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1.
远程学习材料的分类设计与整合效应 总被引：1，自引：0，他引：1
丁兴富 《现代远程教育研究》2010,(3):32-37
远程教育课程资源建设的核心和关键是远程学习材料的设计与开发。进入网络时代．远程学习材料的种类、结构和功能都发生了重大的发展和创新。网络远程教育呈现两种形态．分别以专司远程教育院校机构和传统院校为代表。历史发展中远程学习呈现了函授学习、开放远程学习、网络远程学习、网络辅助学习、混合学习和在线课程学习等6种形态,学习材料根据所承载的技术媒体的差异分为印刷、广播、电视、计算机课件、互联网与全球网资源、网络教学平台与网络课程、移动学习材料等7种类型。远程学习材料的设计与开发者应根据各类远程学习材料独特的优势和特点进行分类设计与开发,应充分考虑远程学习材料中学习活动的设计和评价设计,因为这两类设计最能体现各类远程学习材料的整合效应。 相似文献
2.
Kam Cheong Li 《Open Learning》2013,28(2):213-216
The success of any open and distance learning course depends on how well it is designed, executed, and evaluated. Evaluation of a course not only demonstrates its strengths, but also points out any inherent shortcomings in the course. This is why course evaluation constitutes an important function in an open and distance learning system. The present paper aims to evaluate a distance education course ‘Instruction in higher education’ from the Postgraduate Diploma in Higher Education (PGDHE) offered by the Indira Gandhi National Open University (IGNOU), India. Feedback on this course was obtained from 230 respondents with the help of a structured questionnaire. The data collected from students were analysed using percentages. Findings from the study provide an understanding of the operation of the different components of the course. While the majority of the respondents were satisfied with self‐instructional materials, assignments, the extended contact programme, and delivery mechanisms, a sizeable number of respondents were dissatisfied with academic counselling, and the use of audio‐video programmes. Generally, the respondents provided useful feedback and suggestions which will help the faculty in course revision. 相似文献
3.
The concept of blended learning has begun to change the nature of all teaching and learning in higher education. Information
and communication technologies have impacted by providing a means of access to digital resources and interactive communication
for all courses and the blending of pedagogy and technology has produced a range of approaches to teaching and learning. This
paper discusses the research literature and the writers’ research, defining what they have concluded are teaching practices
that use the concept of blended learning effectively. In investigating how ICT can add variation for student learning, they
analyze this from two dominant modes of pedagogy, learning environment and pedagogy through both on-campus and distance education.
In both modes, students acknowledged the power and effectiveness of blended learning. 相似文献
4.
Olugbemiro J. Jegede Jackie Walkington Som Naidu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):293-304
The use of learning objectives in study materials for external students is an instructional design strategy which is generally accepted. However, with the emergence of the constructivist paradigm in learning theory, there is the question as to whether the use of objectives, underpinned by behaviourist theory, is justified. This study was undertaken to investigate the distance education student's disposition towards objectives, with particular reference to the way they used them and to what their perceptions and expectations were. Responses to a questionnaire revealed that objectives were perceived by the majority of the students sampled as useful to their studies, and that objectives, for them, were an integral part of their learning strategy. 相似文献
5.
远程继续教育和企业教育的新型关系与合作机遇 总被引：2，自引：0，他引：2
在许多大型企业中,企业培训部门向企业大学的发展和转变,改变了企业教育的理念、模式以及实践,企业教育与远程继续教育的关系也随之发生了根本性的变化,产生了前所未有的新型关系和教育合作机遇。本文旨在分析远程继续教育和企业教育的关系变革和教育合作的机遇及优势。文章分为四个部分,第一部分介绍企业大学兴起的背景和现状;第二部分阐述企业培训部门转向企业大学后,在教育目标、教育策略、管理模式、课程类型、教学模式、学习对象六个方面产生的变革;第三部分分析远程继续教育和企业教育产生的新型关系,表明企业大学和远程继续教育走向一致的发展趋势;第四部分分析远程继续教育机构和企业大学教育合作的机遇和优势,说明双方的合作能够达到优势互补,通过分享办学理念和优质教育资源,取得良好的社会效益和成本效益,最终获得远程继续教育机构、企业大学以及企业员工的三赢成效。 相似文献
6.
《Journal of Teaching in Social Work》2013,33(1-2):21-29
Abstract This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats. 相似文献
7.
Tarek Abdel-Salam Paul J. Kauffman Gary Crossman 《European Journal of Engineering Education》2006,31(6):747-756
Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education students with their on-campus counterparts in a junior-level fluid mechanics laboratory course over a three semester period. Using digital recording methods, the on-campus versions of the laboratory experiments were formatted to accommodate distance-education students who did not have access to campus facilities. This paper compares the assessment of student performance in demonstrating both learning of technical concepts and the ability to describe these in an effective written laboratory report. 相似文献
8.
我国远程开放教育生源复杂,对远程学习者进行分类培养是远程教育的现实需求。然而,当前远程教育教学大都对所有学习者提供完全相同的目标和条件支持,忽略了学习者特征和需求的差异,不利于因材施教及提升远程教育效果。如何为充满差异的远程学习者提供符合学习者特征的、促进学生个性化发展的差异化教学是当前远程开放教育领域的重要研究课题。教学目标对教学过程起着导向作用,其分析与设计是教学工作的起点,差异化的教学目标设计是远程开放教育实施差异化教学的首要工作。教学目标的差异化维度包括目标起点、目标终点、目标容量以及目标程度四个维度;远程学习者的初始水平、学习投入、学习能力是影响教学目标差异化的关键特征。在进行差异化教学目标设计过程中,首先要对教学目标进行精细化分析,然后基于学习者关键特征收集学习者信息,最后在完成二者的基础上,通过设定最低目标以及建立学习者特征与差异化教学目标对应关系的方法来生成差异化的教学目标。 相似文献
9.
林建平 《湖南广播电视大学学报》2005,(1):28-29
电子阅览室为远程教育学生的独立探索提供了必要的学习资源环境和条件，已成为现代远程教育的支持体系。电子阅览室的管理人员不但要注重自身思想素质和业务技能的提高，还需要了解和熟悉远程教育，才能为远程教育学生自主学习提供优质的服务。 相似文献
10.
远程教育的目的是什么？远程教育蕴含着引发教育革命的种子,在增加学习机会、提升教学质量以及降低教育成本的教育革命中发挥着关键作用。远程教育方式,已经从远程课堂教学模式发展到远程学习模式。开放教育资源提供了从全世界汲取教学资源的时机,为远程教育发展提供了发展机遇。如果不大规模借助远程教育,就不可能实现普及教育和完成师资培训的目标。资源匮乏、教育机会极其有限的国家和地区,其发展正受到教育质量、成本和低入学率的制约。 相似文献
11.
近年来混合课程在远程教育中备受关注。它对于促进远程学习者自主学习和提高教学质量具有重要作用。远程教育混合课程开发的关键在于如何有效整合面对面教学与在线学习。本文阐释了混合课程的内涵、优势及面临挑战,研究了远程教育混合课程开发的过程、原则及对策,以期对我国远程教育混合课程建设有所启迪。 相似文献
12.
构建远程教育教学质量评价和保证体系的思考 总被引：5，自引：1，他引：5
张炳华 《江苏广播电视大学学报》2003,14(6):13-15
基于不同的培养目标、不同的教育对象以及远程教育的特点，远程教育教学质量评价指标体系应有别于普通高校的相关评价标准。评价的核心应针对影响教学质量的六大模块十一个基本要素，即培养目标与规格、教师与学生、课程资源(包括字教材、多媒体资源)、教学实施(包括教学过程和教学评价)、学习支持服务(包括设施服务、管理服务、学习服务)、反馈与控制及与此相应的影响因子进行，并以此构建教学质量评价体系的框架。 相似文献
13.
Tom Lowrie 《Learning Environments Research》2007,10(1):35-51
This investigation explored the role of the home supervisor (usually a parent) in creating meaningful learning environments
for young students’ numeracy development. The case study data (from four home sites in remote areas of Australia) illuminated
the role that the supervisor plays in developing student’s numeracy in distance-education learning contexts. The case studies
highlighted various pedagogical practices across these rich and diverse educational settings. The quality of the teaching
and the influence of the distance education materials on the student’s numeracy outcomes were attributed to the resources
that were supplied to the home site, the supervisory engagement, and the extent to which learning partnerships were fostered
among classroom teachers, parents and other members of the extended community. 相似文献
14.
The increasing perception of students as customers of services puts a stronger focus on improving the quality of the student experience. Satisfaction with aspects of service, such as access, flexibility and fitness for purpose can be assessed through student feedback questionnaires. The results of these surveys may not immediately suggest strategies for making improvement. How to bridge any gaps between what students look for and what they experience requires knowledge of student expectations and experiences separately. This paper describes an alternative evaluation tool, QUEST, based on a service template approach and explains how it has been used for evaluating the level of student satisfaction with HE distance education courses. QUEST is web‐based and produces a measure of satisfaction for a range of service quality aspect of the course provision. The results can be interrogated at several layers of detail to produce a clear picture of where issues arise and to identify how they might be addressed. The paper describes how these outputs from an evaluation might be interpreted to suggest strategies for improving the fit between what students look for from a particular course of study and what they experience. 相似文献
15.
随着网络技术的进步及终身教育思想的影响,开放教育基本特征发生了四次巨大变迁。学习资源的免费获得拉开了开放教育的“闸门”,在一定程度上减轻了学习者的经济负担。但是,面对过于丰富的学习资源,学习者往往容易产生信息迷航,所以开放教育研究者把网络学习资源根据学习者的学习目的进行了深度整合,并且可以通过网络互联建立属于自己的学术共同体,降低学习者在学习过程中的孤独感。然而,伴随着2012年开始流行的大规模开放网络课程（Mooc）又一次打破了开放教育的壁垒．可以免费在线给学习者提供更加个性化和人性化的讲座服务。MOOC可能会给开放教育带来的各种契机与挑战,然而,MOOC也存在着远程教育中的一些本源性障碍,这也是不能回避的问题。每一次的变迁,都给高等教育带来深刻的影响,加速了高等教育教学方式的不断调整与改变。但值得注意的是使用网络技术来代替教育并不是最终的解决方案,网络的好玩程度已经超乎了人类的想象,利用网络来解决教育教学中的问题,会在某种程度上增加学习者罹患网络“精神病”的可能。当然,我们可以用网络技术把大学变得更加有效率、更加完善,但大学校园依旧有其独特性。 相似文献
16.
试论远程教育学员学习的行为问题 总被引：2，自引：0，他引：2
通过对大量文献资料的查阅,笔者提出了远程教育学员学习行为问题的概念,分析了远程教育学员学习的行为问题与在校学生学习的行为问题之间的关系。同时,笔者对远程学员学习行为问题产生的根源进行了调查,指出这些学习行为问题产生的主要原因,在此基础上提出了关于消除这些行为问题的措施。 相似文献
17.
以电大远程开放教育引领社区教育发展 总被引：1，自引：1，他引：0
蒋立文 《江苏广播电视大学学报》2008,19(2):32-35
开放理念、草根文化、三网合一的系统特征,现代化的教学手段,丰富的多种媒体教学资源,成熟的办学经验,是电大远程开放教育服务于社区教育的独特优势;远程开放教育与社区教育在办学性质、办学定位、价值取向、服务对象、教育手段等方面具有的共同特征,有利于二者无缝对接。远程开放教育要引领社区教育发展,必须明确服务对象,扩大系统覆盖,整合教学资源,丰富教育内容,健全服务体系,累计互认学习成果,创新体制机制。 相似文献
18.
刘红英 《湖南广播电视大学学报》2003,(1):14-15
远程开放教育教与学在时空上的分离，学员处于相对离散状态，给英语专业学员口语能力培养带来一定的困难。为提高人才培养质量，加强学员英语运用能力，应利用英语沙龙、电子邮箱、课前十分钟、小组学习等建立一套和远程开放教育英语专业教与学特点相适应的口语能力培养模式。 相似文献
19.
现代远程教育校园文化建设模式探讨 总被引：3，自引：0，他引：3
现代远程教育校园文化建设模式为实践中的校园文化建设提供具体的思路与样式.可以尝试从内容与结构两个层面探讨远程校园文化的建设模式.其中,环境文化、课程文化与活动文化及其相互关系体现为内容模式;物质文化、制度文化与精神文化及其各自的地位与作用体现为结构模式. 相似文献
20.
胡林 《河北广播电视大学学报》2014,(6):27-30
河北远程特殊教育不仅是河北开放大学肩负的社会责任和重要的工作任务,也具有重要的社会意义。为充分了解石家庄市的残障人士的现状,特殊教育学院有针对性地对残疾人进行调查,以制定符合残疾人自身特点的学习专业方向和教学实施计划。远程职业特殊教育实行混合式学习模式,让河北有学习要求的残障人士通过"河北电大特殊教育远程教学平台",随时随地地免费参加学历教育与非学历教育的课程学习和考核,获得相应的学历或课程结业文凭。 相似文献