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1.
Abstract

Distance education, in which learners are remote from the primary educational institution and the teacher, is increasingly delivered via interactive television technology. Moore (1980) described transactional distance between students and faculty in distance education as characterized by dialogue and structure. He hypothesized that high structure and low dialogue yield “remote” transactional distance and low structure and high dialogue yield “close” transactional distance. The variables in the current study were operationally defined following Moore (1973, 665): “A learner's ‘distance’ from his teacher [transactional distance] … is defined as a function of individualization [structure] and dialogue.” Student volunteers (n = 221) in thirteen public health and nursing graduate courses at the University of Hawaii at Manoa responded to an investigator‐developed questionnaire regarding elements of dialogue, structure, and transactional distance in their courses. Principal components and internal consistency reliability analyses verified the presence of three factors: structure, dialogue, and transactional distance. Dialogue was greater in the distance‐format courses than in the traditional‐format courses. Distance‐format courses did not differ from traditional courses on amount of structure or transactional distance.  相似文献   

2.
Abstract

How faculty in higher education plan instruction is an area about which little is known. The purpose of this study was to describe instructional planning by faculty teaching adult learners via interactive telecommunications technology and to identify their principal concerns when designing distance instruction. Qualitative methods were used to collect and analyze data on planning by eleven full‐time faculty members teaching on an audio‐graphic distance network. Their distance instruction planning process was characterized by three features: term rather than day‐to‐day planning, a primary emphasis on content rather than process, and reliance on the syllabus as the focal point of planning.  相似文献   

3.
《学校用计算机》2013,30(3):103-120
Abstract

Making decisions about which technologies, if any, are appropriate for your classroom or educational institution has never been easy. These difficult decisions are, however, increasing in their complexity as new technologies continually enter the marketplace, expectations of parents and students rise for more technology in the classroom, budget constraints require institutions to do more with less, and the benefits of distance education place mounting pressures on educators to provide resources beyond the boundaries of the traditional classroom. So how do you as an educational leader make the challenging decisions related to distance education and other technologies in your school? This article provides a framework for results-focused decision making that can help you make complicated choices in even the most challenging of circumstances.  相似文献   

4.
Abstract

Academic self‐concept has been demonstrated to influence student success in distance education. The purpose of this study was to examine the nature of academic self‐concept in distance education and to determine its enhancers and detractors. It was determined that this construct is dynamic and multi‐faceted: the process of both learning as an adult and learning at a distance, as well as the content studied, influences academic self‐concept. Implications for both practice and further research are discussed.  相似文献   

5.

As distance education becomes more widespread and sophisticated, a key concern should be how well programming meets the needs of its student clientele. The present study examines student satisfaction across learning environments (studio versus remote) and over time. Survey questionnaires were administered in a distance education course, and scales were constructed for (1) evaluation of the instructor and (2) specific aspects of distance education. Attitudes were generally favorable, although most students would still prefer a “traditional” classroom and satisfaction ratings significantly declined over time. Implications for improving services are explored regarding technological aspects of the classroom that pose difficulties for some students.  相似文献   

6.
Criminal justice programs at traditional institutions of higher learning have been moving toward offering courses online and, in some cases, placing entire programs online for the better part of the past decade. In competition with for‐profit institutions, many traditional colleges and universities have expanded their distance education programming to include online courses and programs to attract students. As a result, the number of criminal justice students has increased, as have the profits for home institutions. With this growth in the online education market, the criminal justice faculty member has been thrust, willingly or unwillingly, into the world of online teaching—a method of instruction foreign to many instructors. From the authors’ experience at their current (and in the case of the lead author a second) institution, this paper addresses many issues that must be considered by faculty members before embarking on this type of time‐intensive initiative.  相似文献   

7.
Abstract

The pressure to increase access to higher education while reducing costs raises serious questions with regard to the purpose and goals of the traditional research‐intensive university. Moreover, there is considerable rhetoric about reinventing universities based on adoption of communications and learning technologies without clearly defining or articulating educational goals. In contrast to the big industrial model of distance education, an approach to distance education is described that is consistent with the traditional goals and values of creating knowledge through a critical community of learners. This approach, or model, is labeled “little distance education,” and its characteristics are defined. Meeting the needs of a new market for continuing professional education available at a distance is also discussed.  相似文献   

8.
Abstract

Although distance education is growing in importance in the United States, little research has focused on the attitudes of American college and university teachers toward college‐level distance education and toward the use of specific media in distance education provision. The attitudes of both participating and nonparticipating faculty toward distance education need further examination, since teaching innovations cannot succeed without their support. This study examines the receptivity to college‐credit distance education of faculty members in two‐ and four‐year higher education institutions. The research questions focused on general receptivity to distance education, the relationship between professional characteristics and attitude toward distance education, the connection between previous distance education experiences/ familiarity and receptivity, and on attitudes toward different distance education media and methods.  相似文献   

9.
Abstract

Laboratory schools play an important role in furthering the study of child development and education. Budget cutbacks at universities have threatened the existence of many lab schools, and a growing number are expanding to full‐day programming to develop more consistent sources of funding. As lab schools evolve we must consider how they can best sustain their teaching, research, and outreach missions while managing increased service demands. This article explores one lab school's struggle with balancing academic and service missions while moving to full‐day programming and the lessons learned in the process. Implications for other expanding lab school programs are discussed.  相似文献   

10.
Abstract

The purpose of this study was to develop a predictive model of satisfaction of adult learners in a Web‐based distance education course and their intent to participate in future Web‐based distance education courses. The factors examined were computer self‐efficacy, academic self‐concept, age, gender, academic status, years of computer use, frequency of computer use, computer training, Internet experience in a class, and participation in a workshop for a Web‐based course. Computer self‐efficacy was the only predictor variable that was statistically significant. There was a positive relationship between learners' satisfaction with their Web‐based distance education courses and their intent to participate in future Web‐based courses.  相似文献   

11.
Abstract

The writer reports on a project involving the major agricultural distance education institution in China. The Central Agricultural Broadcasting School (CABS) is a relatively new institution organized to address rural development needs as a foundation to the modernization of the country. The project, supported by an international agency, was constructed to assist CABS in strengthening its audio‐visual design and production capabilities. The writer describes the design, activities and outcome of the project, and cites the lessons learned from it. He maintains that the main reason for the positive results of the project stemmed from careful assessment of the needs of the recipient and from flexibility in adapting to different conditions arising from unforeseen circumstances often occurring in international projects.  相似文献   

12.
Abstract

The context of rural Alaska provides many challenges for the University of Alaska, Fairbanks in the delivery of education via distance technologies. Audioconference courses have been and continue to be the backbone of the University's distance delivery system. This paper discusses the potential of a FirstClass® Server using telecommunications, e‐mail, student‐to‐student interaction, submission of assignments, timely instructor feedback, and the transfer of files and multimedia documents in an asynchronous manner. Survey data were collected from students who received instruction using this system, as well as the traditional audioconference delivery method. Analysis of the data indicated some positive aspects of the FirstClass system that enhance the distance‐delivered instruction.  相似文献   

13.
Abstract

This article describes differences between on‐campus and distance learners by knowledge, skills, and abilities. On‐campus doctoral students at Texas A&M University were compared with doctoral students enrolled in a distance education program offered jointly with Texas Tech University. Student perceptions of their competency levels were gathered using a mixed mailed/Internet questionnaire. On‐campus and distance education students had different levels of competence. Competency models can serve faculty and administrators as an assessment tool for strategic decision making and development of courses and curricula. This study provides a model for benchmarking competencies and provides baseline data for making such changes.  相似文献   

14.
Abstract

This distance degree program was specifically designed to meet the needs of Head Start teachers working with children from birth through 5 years of age and to raise the professional standards of these multicultural, non‐traditional students. Using electronic technologies and traditional learning methods, a partnership of university faculty and Head Start partners designed and evaluated the 3‐year program (1997–2000) of professional education distinguished by tailored instruction, work site mentoring and consultation, active self‐directed study, reflection and cooperative learning. Evaluative outcomes of program quality included learning success, relevance and practicability of curricula, efficacy of retention efforts, completion rates, quality of delivery strategies, instruction and mentoring. Evidence of program success was supported by these outcomes using multiple sources, including participating Head Start teachers, their supervisors, and university faculty.  相似文献   

15.
Abstract

Past experience with an industrial, classroom‐based educational model for aboriginal students has revealed severe limitations that have resulted in secondary graduation levels far below those of the Canadian population in general. Distance education has the potential to redress many of the traditional model's inherent weaknesses, including the reduction of problems associated with cultural assimilation. Distance education also has the potential to enhance the multimedia resources of band‐controlled schools, schools that have shown good promise in raising retention and attainment rates. This article reviews the current situation pertaining to education in Canadian aboriginal communities, discusses the strengths and weaknesses of two distance education programs for aboriginals, and concludes with key guidelines for future distance education endeavors.  相似文献   

16.
ABSTRACT

The growth of distance education has necessitated strong evidence of quality for institutions of higher education, and numerous standards and principles of quality have been developed, such as Quality Matters? (Quality Matters). These systems are often considered only at the course level to guide design and improve student outcomes, but they can also help to pull the institution together and galvanize advancement in online development. Adopting online quality standards can be a complex process that requires changes to institutional culture. This article describes how the use of the Community of Practice (CoP) framework engaged a campus-wide network of individuals in adoption of the Quality Matters training, rubric, and review process to advance distance education support and online course development. Using Social Network Analysis, researchers were able to identify the strengths and weakness of the CoP during the early adoption phase of Quality Matters to quantitatively measure the connections among members of the community.

Based on a survey administered to every participant who attended the Applying the Quality Matters Rubric? (APPQMR) workshop, researchers analyzed connections across the Quality Matters? (Quality Matters) Community of Practice (CoP). This analysis indicated strong cohesion of the network based on work related to distance education but low density for connections based on Quality Matters. Furthermore, it demonstrated that significant connections existed between members prior to the adoption of Quality Matters and identified key influencers within the network. The results also indicated that the Quality Matters leadership team at the institution is highly central to the Quality Matters CoP network. The results can be used to identify strategies to further adoption of Quality Matters at the institution by strengthening the CoP.  相似文献   

17.
Book Reviews     
《师资教育杂志》2012,38(2):189-199
Abstract

This paper examines the current status of inservice education for teachers in Nigeria with particular reference to Cross River and Akwa Ibom States. It identifies three main approaches to teacher inservice education in the two states of Nigeria, viz. the central office approach, the long vacation (sandwich) programme and Associateship Certificate in Education‐‐part‐time evening programme distance learning approach. Inservice teacher education is seen as an effective means of augmenting the inadequacies of pre‐service training. It is a process for continuous updating of teachers’ knowledge, skills and interests in their chosen field. The paper discusses the factors which should be considered when planning and implementing inservice education programme. Some suggestions on how to plan and implement inservice teacher education programmes in Nigeria are given.  相似文献   

18.
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19.
Abstract

Programming is an activity through which students can learn about other domains, but the difficulty of programming diminishes its usefulness as a learning activity. One approach to facilitate the use of programming for learning is to view programming as a skill like those taught through apprenticeships, and to use the apprenticeship concept of scaffolding to facilitate doing and learning through programming. Scaffolding means providing modifiable support (through fading) that communicates process, coaches, and elicits articulation. Software‐realized scaffolding embeds scaffolding in a computer‐based environment. Emile implements software‐realized scaffolding to facilitate student learning of physics by facilitating students building computer‐based models and simulations. In this article, I present Emile's features as examples of software‐realized scaffolding, and I present the results of an evaluation of Emile's effectiveness. Students were able to use Emile to create fairly sophisticated programs and gained a qualitative understanding of kinematics in the process.  相似文献   

20.
Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

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