Book reviews     

Ramesh C. Sharma  Marina Stock McIsaac  Maria Solomou 《Educational Media International》2013,50(3):245-247

The presence of a virtual learning environment (VLE) in an on‐campus setting can alter the dimensions of existing learning and teaching relationships. Research literature indicates that increased engagement with educational technology can have the effect of drawing staff and students closer together (both physically and virtually) rather than encouraging campus‐based institutions to deliver more of their provision at a distance. This paper will explore how on‐campus students can benefit from appropriate use of technology in ways that make them feel increasingly connected with their institution and their peers. Using qualitative data we explore how effective use of technology can help to bridge the physical gap between the students, their institution and their peers – even where the actual interactions between students take place offline – and how the combination of physical and virtual learning environments can be used to create an effective learning and teaching experience.

Etablissement d'une ligne dans un environnement de formation integré. La présence d'un environnement virtuel de formation (VLE) sur le campus peut changer les dimensions des relations d'enseignement et de formation existantes. La littérature de recherche démontre qu'une l'utilisation augmentée de la technologie d'éducation interactive a surtout l'effet de rapprocher le corps enseignant et les étudiants (aussi bien physiquement que virtuellement) plutôt que d'encourager les institutions basées sur le campus de transmettre leur services d'éducation de manière plus renforcée (Cairncross, ; Graetz &; Goliber, ). Cet exposé démontre comment les étudiants du campus peuvent bénifier de l'utilisation appropriée de la technologie afin de se sentir plus apparentés à leur institution et à leurs camarades. En utilisant des dates qualitatives, nous explorons comment l'utilisation effective de la technologie permet de surmonter la lacune physique entre les étudiants, leur institution et leurs camarades – même si les interactions réelles entre les étudiants ont lieu dans milieu autonome – et comment la combinaison des environnements physiques et virtuels de formation peut aider à créer une expérience d'enseignement et de formation effective.

Die Herstellung einer Verbindung in einem integrierten Lernumfeld. Die Existenz eines virtuellen Lernumfelds im Universitätsbereich kann die Dimensionen der bestehenden Lern‐ und Lehrbeziehungen verändern. Die Forschungsliteratur beweist, dass ein gesteigerter Dialog durch Bildungstechnologie eher das Lehrerkollegium und die Studenten (sowohl physisch als auch virtuell) zusammenbringt, als dass es Hochschulen motiviert, eine höhere, flächendeckende Unterstützung zu bieten. (Cairncorss, ; Graetz &; Goliber, ). Dieser Bericht belegt, wie Studenten im Universitätsbereich vom angemessenen Gebrauch der Technologie profitieren können, so dass sie sich zunehmend mit ihrer Hochschule und mit ihren Kommilitonen verbunden fühlen. Indem wir qualifizierte Daten verwenden, zeigen wir, wie die effektive Nutzung von Technologie helfen kann, die physische Lücke zwischen Studenten, ihrer Hochschule und ihren Kommilitonen zu überwinden – selbst wenn die tatsächlichen Interaktionen zwischen den Studenten offline stattfinden – und wie die Kombination physischer und virtueller Lernumfelder genutzt werden kann, um eine effektive Lern‐ und Lehrerfahrung entstehen zu lassen.  相似文献   

DOCTORAL TRAINING IN THE PSYCHOLOGY OF ADULT DEVELOPMENT AND AGING     

Morris A. Okun  William A. Stock  Renée M. Weir 《Educational gerontology》2013,39(6):349-361

The report on the “Older Boulder” Conference contained a number of recommendations for doctoral specializations in the psychology of adult development and aging. The current status of specializations was assessed by a survey of 361 psychology‐related doctoral units in the United States. There has been a clear increase from 1975 to 1984 in the number (and a qualified increase in the percentage) of psychology‐related academic units with specializations in adult development and aging. Specializations in adult development and aging are most frequently located in developmental programs in general psychology departments. Developmental psychology is the area most frequently offered for integration with a specialization in adult development and aging. Among academic units with specializations, 41% provide teaching assistantships, 56% provide research assistantships, and 46% offer internship/practicum experiences pertaining to adult development and aging. It was suggested that academic units expand opportunities for integrating adult development and aging with the clinical, community, counseling, engineering, neurological, educational, and industrial/organizational areas  相似文献   

An experimental cancer information service using AIM-TWX     

N G Blase  C J Stock 《Bulletin of the Medical Library Association》1972,60(1):115-120

The Pacific Northwest Regional Health Sciences Library and the Washington/Alaska Regional Medical Program jointly conducted a service to provide photocopies of articles on cancer topics within twenty-four hours after receiving telephone requests for information from Central Washington physicians. AIM-TWX was utilized as the initial source of references whenever possible, and its benefit as such was evaluated. In the three-month experimental period, twenty-seven requesters made fifty-six requests and received photocopies of 185 articles; the estimated total cost was $1,000, less than $18 per request.A sample of requests showed AIM-TWX to have reduced the total work time per search; moreover, when it was used, AIM-TWX retrieved more than 70% of the articles selected to be sent. Physician response indicated that the service was both needed and appreciated. Further investigation by a similar information service is suggested.  相似文献   

开放远程教育研究与文化及社区建设   总被引：8，自引：5，他引：8  

玛丽娜·斯托克·麦基萨克  王立勋 《中国远程教育(综合版)》2002,(10):17-21

开放和远程学习者通过运用通信技术与世界各地人士联系在一起,本文将从文化和社区的角度对这些联系进行探讨。文化和社区这两个概念对学生和教师的互动有着直接的影响,而这种影响在网上社区中尤其显著。一些研究者已经开始探讨通信技术,尤其是因特网技术对不同背景的学生所产生的巨大影响,然而,对于如何将有关文化、社区、社会存在和社会学习等不同主题结合在一起,进行整体研究,仍是我们面临的新课题。本文作者对这一课题的研究提出了建设性的意见。  相似文献