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1.
俄罗斯在远程开放教育教学过程中十分注重教育技术手段的运用,强调教学组织形式的多元化和实效性。笔者浅析了中俄远程开放教育教学组织形式,从中得到启示并指出俄罗斯远程开放教学组织形式之可借鉴之处,进而提出要加大先进的技术与资源支持,为今后远程开放教育个性化学习、自主学习、终身学习的研究提供参考,进一步促进我国远程开放教育事业的发展。 相似文献
2.
远程教育的发展需要不断地适应环境的变化,不断地根据环境变化调整自身与环境的关系,需要把握远程教育发展的内在规律。人们从教学系统的内外环境变化等角度对远程教育发展内在规律进行了探索,由于对远程教育本质理解上的外在倾向,探索结论对实践指导的效果比较有限。应从远程教育质的分析入手,根据质的变化规律,探索远程教育发展的内在逻辑,并从资源配置的角度对远程教育发展各个阶段的表现形态和相互关系进行阐述,形成以传统面授教学和自我导向学习为起点和终点的远程教育发展轨迹,在此基础上,对未来以开放大学为表现形态的远程教育发展特征进行探讨。 相似文献
3.
远程开放教育小组学习面临的问题和对策研究 总被引：5，自引：0，他引：5
周蔚 《广播电视大学学报》2005,(1):116-119
小组学习是远程开放教育的一种学习组织形式，对远程学习有着重要的支持作用。在实践中，小组学习还存在组织形式单一、活动效果欠佳、教师指导不力等问题，需要通过科学分组、加强指导、丰富形式、设计活动、合理评价等措施，促进小组学习在远程开放教育中的功能得到充分发挥。 相似文献
4.
高职教育是一种新兴教育形式,其自身发展需要不断创新。需要吸收其他教育方式的长处,来补充自身教育功能的不足。远程开放教育的突出优势是信息技术和网络技术,可以利用其自身优势为其他教育形式提供可能的支持。本文以宁夏职院宁夏电大为研究对象,分析两种教育模式并存状态下开展开放教育支撑高职教育模式的相关理念和措施。 相似文献
5.
Bob Moon 《欧洲师范教育杂志》1997,20(1):7-31
This paper suggests that teacher education is undergoing significant transformation. In most countries there is a recognition that the quality and extent of provision will need to be raised. Open and distance education, utilising new interactive forms of technology, will have a crucial, perhaps major, role to play in this process. The school will act increasingly as a ‘site’ for learning within evolving models of initial and in‐service teacher education. All forms of teacher education will exploit new technologies. There will be an increasing convergence between conventional and open and distance modes of delivery. New assessments of costs and effectiveness will need to be made. Changes in technology has rendered ‘out‐of‐date’ much of the previous evaluative evidence. National and international expertise in open and distance education, new methodologies and teacher education will need to be developed. 相似文献
6.
目前,一种新的教育发展模式－现行远程开放教育,正受到世界各国政府愈来愈广泛的重视。以开放学习为本质特征的现代远程开放教育,正在世界教育革新潮流的推动下,成为人类社会生活的一项基本内容和教育发展的时代特征。因此,把握远程开放教育的基本理念－教育远程化的理念、教育自由开放的理念、自主学习的理念、教育技术现代化的理念、教学形式多样化的理念,建构知识经济条件下人才培养的新模式,对于现代远程开放教育的健康顺利发展将至关重要。 相似文献
7.
Terry Evans 《Distance Education》1995,16(2):256-269
Post‐Fordism and globalisation are interrelated contemporary features of social and economic development. Open and distance education are reflexively engaged with post‐Fordism and globalisation and this raises issues for policymakers and practitioners in open and distance education alike. Drawing on recent work by the author (Evans 1995a, 1995b) this article discusses some individual, social and educational issues concerned with globalisation, especially in relation to the emerging post‐Fordist forms and practices of open and distance education, and to the cross‐cultural contexts involved. 相似文献
8.
The mission of the Commonwealth of Learning (COL) to provide staff development in open and distance education within the Commonwealth countries is noted. The paper then draws upon selected findings from the COL Training Impact Study (a study of 114 training events provided by COL over a 10-year period) and discusses the respondents' views on the needs and forms of provision that can be employed in providing staff training in open and distance education. 相似文献
9.
Greville Rumble 《Technology, Pedagogy and Education》2013,22(1):129-148
Abstract Both campus-based universities and distance teaching universities are highly bureaucratised organisations that have eroded the traditional autonomy of the academic and created environments in which education is dehumanised. Developments in telecommunications and computer-based communications open up the possibility of creating new forms of interactive universities that can operate globally, irrespective of the place of abode of either students or staff. Exploiting these possibilities to advantage will require the development of new social relations, and in particular of different cash relationships between academics, students, and validating or licensing authorities that will, in many ways, mirror the artisanal organisation of the twelfth-century university. Such interactive universities will, however, be well suited to meet the lifelong learning needs of mobile knowledge workers. 相似文献
10.
Terry Evans 《Distance Education》1989,10(2):170-183
This paper endeavours to link the notions of distance and place to distance education, using social scientific theories of distance. A selection of the work of geographers, historians and sociologists concerning theories of distance and place are related critically to the administration, management and practices of distance education. Distance and place are presented as a concept which individuals construct for themselves in relation to the broader social contexts of their lives. The relationships between students and their distance education institutions represent encounters between a variety of distance relations which are rarely considered by distance educationists.
It is argued that distance education institutions play a part in ‘choreographing’ the existences of their students. In effect, a series of movements in time‐space are choreographed in order for people to be ‘distance students’. Such a choreography is founded on unstated assumptions about place and distance and is constructed through the bureaucracies and processes of distance education, particularly through the use of non‐dialogic forms of communications. 相似文献
11.
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
12.
李玮 《湖北广播电视大学学报》2003,20(1):11-14
本文选取了一个特殊的教育接受群体和三个一般性案例,就开放教育学员与教师的心理沟通问题进行了初步的探讨。说明在开放教育的人才培养模式中,开展心理咨询服务,优化学员心理环境已成为教师的一项经常性的具体工作,这也是现代远程教育开放性、交互性特征的凸现。 相似文献
13.
现代远程开放教育中教师角色定位的研究 总被引：1，自引：0，他引：1
张天瑜 《湖北广播电视大学学报》2009,29(10):5-6
建立在现代教育技术平台之上的现代远程开放教育是一种不同于传统教育的全新的人才培养模式。由于受到传统教育的影响,目前教师不能完全适应现代远程开放教育的培养模式。针对现代远程开放教育培养模式的特点,提出教师需要重新定位自己角色的观点,这样才能适应时代发展的需要,从而能够推动现代远程开放教育整体水平的不断提高。 相似文献
14.
Rigmore George 《Distance Education》1995,16(1):24-42
This paper explores distance education as social practice by drawing on theories of communication and sociolinguistics. Language is fundamental to all social situations including open and distance educational contexts. It is through language that teachers construct texts which indicate student learning intentions; and it is through language that students reconstruct these intended meanings and give expression to them.
The paper argues that success as an open or distance education teacher or student is dependent on expertise in the linguistic demands of the educational context. Though some of these demands are common with traditional forms of education, open and distance contexts add another level of complexity. In particular, the paper advocates a consideration of discourses as fundamental. 相似文献
15.
通过分析现代远程开放教育的特点,深入分析了现代远程开放教育目前的考试种类,并提出了现有考试形式的利弊,展望了未来现代远程开放教育的考试形式。 相似文献
16.
University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed. 相似文献
17.
合作是开放大学的主要特色之一,存在于远程教育的各个层面。通过对国外远程教育的相关理论、合作的必要性、主要内容和形式、合作的文化障碍以及成功合作的条件等方面进行文献梳理,可为我国远程开放教育进一步开展合作提供借鉴。 相似文献
18.
Atwi Suparman Udan Kusmawan Aminudin Zuhairi 《天津电大学报》2008,12(4):1-5
由于新技术的广泛使用使亚洲远程教育对互联网的利用率大大提高。同时远程教育在亚洲的蓬勃发展也促进了新技术的使用。但是,教育质量、资源能否方便地获取、公平参与、新技术的利用以及利用互联网获得知识等方面的问题尚未解决。本文论述了亚洲远程教育在利用互联网方面的新趋势、新挑战、存在的问题以及做出的努力。
在历史背景、目前环境、近期变化以及开放大学的新角色的大环境下开展了亚洲远程教育近期发展的讨论。亚洲远程教育的发展迎合了利益相关者的需求,新技术的使用也促进其发展,亚洲开放大学可望在满足利益相关者需求的基础上进一步发挥其作用。
随着对互联网的使用不断增加,亚洲远程教育的发展趋势将会在教学和学习上进一步增加对互联网的利用,以及为远程学习者提供支持和行政服务的方向发展。亚洲远程教育机构能够向学习者提供各种形式的开放教育资源、混合式学习以及虚拟学习的机会。布卡开放大学（简称UT）提供的简短个案研究说明了该校如何引进新的教学和学习方法,以及新的支持和行政服务模式。该校发起的管理创新是重新把该机构建设成为一个学习型组织的一部分。为确保该机构的不断发展,质量保证已成为一个重要的管理战略。
由于地理位置、人口统计、客户数量的差异,以及语言、文化、技术水平、规范管理等方面存在的地区多样性,使亚洲远程教育在使用互联网方面仍然面临挑战。显然,亚洲远程教育的发展将依赖于新技术的增加和对新的学习资源的利用。亚洲远程教育将不得不重新设计、重新构建和重新发明新方法,以适应远程教学和利用学习资源。要确保亚洲远程教育的可持续性发展,在质量方面也存在巨大的挑战。最后,在介绍教育创新和改进方面, 相似文献
19.
张天瑜 《湖北广播电视大学学报》2011,31(1):12-13
自主学习是一种学习者自我导向的学习。在远程开放教育中,要建立学生自主学习的模式,就必须在现代教育思想、远程开放教育理论的指导下,依托在线学习平台,激活教师的主导作用和学生的主体作用。针对远程开放教育学生的现状,提出建立学生自主学习模式的基本思路和提高学生自主学习能力的主要措施,从而实现远程开放教育整体水平的不断提高。 相似文献
20.
申芬芳 《湖南广播电视大学学报》2004,(4):35-37
和其他教育形式一样，电大现代远程开放教育也离不开教育质量问题，而建立起一套完整严密的教学质量保证体系。是保证电大现代远程开放教育教育质量关键的因素。因此，从教学过程的各个环节入手，针对目前教学过程中存在的主要问题，结合电大现代远程开放教育的特点，建立起电大现代远程开放教育教学质量的保证体系是很有必要的。 相似文献