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开展网络远程教育需要完善的网络课程作为软件支撑，优质的网络课程是成功开展远程教育的基础。探讨了结构化网络课程设计需遵循的设计原则和步骤，以期为网络课程的设计与开发提供参考。 相似文献
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现代远程教育是传统教育与现代网络技术相结合的产物,它具有独特的优势。通过回顾远程教育在中国的发展和阐述当代开展基于下一代网络的现代地理远程教育(数字城市)的必要性及可行性,提出基于下一代网络的现代地理远程教育的发展问题。 相似文献
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现代远程教育是传统教育与现代网络技术相结合的产物,它具有独特的优势.通过回顾远程教育在中国的发展和阐述当代开展基于下一代网络的现代地理远程教育(数字城市)的必要性及可行性,提出基于下一代网络的现代地理远程教育的发展问题. 相似文献
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论远程教育学生自主学习能力的培养与开发 总被引：3，自引：2，他引：3
随着国家“现代远程教育工程”的开展，现代远程教育得到了迅猛发展，远程教育教与学的模式都与传统课堂中心模式有很大的不同，强调以学生为中心，尤其突出学生的自主学习能力在整个学习过程中的基础地位，强调个别化的自主学习模式，通过计算机网络、卫星电视、现代通信等远程传输媒体开展自主学习。自主学习能力的不足与缺失对远程教育学生的学业造成障碍，远程教育办学机构应从培养和开发自主学习能力入手，帮助远程教育学生顺利完成学业，从而培养合格的高等专门人才。 相似文献
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美国是目前开展网络远程教育规模最大的国家,网络远程教育基本覆盖了美国高等学校的所有学科和专业。通过中美网络远程教育制度的比较,借鉴美国的网络远程教育在教育目标、教学模式、质量监管等方面的优点,促进中国网络远程教育制度的发展。 相似文献
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随着网络技术的飞速发展，网上远程教育在国内外广泛开展起来。但是现有的远程教育网络面临着兴旺发展和技术改造的复杂局面。本文从我国目前现有的几种可利用的信息网络建设的实际情况出发，探讨了远程教育网络传输系统的模式，剖析了一些技术上的具体问题，介绍了远程教育工程的基本状况，提出在新的网络技术平台上，应充分发挥和利用多种网络形式，有效地开展远程教育。 相似文献
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梁卫华 《广东广播电视大学学报》2004,13(3):43-46
随着计算机技术、信息技术和网络技术的飞速发展，中国“现代远程教育工程”的实施，我国现代远程教育基础设施建设取得了突破性进展，远程教育多种媒体教材和现代远距离传播技术手段与时俱进，这就给教师角色的转变、课堂教学的开展和教学模式的设置提出了新的挑战。远程教育中的面授课与传统面授课相比较，呈现出不同的教学特点，笔者对远程教育面授课课前、课中、课后的教学常规工作进行了深入的研究，本文专门就此问题与大家一起进行探讨。 相似文献
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对广大农民开展远程教育是提高我国农民科技文化素质的重要途径。远程教育从诞生到如今，先后经历了函授、广播电视、以计算机网络为特征的多媒体三个发展阶段。作为第二代远程教育手段，广播在现阶段农民远程教育领域中仍具有较大的发展潜力。与电视、计算机网络等现代远程教育手段相比，广播具有投资少、覆盖面广、普及面大、收听灵活方便等特点，这与我国广大农民数量多、居住分散、收入相对较低的情况相适应，因而广播是对广大农民开展远程教育的有效手段之一。 相似文献
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开展网络远程教育需要完善的网络课程作为软件支撑,优质的网络课程是成功开展远程教育的基础。探讨了结构化网络课程设计需遵循的设计原则和步骤,以期为网络课程的设计与开发提供参考。 相似文献
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Moodle是一个用来建设基于Internet网络课程的平台,是澳大利亚教师Martin Dougiamas基于建构主义教育理论而开发的,是一个免费的开放源代码的软件.电大在线是目前在全国电大系统普遍使用的基于网络的远程教学平台,它为现代远程教育构建了一个学习者为中心的学习环境.文章从多角度对Moodle和电大在线进行了比较,为基层电大的远程教育服务提供了参考方向. 相似文献
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This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed. 相似文献
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Kwok-Wing Lai 《Distance Education》2017,38(3):321-335
A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher–student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance classes and how they related to their students. These classes were administered by NetNZ, an online distance education community. An online survey conducted in 2016 found that NetNZ teachers used inquiry-based practices including flipped learning and knowledge-building pedagogies to support agency, autonomy, collaboration, and community development. They also used synchronous and asynchronous communication technologies to overcome barriers of relationship building in online settings. NetNZ was unique in delivering distance education in the New Zealand context in that it used a community approach to encourage a more active participation of its member schools and teachers in delivering distance courses to secondary students. 相似文献
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This pilot intervention focused on three courses that were redesigned to utilize the online environment to establish an online community of inquiry (CoI). The setting for this research study was the Distance Education Centre, Victoria (DECV), an Australian co-educational school with approximately 3000 students who, for a variety of reasons, are studying one or more subjects via distance education. Despite the availability of information and communications technology, many students at the DECV remain socially isolated from their peers. The DECV recognizes that online student collaboration has the potential to bridge this divide. Results of this study suggest that the adaptation of these courses had led to improvements in students’ perception of their educational experience. These findings may be of use to other P–12 education providers who are attempting to promote online collaboration and student connectedness. 相似文献
15.
Nicole C. Green Helen Edwards Brenda Wolodko Cherry Stewart Margaret Brooks Ros Littledyke 《Distance Education》2010,31(3):257-273
The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their lecturers in ‘teaching through assessment’ (Edwards, 2010) in a collaborative online environment that mirrors the complexity that students are experiencing in their workplaces. This article describes the pedagogical and conceptual underpinnings we used to reconceptualise our degree programmes. It also outlines our evolving conceptualisations of learning as knowledge creation (Hong & Sullivan, 2009) in the context of our teaching and learning in online courses. 相似文献
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中国远程教育公共服务体系管理模式的构建 总被引：6，自引：0，他引：6
现代信息技术引入教育领域之后，高等教育、职业教育、初等教育运用它进行教学和管理，引发了教育方法、教育方式、教育手段的革命。如何实现优质教育资源的共享，使中国有限的教育经费投入最大限度地发挥作用，于是构建中国远程教育公共服务体系的问题提到了议事日程。探索远程教育公共服务体系的管理模式和运行机制已是当前不可回避的课题，这对进一步深化中国远程教育的改革与发展具有重要的参考价值。 相似文献
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Berlin Fang 《Performance Improvement》2007,46(5):17-24
Faculty development in distance education does not happen in a vacuum. It is often interwoven with efforts to increase adoption of distance education programs and increase the effectiveness of online teaching. Training might not be the only way to meet these needs. This article presents a new faculty‐development model, based on a systematic performance analysis schema. Several alternatives to traditional training are proposed, including performance support, knowledge sharing, communities of practice, and formative evaluation. 相似文献
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This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities. 相似文献
20.
我国网络教育质量管理范式研究 总被引：1，自引：0，他引：1
教育质量管理大致经历了质量控制、质量保障和全面质量管理三个阶段或三种范式的探索.借用这种一分为三的分析框架,本文采用全部调查与个案分析相结合的方式,调查国家教育部正式批准试点的高校网络教育学院的质量管理情况.研究发现,教育质量管理的每个阶段或每种范式在我国网络教育质量管理活动中都时有体现.我国网络教育质量管理的典型规定表明,注重毕业生“零缺陷”、重视学员的“顾客”地位、质量管理信息公开已是其显著特点.教育理论界宜针对问题加强研究,在促进网络教育建构质量文化的同时避免消费主义倾向. 相似文献