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1.
This paper describes the design, development and evaluation of an experimental two‐way video teletraining (VTT) system consisting of two classrooms equipped with audio and video equipment and linked by a land line to enable two‐way audio/video communication. A US Navy instructor delivered instruction in person to the originating classroom and electronically to the remote classroom. Findings were that student attitudes and performance on examinations were comparable in originating and remote classrooms. Students at the remote classroom were more likely to comment on deficiencies of the VTT system and were particularly sensitive to audio problems. Instructor acceptance of the VTT system was high. Cost analysis indicated that using the VTT system was more costly than sending an instructor to a remote site but that VTT can be less cosdy than sending students to the instructor.
The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department. 相似文献
2.
Abstract This study used meta‐analytic procedures to examine experimental research literature about the use of telecourses in adult and higher education. Weighted effect size analysis procedures were used. The study included experiments that used video and either one‐way or two‐way audio. The purpose of this study was to review evidence concerning the effectiveness of telecourses. The instructional features that impacted learner achievement were type of interaction during the broadcast, type of course, and type of remote site. Two‐way interaction was found to be the best method of interaction between learners and the instructor. Most of the studies failed to provide information about their learner attrition rate, thereby casting a shadow on the results. 相似文献
3.
Clement H.M. Chow 《Educational Media International》2013,50(4):221-223
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
4.
Vivian Lalande 《The American journal of distance education》2013,27(3):62-73
Abstract Although the provision of student services for distance learners is recognized as critical, the development of effective services for distance learners has been minimal. This paper will provide an overview of a recently initiated project designed to provide student services via audio teleconferencing to a population of Post‐R.N. Bachelor of Nursing students at the University of Calgary. A series of psycho‐educational workshops was developed to ease the transitions first to the distant student role and then back to the role of worker. These workshops were implemented and evaluated in terms of both process and content. Evaluation results indicated that the teleconference delivery of psycho‐educational workshops is effective in providing support services to distance students. 相似文献
5.
《学校用计算机》2013,30(3-4):67-80
Summary This article reviews the development and delivery of a Higher Education course module as part of a large European University's Integrated Masters Program operating through a regional network of Rural Area Training and Information Opportunities (RATIO) telematic centres. The aim of the project was to provide remote learners living in the southwest of England with computer-supported solutions to access higher education as part of a technology-assisted distance education program. The module represented a shift from traditional educational delivery systems by using instructional courseware via an Internet Web site. Personal communications with module participants were conducted with the use of e-mail and videoconferencing information technology (IT) resources. Out of the original sixteen participants who enrolled in this Masters course module, four actually completed the learning sessions and two submitted final assignments. This article considers the key lessons learned from this attrition rate and shares the mainly positive experiences of the remote tutor and the students engaged in this initiative. The implications regarding the use of the Internet for delivering higher education course modules through online distance learning are discussed in the light of cautions learned from this research project and important practical recommendations for future practice are made. 相似文献
6.
Robyn Mayes Ruth McAreavey 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):416-428
ABSTRACTThis paper explores migrant women’s encounters with formal and informal education in what can be termed new immigration rural destinations. We ask to what extent educational opportunities are realized in these new destinations. We show that education aspirations may be jeopardized because of the desire to achieve economic goals and thus require remedial action. Specifically, we refer to qualitative data collected in rural (and remote) Boddington in Western Australia, and rural Armagh in Northern Ireland. The paper engages with two interrelated dimensions of this migrant/migration experience. English is not a first language for our participants and we first examine the provision and consumption of informal English Language classes. In doing so, we demonstrate the complex social and cultural dimensions of community-based English language instruction. Second, we attend to migrant mothers’ perceptions of and responses to children’s formal education. We highlight transnational senses of, and tensions around, ‘local/rural’ pedagogies and resultant migrant strategies. 相似文献
7.
Gerald M. Phillips Gerald M. Santoro Scott A. Kuehn 《The American journal of distance education》2013,27(1):38-51
Abstract A cost‐effectiveness analysis of training Army National Guard soldiers by audio teletraining technology was conducted. The trainees were n = 225 soldiers nationwide. About half of the trainees received training in a three‐week Unit Clerk Course through traditional residence training, and the remainder received the same instruction through audio teletraining. Objective performance data were collected from written tests on sixteen of the forty‐seven tasks taught. The percentage of trainees in the audio teletraining group that reached criterion (93%) on the first test was significantly higher (by statistical test) than the residence group (85%). In comparing costs, the audio teletraining group had lower training costs per trainee. Projected on an annual basis, the Army National Guard can save $292,404 per year through the use of audio teletraining for the Unit Clerk Course. 相似文献
8.
Abstract This article is based on a year‐long study of elementary to secondary transition in rural Ontario, Canada. The study considered the experience of transition for rural students within the political context of recently mandated changes to the transition years in Ontario. Research elsewhere suggests that the strong academic orientation of the secondary school creates a polarized and fragmented school culture which leads to student alienation and high drop‐out rates. These issues were regarded as less relevant in the rural area where the study took place and, thus, the teachers, parents and students who participated were sceptical about the need for change. The article examines the influence of contextual factors, including the rural setting, school structure and size, and teacher experience, on school culture and curriculum, and participants’ experiences of transition and their perspectives on change. A dialogical approach to enquiry was taken which attempted to bring together, through dialogue, the disparate views of research and participants to achieve new understandings on the critical issues of rural transition. 相似文献
9.
Carol T. Fitz‐Gibbon 《牛津教育评论》2013,39(1):43-58
Abstract This analysis of A‐level English and Mathematics results from ten comprehensive schools in the north‐east represents some of the work done in the first year of a ‘school effects’ study entitled the COMBSE project ('Confidential, Measurement‐Based, Self‐Evaluation'). The project enables participating schools to compare their A‐level results with those of similar schodls. In an attempt to take account of differences in intakes to the schools, data were collected for a wide range of variables expected to relate to A‐level grades: prior achievement, socio‐economic status, class size, teacher characteristics and time variables such as time allocated and time reportedly spent on homework. However, once an index based on an average O‐level grade was computed, other variables contributed little or nothing to the prediction of A‐level grades. Some findings ran counter to the general pattern of effects in the literature. For example, a negative correlation between time spent on homework and grades achieved, and smaller classes obtaining lower residual gains than larger classes in English, though not in Mathematics. Two issues were raised: is the 30% failure rate reasonable and should A‐level Mathematics be so much more difficult to pass than A‐level English? 相似文献
10.
11.
An experiment was conducted to compare training effectiveness and user acceptance of live instruction andsix different alternative Instructional TV (ITV) technologies: multi‐channel 2‐way video with 2‐way audio, single‐channel 2‐way video with 2‐way audio, 1‐way video with 2‐way audio, 1‐way video with 1‐way audio, 1‐way video with intermittent 2‐way audio, and audiographics. Findings were that, in comparison with live instruction, ITV in several different forms was effective both in terms of student performance and acceptance. The most successful ITV technologies were those allowing continuous 2‐way audio communication between classrooms with either 2‐way or 1‐way video. Student test performance was poorer with ITV systems that restricted remote students' ability to converse with or see the instructor and the performance decrement was evident in both local and remote classrooms.
The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department. 相似文献
12.
Rachel Percy 《The Journal of Agricultural Education and Extension》2013,19(1):21-30
Abstract This article concerns capacity building for gender‐sensitive agricultural extension planning in a two‐year FAO pilot project at the Ministry of Agriculture of Ethiopia. The aim of the paper is to review and analyse the capacity‐building process, drawing out the lessons learned, regarding both ‘best practice’ and challenges faced. The author was engaged fully in the project for its two‐years duration and this study is a reflection of that experience. The project involved training extension staff in both participatory rural appraisal and gender analysis to ensure more client‐oriented extension planning. It is concluded that the use of the experiential learning cycle in capacity building, the reliance on participatory management and implementation styles, networking and the mainstreaming of the project within the Extension Department constitute ‘best practice’. Four challenges to the project's success are reviewed. They are, the difficulty of institutionalising the process within the short time‐scale of the project, the necessity of involving policy‐makers at all stages and levels, the need to raise gender awareness amongst rural men and women and the importance of addressing women's lack of decision‐making power. 相似文献
13.
Summaries English The development of series of audio‐tutorial units for biological education at junior high school level is described. The effectiveness of these units was tested with students from a Kibbutz school and found to produce higher achievement than a ‘normal’ teaching approach, based on the BSCS Yellow Version (Israeli adaptation) materials. The audio‐tutorial method led to a particularly high achievement gain in the case of girls. The achievement gains resulting from the audio‐tutorial approach are explained in terms of the motivational effect of this method on students. 相似文献
14.
ABSTRACT This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions. The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement 相似文献
15.
Abstract Practical work is an important element in undergraduate engineering courses and laboratory‐based classes provide valuable experience. It is also important students should experience real industrial problems preferably through industrially related projects. A scheme was started in 1969 to provide students in the Department of Electronic & Electrical Engineering with industry‐based, group project work. The Sheffield Industrial Project Scheme (SHIPS) is an intensive 8‐day exercise in which groups of students are taken to a company, given a real problem and then asked to provide some possible solutions which they present orally and as a written report. It has hitherto been regarded as a valuable exercise in itself, developing students' personal skills and experience, and no mark is awarded at present. A student‐based marking scheme has been tried, but it was not well received. 相似文献
16.
This paper reports on a case study investigating learning outcomes at the individual and organisational level of a cross‐institutional innovation project based on the SOAP approach. SOAP integrates Schooling of teachers, Organisational development of schools, Action‐ and development‐oriented research, and Professional development of teachers. The innovation project was aimed at combining teachers, student teachers, and teacher educators in an alliance to design and develop new competence‐based vocational educational arrangements for pupils. An inductive qualitative analysis of 37 semi‐structured interviews among the participants revealed seven main categories of individual learning outcomes: attitudes, project design and management, collaboration, action theory, teaching practice, educational principles, and developments within secondary vocational education. Three main categories of organisational learning outcomes were identified: institution‐level learning, project‐level learning, and combining institution‐level and project‐level learning. A tension was identified between the participants’ individual interests in learning and personal development, and the need for organisational learning aimed at improving organisational processes. 相似文献
17.
Fons Jaspers 《Educational Media International》2013,50(2):114-122
Abstract Literature search shows that, compared to vision, very little attention has been given to audio as a vehicle of information. This contrasts strongly with the daily use of audio in direct as well as in mediated communication. New technologies relate audiovisual instruction with computer‐assisted learning. New challenges and new questions appear from this development. A number of cases of deliberate application of audio are briefly described. Applying audio in AV/CAI format, one has to deal with aspects of dominance and redundancy in auditory‐visual presentation which are still not clear. Describing acoustic and informational characteristics of audio and qualities of voice and speech may be helpful for the designer of auditory materials. 相似文献
18.
Elizabeth Foote 《Community College Journal of Research & Practice》2013,37(6):591-594
Georgia has one of the largest distance learning networks in the United States with nearly 300 sites connected to a statewide network of two‐way interactive audio and video. Research was conducted to examine the nature and importance of participant interactivity in credit courses at technical institutes using the distance education technology. Six faculty and 62 students who enrolled at host and remote sites at the technical institutes constituted the population of the study. Data were collected from students through a structured, forced‐choice survey questionnaire. Information was collected from faculty through two questionnaires to measure changes in attitudes toward teaching the course. Overall level of satisfaction of both students and faculty was quite high. The students at the remote sites in this study reported more negative experiences with the various types of interaction, but overall they were satisfied with the experience. Experiences that enhance and maximize the various types of interaction need to be intentionally designed and used by instructors. Teaching behaviors, such as calling on students at remote sites frequently and by name, establishing eye contact by looking into the camera when speaking, and including both remote and host site students in discussions seem to be related to student satisfaction and perceptions of effective interaction. To overcome the differences between sites related to instructor presence in the room, instructors can occasionally travel to a remote site to conduct class and interact directly with students there, and use phone, fax, and e‐mail to be more accessible to students. 相似文献
19.
Luc Bastide 《Educational Media International》2013,50(2):58-66
Abstract It is not a new idea to use audio‐visual media towards therapeutic ends. This paper, acknowledging Aristotle's theory on the purgative virtues of art, also traces contemporary theorists vis‐a‐vis research conducted between 1926 and 1971. Having done so, the author relates this research, through the use of a case study, to the use of alternative audio‐visual materials as applied in the therapeutic sense. It is concluded that the use of audio‐visual materials and methods can offer great potential to the therapist willing to include them in treating patients. 相似文献
20.
J. W. Ketzer 《Learning, Media and Technology》1988,14(1):27-42
Since 1978 the National Institute for Curriculum Development (SLO) and the National Institute for Support of Arts Education (LOKV) have been working together with two schools in Zaandam on audio‐visual education in primary schools. The project made its object to work out of the aims of audio‐visual education (or ‘media education') in the primary school (children aged 4‐12 years), to explore the nature of audio‐visual education, and to establish a curriculum. ‘Audio‐visual education’ aims to increase audio‐visual literacy, helping pupils acquire information and an insight into the meaning of mass media in order to learn how they are used for communication. It also entails using audio‐visual means as a method of expression and using audio‐visual equipment in education. The teachers in the project schools have designed and implemented lessons in audio‐visual education. After these lessons were given they were discussed and analysed by the advisors, project leaders and colleagues. This developmental approach led to a total curriculum, which is described 相似文献