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1.
Whether our students are sitting in the room with us as we teach, sitting in their home listening, participating by video-conference,
or answering discussion questions on an online platform, technology can play a pivotal role in student learning. In this article
we discuss technology in higher education, specifically its role in hybrid or online formats. As Renard (2005) so eloquently stated, "No generation has ever had to wait so little time for so much information" (p. 44). Presented here
is a discussion of the types of students who benefit from distance learning, the factors that prompt instructors to engage
in distance learning, and what instructors should know about distance education before they begin teaching with this kind
of delivery. 相似文献
2.
Dr R. Lefranc 《Educational Media International》2013,50(4):21-32
For the past fifteen years, new techniques and methods, most particularly audio-visual ones, have made it possible to foresee a profound renewal in the training and retraining of teachers. To name some, the use of tape recorders, and then closed-circuit television, the production of anthologies on films, radio and television programmes, which make up an integral part of a system of training at a distance. In industrialised countries, these methods are very unequally used; in some of them, they do not even have as yet a system of retraining at a distance. Also conditions vary greatly according to the training institutes. Some only use the most traditional methods more or less perfected; others, well equipped with projectors of all sorts, laboratories and closed-circuit television, try to introduce really new methods and mediafor teaching. And lastly, some new procedures have hardly gone outside the research centres. 相似文献
3.
石伟 《湖北广播电视大学学报》2011,31(3):10-11
电大远程开放教育的教育质量是关系到电大系统远程开放教育成功与失败的大事。保证远程开放教育的教育质量,课堂是阵地,教学是关键。如何提高课堂教学效果是一个复杂的系统工程,本文提出将＂英特尔未来教育＂理念引入电大面授辅导课堂教学之中的设想,以期改善电大面授辅导课的教学效果。 相似文献
4.
David Kember Tammy Lai David Murphy Irene Siaw K S Yuen 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):122-135
Distance education courses are offered in a wide variety of formats. A range of media is available, and mechanisms for and levels of study and administrative support vary widely between courses. When new courses are established there is a wealth of experience to draw upon but little, if any, guidance on how to choose between the plethora of potential course formats. This article suggests that synthesising guidelines from evaluations of a selection of courses can help in drawing conclusions as to how courses are best formatted for given situations. As a case study, seven Hong Kong distance education courses with a variety of features were evaluated. Conclusions were synthesized—about the provision of tutorials, group activities, inter-student contact, telephone counselling and the use of video and television broadcasting—which could not have been reached from either evaluating one course alone or by examining existing literature. 相似文献
5.
周玉虎 《安徽广播电视大学学报》2002,(2):31-35
本文根据作者长期在教学及教学管理第一线和长期进行远程教育理论研究的实践,就我国现代远程教育如何实施动态管理的若干方面进行了初步的探讨.特别对动态招生模式、动态教学模式、动态考试模式和动态学籍管理模式等发表了作者的见解,另外,在其它一些方面,也谈了作者的部分想法. 相似文献
6.
实验教学中学生的不良实验心理对实验教学质量的影响常被忽视。由于受到就业观念、应试教育、性格因素和学习方法等方面的影响,大学物理实验中学生具有应付心理、自卑心理、依赖心理等几种不良实验心理表现。加强专业思想教育,改革实验教学方式和内容,建立科学的实验预习检查和课程考核办法,克服学生的不良实验学心理,提高实验教学质量。 相似文献
7.
Distance education and the World Bank 总被引：1，自引：0，他引：1
David Hawkridge 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(2):84-95
This article is based on a study undertaken for the Education and Training Department at the World Bank which reviewed 32 Bank projects 1963–1985 that included education via broadcasting (television and/or radio) and by correspondence. It is clear that Bank investments in distance education were most beneficial when the borrowing country and the Bank agreed on the educational objectives of the distance education component. It is also clear that distance education was most effective when it was sharply focussed on improving the quality of teaching available, when it was used to offer non-formal education to students who were without teachers and classrooms, and/ or when it met social demands and answered urgent needs for formation of human capital through education and training. 相似文献
8.
在我国,多种原因导致了远程开放教育在与广播电视信息传播技术的教学实践生态文化融合的过程中,出现了令人遗憾的媒体结构缺位与滞后发展的现象．严重迟滞了我国开放大学的建设进程。因此,我国的开放大学不得不根据远程教育与广播电视信息传播技术教学实践生态文化融合的发展特点变化、时代演化逻辑和模式形态变迁．采用一种“分类指导、分区建设、分地使用、分层教学”的广播电视远程开放教育媒体教学的策略。针对全国各地不同的发展情况．因地制宜．要为学习者提供有效的人性化远程开放教育学习支持服务,以避免在远程开放教育教学过程中因为媒体搭配错位．而导致的学习者学习活动不能承受的媒体接触困难、学习互动缺失等尴尬的教育现象．避免广播电视教育媒体教学的结构缺位现象与滞后发展现象的发生,将我国开放大学的远程教育发展推进到崭新的历史阶段。 相似文献
9.
张天瑜 《岳阳职业技术学院学报》2011,26(4):29-32
实践教学是远程教育教学过程中不可或缺的组成部分,它与理论教学相辅相成,在培养复合型人才的整个教学过程中具有贯彻始终的作用。现代远程教育作为一种全新的教育模式,打破了学生在学习时间、学习空间、学习方法上的限制,在教育对象、教学形式、教学手段等方面具有明显的优势。构建电信专业实践教学的培养模式,将现代远程教育手段应用于电信专业的实践教学中,对完善实践教学能够起到积极的作用。 相似文献
10.
11.
教学交互是实现远程教育教与学再度整合的关键，而交互活动的展开又离不开中介，在远程教育中这些中介就是各种教学媒体。随着信息技术的不断发展，远程教育中的媒体也在不断丰富、改进，第一代远程教育中所使用的媒体与当前远程教育中所使用的媒体已经存在很大差异。新媒体的引入以及协同原有媒体的合理应用使得教学交互更为有效、完善。目前，无线移动互联技术在教育中的应用已初见端倪，由这些新技术所创造的新媒体的特性让我们看到了进一步丰富教学交互所能使用的媒体的可能性。本文将在对比分析新媒体系统与已有媒体系统的易获得性的基础上，提出新媒体系统在远程教育教学交互中的一些应用设想。 相似文献
12.
山东广播电视大学在五年多的开放教育试点实践中,始终把握“边试点、边研究、边学习、边实践”的原则,遵循现代远程教育规律,探索并逐步形成了“三导三学”的教学模式,形成了适合山东实际情况的远程教育教学模式的基本框架。 相似文献
13.
电大系统网上教学平台建设的思考 总被引：4，自引：0，他引：4
网上教学平台是开展现代远程教育的支撑核心。本文根据地理位置及经济发达状况的不同，采用分层随机抽样方式，抽取24家有代表性的省市级电大和中央电大的网上教学平台为样本，以网上课程开发、网上教学支持、网上教学管理三大功能和其20项子功能为分析框架，对电大系统教学平台的功能结构进行分析，进而探讨电大系统网上教学平台存在的问题和建设的原则。 相似文献
14.
高校历史实践教学与影视技术的融合 总被引：1，自引：0，他引：1
以建构主义理论为指导思想,以北京师范大学历史学院"历史文化影像化工程"教学实践项目为背景,提出了将影视多媒体技术融入到高校历史实践教学过程,以达到学生自主建构历史知识以及培养动手操作能力的双重目的。分别从历史题材影视作品对于高校历史专业本科生学习的重要意义、影视片制作实践如何促进学生自主建构历史知识及提升综合能力两方面阐述高校历史实践教学与影视技术的有效融合;同时将实践产品与当前热议的《百家讲坛》节目进行了简略的比较,从而更加凸显该实践教学方法的特点和优势。最后,对该方法的局限性进行了简单的剖析,为今后该方法的成熟发展奠定基础。 相似文献
15.
Gary Motteram 《Distance Education》2005,26(3):281-298
This paper reports the findings of a qualitative study that investigated the experiences of distance learners beginning online Master of Education programmes. The research explored students’ induction (referred to as “orientation” in some contexts) to the programmes, and three key areas are given consideration in this paper. First, the opportunities and constraints provided by the technology in terms of introducing students to their online studies and the online environment are discussed. Second, some human elements are examined; namely, students’ needs, students’ relationships with fellow students, and the role of tutors. Third, there is a discussion on the development of online learning communities; their role and importance, and how students might be effectively integrated into them. Some implications for online teaching and learning are outlined and recommendations for online induction are provided. The paper concludes that a fundamental understanding of both students’ needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies. 相似文献
16.
Science education researchers are concerned with preparing pre-service elementary teachers (PSETs) to teach in ways that support students to learn science in a meaningful way. Preparing elementary teachers to teach science is complicated given that they tend to be generalists and may not have the same experience with science as secondary teachers. During an elementary science methods course, we explored PSETs?? perspectives on the teaching and learning of science via a case study that included four PSETs. Using Frykholm??s (Journal of Curriculum and Supervision 19:125?C149, 2004) framework of ??educative?? and ??debilitating?? discomfort, we examined PSETs?? approaches to their own science learning and their approaches to science teaching. A theme apparent in PSETs?? perspectives was struggle. We described ways in which struggle was either educative or debilitating for PSETs, both in terms of their own learning and the ways in which they approached teaching. Some PSETs who struggled in their own learning developed learning experiences to engage their students in reform-based science teaching, while some PSETs developed learning experiences that prevented their students from experiencing any sort of struggle in their learning process. The ways in which these students dealt with their own learning struggles mirrored the ways in which they dealt with their struggles to become teachers of reform-based science instruction. Helping PSETs to deal with their feelings of discomfort with science content or ideas about the nature of science learning and teaching promoted by reform documents may be a key issue in developing their willingness to become facilitators of meaningful science learning. 相似文献
17.
张天瑜 《湖北广播电视大学学报》2011,31(9):16-17
实践教学是高职教育教学过程中的重要环节,它与理论教学相辅相成,在培养复合型人才的教学过程中具有贯彻始终的作用。基于现代远程教育的实践教学作为一种全新的教育模式,它打破了学生在学习时间、学习空间、学习方法上的限制,在教育对象、教学形式、教学手段等方面具有明显的优势。针对电大高职教育实践教学的现状,提出将现代远程教育手段应用于应用电子专业的实践教学中,这对培养高素质、技能型的创新人才具有积极的作用。 相似文献
18.
The purpose of this study was to examine what distance education-related skills and knowledge television production specialists had to learn in order to perform their jobs. The purposive sample for this study consisted of 12 full-time television production specialists who develop live, interactive, video-based educational programs at American universities. However, prior to employment at their respective universities, these television production specialists had no experience or educational background in the field of distance education. Qualitative methods were used to collect data. The analysis gave rise to the finding that television production specialists had to learn skills in two major areas—technical skills and personal/interpersonal skills—and knowledge of instructional design methods. 相似文献
19.
John Bynner 《Higher Education》1985,14(5):513-533
Although the economic benefits of collaborative schemes and transfer of courses in distance education are clear, examples of collaboration between distance education institutions are rare. A reason is sought in theorganisational climate or ethos of each institution engaged in distance education, which inhibits joint design and use of courses or the transfer of a course from one institution to another. This theme is examined in relation to distance education in the integrated mode system of Australian and New Zealand universities, six in all. The universities are compared in terms of six features of organisational climate of particular relevance to distance education: physical characteristics, academic organisation, involvement in distance teaching, organisation of distance teaching, components of distance teaching and staff attitudes to distance education. It is concluded that the considerable variation between institutions, with respect to these features, creates difficulties for collaboration. The best prospect for collaborative schemes in distance education therefore may have to lie in the use of national or international agencies to validate courses as part of a national or international higher education programme along the lines of Britain's CNAA. 相似文献
20.
新疆广电事业的繁荣,关键在于要有一大批高水平的、民汉语兼通的少数民族播音与主持专业人才的参与.因此,在艺术教育中开展少数民族的双语教育,对培养传媒领域的专业人才有着十分重要的意义.本文论述了新疆少数民族"双语播音与主持艺术"专业的必要性、特殊性、可能性、教学方法改革及其培养前景,并对双语教育在少数民族艺术教育中的教学实践提出了一些创意性的见解. 相似文献