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论远程教育中的心理距离因素 总被引：2，自引：0，他引：2
王治文 《中国远程教育(综合版)》2005,(23):29-32
本文在回顾、分析远程教育历史的基础上,提出了远程教育过程中的心理距离的概念和影响,并将之作为一个独立于时空距离的新的维度引入远程教育成效模型.讨论了心理距离因素对远程教育优势发挥的实际制约,提出强化远程教育过程中的师生和学习伙伴关系的结构设计与组织,以期缩短心理距离,优化远程学习氛围,提高远程教育成功率和效率.提出了缩短心理距离的若干原则与可行措施. 相似文献
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Eugenia Onwu Ukpo 《Open Learning》2013,28(3):253-261
This paper reports on a research study that draws on the perceptions of students, tutors, field centre coordinators and central management to evaluate the support services provided to students in the National Teachers’ Institute’s distance teacher training programme. Within a conceptual framework that built upon models of teaching and learning at_A_distance, both quantitative and qualitative approaches were used for data collection and analysis. Although the major forms of support provided were found to be relevant to students, the study highlights the need to improve the current level of student satisfaction by strategies that will improve the supply of course materials and tutorial support, enhance students networking and exploit the use of multimedia. 相似文献
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生态远程教育——从生态语言学的启示谈起 总被引：1，自引：0，他引：1
肖俊洪 《中国远程教育(综合版)》2006,(9):28-29
也许正是为了保持远程教育的“生态平衡”,混合学习正引起越来越多的注意。对于生态语言学一直有所闻,最近读了《国际应用语言学协会评论专刊:面向21世纪的应用语言学》(第14期)上一位奥地利应用语言学家Alwin Fill撰写的一篇文章,觉得生态语言学的原理对于现代远程教育有所启示,遂把杂感记录下来,抛砖引玉。生态语言学以语言与生态之间的关系为研究对象,涉及诸多方面内容,我想就从其主要的研究目标之一——语言的多样性——作为切入点,反思对发展远程教育的启发。工业化的经济和全球一体化进程的推进导致了经济强国的语言更加突显而欠发达… 相似文献
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现代远程学习 总被引：2，自引：0，他引：2
裘伟廷 《甘肃广播电视大学学报》2000,10(1):13-17
现代远程学习是现代远程教育中教与学体系的一个重要组成部分。本先界定了现代远程学习的内涵,然后从原则、技术手段、模式特点等诸方面对现代远程学习进行了分析和探索,并预测现代远程学习在未来的发展趋势。 相似文献
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《Africa Education Review》2013,10(1):115-132
Abstract Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationships between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counseling systems. 相似文献
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Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now. 相似文献
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Whitney Rogers Bischoff Sarah W. Bisconer Barbara M. Kooker Lanell C. Woods 《The American journal of distance education》2013,27(3):4-19
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
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On defining distance education 总被引：1，自引：0，他引：1
Desmond J. Keegan 《Distance Education》1980,1(1):13-36
Four generally accepted definitions of distance education are analysed and from them six components of a comprehensive definition are chosen. The forms of education that are considered to fall within the concept of distance education as outlined are considered from the point of view of choice of medium, institutional type and didactic model. Various forms of education that bear some similarities to distance education but are not to be identified with it are described. The term ‘distance education’ is proposed as the most satisfactory solution to the problem of terminology.
The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.
(Holmberg,1977:9)
Distance education is education which either does not imply the physical presence of the teacher appointed to dispense it in the place where it is received or in which the teacher is present only on occasion or for selected tasks.
(Loi 71.556 du 12 juillet 1971)
Distance teaching/education (Fernunterricht) is a method of imparting knowledge, skills and attitudes which is rationalised by the application of division of labour and organisational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialised form of teaching and learning.
(Peters, 1973:206)
Distance teaching may be defined as the family of instructional methods in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner's presence, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices.
(Moore, 1973:664) 相似文献
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王建华 《中国职业技术教育》2001,(11):23-25
一、远程教学的意义１远程教学将引起学校教学模式的深刻变革远程教学的本质在于充分发挥了技术进步的功能，使教师从学生中分离、学生从学习集体中分离成为可能，而且使得教育过程能够得以继续进行下去并取得成功。通常说的远程学习打破了教学活动的完整性，指的就是打破了这一教师和教学对象之间的主体交互关系，而正是这一关系产生了教育交互活动。如，美国科罗拉多大学的远程教学，除了教材、课程表、作业上网外，将整个学校运作环境建置在网上，使学生不必踏入校园半步，仍有身在校园的感觉。我国的广播电视大学系统正借助网络优势，… 相似文献
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程前 《山西广播电视大学学报》2000,5(1):4-5
远程教育已经步入网络教育时代,经济利益和教育商品化的趋势使越来越多的普通大学和远程教育大学投入了远程教育的激烈竞争中来,既发挥不了双方的优势,又造成了教育资源的浪费。因此,双方应该在分析各自优势的情况下,走联合办学的路子。教育主管部门应该多作工作,使激烈的竞争成为有序的竞争,而不是无序的竞争,从而促进远程教育的健康发展。 相似文献
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