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1.
《学校用计算机》2013,30(2-3):27-41
Summary

Utilizing the full potential of distance education requires an understanding of how the absence of face-to-face communication affects the relationship between teaching behaviors and learning outcomes. Teachers' awareness of how their teaching behaviors change across distance and conventional contexts can assist them in overcoming the limitations of distance learning. This paper describes the development of two content analysis instruments for analyzing teacher-learner interaction patterns in order to enable educators to (a) identify the effect of separation from learners by space and/or time, (b) examine the relationship between interaction patterns and learning outcomes, (c) identify teacher-learner interactions which comprise essential elements of effective distance education, (d) increase the effectiveness of the instructional design, (e) plan more effective staff development programs, and (f) enable decision makers to assess the effectiveness of distance learning programs.  相似文献   

2.
Abstract

The Learning Council, a corporate interdivisional enterprise, employs distance learning to meet the learning needs of the organization. Specifically, distance learning is used to increase participation in the Johnson &; Johnson tuition reimbursement program, to offer learning opportunities to employees from a variety of sources, and to bring formal university courses on‐site for employees. The Learning Council is continuing to evaluate these programs as the business environment changes. This article reviews these applications of distance learning and lists considerations for other organizations interested in distance education opportunities. The use of distance learning methods facilitates the maintenance of flexibility and responsiveness in providing continuous learning for employees. The use of a combination of various distance learning methods works well, giving the company a “business edge.”  相似文献   

3.
《学校用计算机》2013,30(3-4):33-54
Summary

With over two million students projected to be enrolled in higher education distance learning courses by the year 2002, it is imperative that consideration be given to the design of high-quality online programs. Using the framework of grounded design as a context for dealing with the range of design decisions that best facilitate learning outcomes, five areas are discussed: psychological, pedagogical, technical, cultural, and pragmatic (Hannafin, Hannafin, Land, &; Oliver, 1997). Examples are provided of how each area of grounded design can be used, as instructional designers, content experts, and others establish Web-based programs in higher education.  相似文献   

4.
Shape Makers     
《学校用计算机》2013,30(1-2):105-120
Summary

Professional standards for school mathematics recommend that dynamic geometry programs such as the Geometer's Sketchpad can and should be used to enhance student learning of geometry. This article illustrates how a geometry computer microworld containing screen manipulable, dynamically transformable shape-making objects can promote the development of powerful geometric reasoning. Also described is the overall context and factors that should guide mathematics educators' design and use of instructional technology.  相似文献   

5.
《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.  相似文献   

6.
Abstract

This article inquires into the role of humor in the relational learning process that takes place in adventure education programs. It presents program episodes, which the authors experienced in their practice as facilitator, staff trainer and researcher, and explores the related literature. Four aspects appear to affect whether humor either facilitates or interferes with participants' learning in development programs. First, humor plays a role in developing relationships among participants and between participants and facilitators, and hence in the relational safety that characterizes an environment conducive to learning. Second, it may play a role in creating a workable distance to sensitive learning issues. Third, humor may offer new and unexpected perspectives, which contribute to revising familiar but restrictive reference frames. Finally, humor seems to fulfill these functions to the extent that it is not planned to do so, and as such may exemplify the ‘paradox of functionality’ in relational processes.  相似文献   

7.
Abstract

In this article the author describes the changing of traditional teaching patterns, how difficult and time-consuming such changing can be and how use of information and communications technology (ICT) may affect that change process. She gives an overview of some effects ICT appears to be having on teaching and learning in the Icelandic educational system. Teaching practices at the compulsory level of schooling in Iceland are described and indications presented on how little they appear to be changing. Effects on teaching practices in teacher education at Iceland University of Education are also discussed, with the trend towards distance education and net-based teaching and learning being by far the most noticeable  相似文献   

8.
《Africa Education Review》2013,10(3):416-433
Abstract

The relevance of short learning programmes as an alternative to full time tertiary degree courses at open and distance learning institutions forms the primary focus of this article. A new kind of student is on the increase in higher education: the mature student who prefers to study part-time in order to combine his or her studies with the advancement of his or her professional life. This kind of student is often interested in short duration, non-degree courses, such as short learning programmes, which have a high degree of specificity in order to update or expand the knowledge needed to enhance their occupational lives. Course applicability and effectiveness, evaluated as student satisfaction with these programmes, are vital in terms of the strategic planning of institutions. This article reports on an analysis of the dimensions that determine satisfaction with short learning programmes at a distance learning institution. Data was obtained by an electronic survey of students who had completed short learning programmes. Findings indicate that teaching staff, teaching methods and course administration are key elements to achieving satisfaction, and students’ loyalty to the institution is expressed in their intention to continue with their studies and to recommend the programmes to other prospective students.  相似文献   

9.
《Africa Education Review》2013,10(3):569-580
Abstract

This article examines the comprehensiveness of the University of South Africa (UNISA) as an Open Distance Learning (ODL) institution and the challenges faced by experimental disciplines within ODL. Those challenges are brought about by the attempt to harmonize study and research programs in the College of Science, Engineering and Technology (CSET) following the merger and harmonization of programs from the former distance learning UNISA and Technikon South Africa (TSA). The paper discusses the current realities with the aim to promote further debate on the place of ODL in science and technology programs in tertiary education such as UNISA in general and CSET in particular.  相似文献   

10.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

11.
Abstract

Making Theory and Development of Early Childhood Education come alive for elementary master's degree students in two learning sites offers opportunities and challenges. In constructing the class, a primary goal was to expose the students to the context under which early childhood educators developed programs and theories. Also, students were challenged to uncover the relationship that the education of young children had with social change and emerging human rights. Utilizing distance learning, contemporary books such as Who Moved My Cheese (Johnson, 1998) and a field trip to the National Civil Rights Museum and the Rock'n Soul Museum, students developed a sense of the place early childhood education had and continues to have in social change and the advancement of civil rights in this country.  相似文献   

12.
ABSTRACT

Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program).  相似文献   

13.
ABSTRACT

The development of new e-technologies and an increased focus on developing distance social work education programs has created the impetus for social work educators to consider the tools they can employ in delivering distance courses. This article reflects on an action learning research project involving the development of an online toolbox of e-technologies to support social work educators in the delivery of distance courses. It highlights the opportunities and challenges when considering the integration of e-technologies as part of social work education.  相似文献   

14.
ABSTRACT

One of the main needs of Latin America, besides education coverage, is to reduce learning gaps in higher education. In order to respond to such need, many strategies have been designed, worldwide, to impact the demand and provision of higher education programs. Among these strategies we can find grants and scholarships, financial aids, and others. Many have been the options that have been proposed to raise the provision of higher education programs, such as offering technology-supported education modalities like blended-learning, Massive Open Online Courses (MOOCs), and distance and online education. This paper aims to explore the potential of the provision of distance education programs to close learning gaps in Colombia’s higher education. In order to do so, we present an estimatation of the effects that students and programs characteristics can have on the results of the test “Saber PRO” (a Colombian standardized test that measures the level of competences developed by students in different higher education programs). This estimation was done applying a mixed model (Hierarchical Linear Modeling-HLM) based on the information of 451,358 students who were assessed in their last phase of their university major. Data were collected from 2016 to 2018.

The econometrics estimations show that controlling individuals’ backgrounds and the characteristics of different academic programs, the variables that were highly associated with the reduction of learning gaps among individuals registered in distance programs compared to face-to-face programs are the students’ age and their cognitive backgrounds (grades in standardized tests taken before their undergraduate studies). The results show that we could expect distance education to become an efficient mechanism to contribute to the reduction of learning gaps in higher education. The quantitative findings suggest a series of research questions that invite to reflect about the potential of distance education in medium-income countries.  相似文献   

15.
Abstract

This article explores the relational expectations of distance learning students and tutors. The authors’ experiences teaching a degree course to mature students (mainly practitioners working for the National Health Service) highlight that the reality of the relationship is often incongruent with the expectations. This incongruence appears to have a negative effect on the learning process. In order to develop a more effective distance learning programme the authors explored the experiences and needs of the students, via a series of focus groups and conversations. What emerged as being significant was the need for students to experience ‘connectedness’ with the tutor. How the students defined this concept and what practical measures the tutors took to ‘connect’ the distance between participants in the learning process are discussed.  相似文献   

16.
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17.
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18.
ABSTRACT

Policy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators’ instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional development. While this deductive work is important and informative, it provides limited insight into how professional development is being conceptualized, and how teachers experience, respond to, or learn from these programs. This article begins to address these issues by presenting findings from a qualitative metasynthesis of published peer-reviewed qualitative studies of professional development programs for in-service early educators in the United States. By analyzing, synthesizing, and interpreting these studies, it appears that while such programs may have a positive impact on teachers’ conceptions of practice, there is a need to expand the research literature beyond identifying what works so that it includes studies examining teachers using such practices with children and investigations into teachers’ knowledge of their local teaching and learning communities. This study ends by offering an interpretation of the relationship between these findings and the field of teacher education.  相似文献   

19.

Peer learning can be implemented by individual teachers within an organisation or can be implemented across an organisation by a central implementer. In this article, it is argued that the types of approach required in these two forms of implementation are very different and whilst the former is dealt with in the literature on peer learning, the latter has been largely unconsidered. The article reports how a review of the literature on organisational change was used to develop a model of how to implement peer learning across organisations. It describes how this model was used to guide the implementation of peer learning across a UK further education college. The results of a pilot study into the model's effectiveness in this context are reported. These results suggest that the model appeared to be a useful guide to the implementation of peer learning across an organisation and, as such, is worthy of further investigation in other contexts.  相似文献   

20.
ABSTRACT

Drawing from a larger ethnography of North Korean young adults learning English in Christian educational programs in South Korea, this article explores the power relations between evangelicals and minority people and the political economy of missionary English teaching. This article follows Christian educational programs that provided various forms of resources—including English teaching—to North Korean young adults to examine how access to resources was regulated in relation to learner identity. Building on the sociolinguistic framework of political economy of language and emerging research on religion and second language learning, this study illustrates the integration of Christianity and English, and the intersection of religion, nationalism, and neoliberalism. The findings elucidate how English works as a secular resource in religious spaces, thus serving as a site of religious contact between people of divergent goals. Issues of professional ethics are also discussed.  相似文献   

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