Education)、《教育中的互动媒介杂志》(Journal of Interactive Media in Education)、《国际远程教育研究评论》(International Review of Research in DistanceEducation)、《高等教育中的国际互联网》(Internet in Higher Education)、《加拿大学习与技术杂志》(The Canadian Jour-nal of Learning and Technology)等采用同行评审制度的多种学术杂志的编辑评审委员会成员。 相似文献
8.
9.
迈克尔·穆尔博士(Michael G.Moore),美国宾夕法尼亚州立大学学习和绩效系统系教育学教授,《美国远程教育杂志》主编,国际远程教育界著名的理论家和实践家,美国远程教育研究与实践的开拓者之一。在实践方面,他创办了美国第一本远程教育杂志——《美国远程教育杂志》(1987),在美国组织召开了第一个远程教育研讨会(1988),成立了美国第一个远程教育研究中心(1989);在理论方面,他提出了著名的远程教育独立学习和交互距离理论,编辑出版了多部远程教育著作,包括新近出版的远程教育百科全书——《远程教育手册》。 相似文献
10.
Steven G. Sachs 《Performance Improvement Quarterly》1999,12(2):66-83
Distance education programs that have been around for a long time risk being caught up in a groundswell of change brought by new interest in distance education fueled by the explosive growth of the Internet. These mature programs need to understand the factors that led to their success, the issues likely to affect them over the coming years, and chart a course that brings the two together. This article looks at how factors such as eliminating service area boundaries, support from the top, focusing on large enrollment courses, moving to faculty-led course development, emphasis on instruction and not materials, and development of complete degree programs led to program success at one large American community college. It also looks at how issues such as changes in distance education faculty and students, lack of uniform access to the Internet, the increase in distance education providers, and the need for student support services will play a role in future distance education program success. Finally, it looks at several trends that are likely to emerge from the current environment including the growth of state and regional virtual campuses, increased interest in partnerships, and the role of textbook publisher developed Web sites. 相似文献
11.
远程学习者自主学习能力是影响远程教学质量的重要因素，它直接关系到远程学习者学业的成败。本文在文献调研的基础上，采用问卷调查、访谈、理论概括、实验分析等多种方法，对远程学习者自主学习能力的概念、构成要素、获得途径、发展规律和培养策略进行了研究。该研究为远程学习者自主学习能力的培养提供了理论和实践指导。 相似文献
12.
Mark Nichols 《Distance Education》2010,31(1):93-113
To improve student retention in distance education, Simpson suggested in 2003 that institutions analyse their own retention characteristics and ‘spot the leaks.’ In 2008 the Centre for Distance Learning at Laidlaw College, New Zealand, employed two part‐time academic support coordinators in an effort to improve student retention and success. This study compares the retention statistics for first‐time student outcomes across two semesters, one without and one with specific course retention interventions. Results are benchmarked across national data. Interviews with students who were retained revealed that students frequently attribute their success to their own efforts. Student support services in distance education might therefore be perceived by its beneficiaries as a ‘hygiene’ factor (Herzberg, 1968, 2008) in that their presence is not generally appreciated by students. However, their absence is noticed. The similarity of this finding with Shin’s institutional transactional presence (2002, 2003) is also explored. 相似文献
13.
Katalin Szelényi Nida Denson Karen Kurotsuchi Inkelas 《Research in higher education》2013,54(8):851-873
Using data from the 2004–2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants’ anticipation of the chances that they will “get a good job in their field,” “achieve success in their career,” and “combine a professional career with having a balanced personal life.” Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions’ efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions. 相似文献
14.
Learning computer programming is difficult for many students. Distance education students in particular often have problems as the difficulty of the course content is compounded by the problems of isolation from other students and their tutor. This paper reports an investigation of distance education student performance in an introductory computer programming course. The aim of the study was to develop a better understanding of the factors associated with academic success, withdrawal or failure and to attempt to identify students at risk of non‐completion. Some implications for teaching computer programming externally are discussed. 相似文献
15.
The recent shift in Australian Government policy for Distance Education at the Higher Education level, as intimated by the increasing usage of the notion, Open Learning, is outlined. Such an emphasis on Open Learning contrasts markedly with the concerted effort to centralise and rationalise distance education in the late 1980s. This shift is related to a more general debate concerning the restructuring of industry which is formulated using an analysis grounded in the conceptualisation of Fordism, its crisis and its likely successor. The complex and contested nature of the debate about Fordism is revealed, as is its important connection with postmodernism. The relevance of this broader debate to higher education is then displayed and linked to the particular place of academic staff and their opportunity and ability to influence future policy. 相似文献
16.
Zalizan M. Jelas Norzaini Azman Hutkemri Zulnaidi Nor Aniza Ahmad 《Learning Environments Research》2016,19(2):221-240
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes. 相似文献
17.
18.
远程教育非学术性学习支持服务现状个案研究 总被引：2，自引：0，他引：2
随着远程教育的不断发展,对学习支持服务的研究已经成为当前远程教育领域探讨的一个热点问题。实践证明,良好的学习支持服务是保障现代远程教育质量的一个重要内容。国内外学者提出:学习支持服务包括学术性和非学术性两个方面,学术性学习支持服务注重认知、智力、知识等方面的支持,非学术性学习支持服务偏重于情感和管理方面的支持。随着远程教育的发展,越来越多的学者意识到非学术性学习支持服务的重要性。本文通过问卷调查法、访谈法、现场观察法以及个案研究法等方法,分析了广州某大学网络教育学院非学术性学习支持服务的现状,总结不足,研究对策,探讨适合于我国现代远程教育的非学术性学习支持服务体系的策略。 相似文献
19.
《Africa Education Review》2013,10(2):229-243
Abstract Among the challenges in Open and Distance Learning (ODL) generally and specifically within the African sub-region, is the difficulty to harness resources to regularly mobilize senior and mature academics as complacent learners to embrace continuous professional development, as a way of improving the quality of their academic performance. In order to change their conservative academic practises in many of the transformed African Tertiary Institutions (ATIs), this paper argues, that irrespective of the status and the long years of service of such academic staff members, it becomes pertinent for them to consciously engage in lifelong learning process. This is important because majority of such lecturers of ODL Institutions came from the contact (F2F) institutions with little or no experience of ODL best practices. 相似文献
20.
In an attempt to reform high schools and prepare students with the knowledge and skills needed for the 21st century, educators and policymakers have turned to programs that combine career and academic pathways. One such program, Linked Learning, has taken up the reform challenge by relying on technical adjustments, rearranging students’ schedules, and integrating career technical education (CTE) with a set of courses that support students’ eligibility for their state and university college system. Linked Learning has attempted to avoid the pitfalls often associated with an earlier vocational education model. This article reports findings from a year-long study of eight schools in five districts whose district leaders and principals have placed Linked Learning at the core of their platform for school reform. Interviews with these educators reveal that while changing the structure of students’ course schedules offered some advantages for students, school principals were challenged to keep their academic and career promises. This qualitative investigation has shown that to understand reform challenges it is essential to examine the broader school, district, and state context in which the reform is embedded. Both structural and cultural considerations must be addressed if high school reform is to more effectively support students. 相似文献