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   

Correlates of simulated hill climb cycling performance     

Davison RC  Swan D  Coleman D  Bird S 《Journal of sports sciences》2000,18(2):105-110

The aim of this study was to assess the relationship between several commonly used aerobic and anaerobic cycle ergometer tests and performance during a treadmill cycling hill climb. Eight competitive cyclists (age 27+/-7 years; body mass 73.2+/-5.2 kg; height 177+/-6 cm; mean +/- s) completed six tests in random order: a lactate minimum test; a Wingate anaerobic power test; and two 6-km climbs at 6% and two 1-km climbs at 12% gradient performed on a motorized treadmill. The mean times and power outputs for the 6-km and 1-km climbs were 16:30+/-1:08 min: s and 330+/-17.8 W, and 4:19+/-0:27 min: s and 411+/-24.4 W, respectively. The best individual predictor of 6-km and 1-km performance times was the time for the corresponding climb at the other distance (r = 0.97). The next strongest predictor of both hill climb performances was the average power produced during the Wingate test divided by body mass. Stepwise regression analysis showed that the two variables contributing most to the prediction equation for both climbs were the Wingate average power per unit of body mass and maximal aerobic power divided by total mass (rider + bike), which together accounted for 92 and 96% of the variability in the 6-km and 1-km climbs. In conclusion, among competitive cyclists, the Wingate average power per unit of body mass was the best single predictor of simulated cycling hill climb performance at the distance and gradient used.  相似文献   

Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample   总被引：1，自引：1，他引：0  

J.B. Arbaugh  Martha Cleveland-Innes  Sebastian R. Diaz  D. Randy Garrison  Philip Ice  Jennifer C. Richardson  Karen P. Swan 《The Internet and Higher Education》2008,11(3-4):133

This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.  相似文献   

Dimensions of problem behaviors of emotionally disturbed children as seen by their parents and teachers     

Alan S. Kaufman  William W. Swan  Mary M. Wood 《Psychology in the schools》1979,16(2):207-216

Compared the factor structure of parents' and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3–13 years. Three factors emerged based on parents' ratings, and highly similar factors were obtained from teachers' ratings. The factors closely resemble the dimensions isolated in numerous previous studies, such as Quay's Conduct Problem, Inadequacy-Immaturity, and Personality Problem factors. The importance of the findings is discussed, especially pertaining to the analysis of parents' ratings.  相似文献   

The impact of gastrostomy feeding tubes on the early childhood education and care of young children     

Charlie Swan 《Support for Learning》2021,36(4):555-571

This article explores how gastrostomy feeding tubes can impact the early childhood education and care (ECEC) experiences of children. It presents findings from a small-scale study, which utilised the perspectives of early years educators and parents. The findings indicate that feeding tubes have both an opportunistic and restrictive impact within ECEC. Opportunity was evident through improved nutrition and health, which allowed familial respite and an increased attendance of ECEC. This enabled opportunities for social and explorative interactions. However, the complexities of having and supporting a feeding tube made accessing types of play and exploration challenging. Collaboration between the educators and parents was a crucial tool for success. Educators felt with experience and teamwork they could ensure the needs of children were met innovatively and safely. However, it was concluded clearer advice for attending ECEC settings with a feeding tube would benefit all involved and instil a sense of readiness.  相似文献   

Creating a mission statement for your work group: A guide for managers and supervisors     

Kimberly C. Ishoy  Paul D. Swan 《Performance Improvement》1992,31(10):11-15

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告诉他应该往哪走     

Desmond brown  尹玉生 《文化博览》2007,(9):39

马格丽特·桑斯特是一位杰出的社会活动家.她在一个大城市的贫民窟工作期间亲身经历的一件事情,令她至今难以释怀.  相似文献   

A new initiative in departmental reviews: annual meetings in the Faculty of Science     

Desmond Rutherford 《Higher Education》1990,19(2):195-213

A profound change is now taking place in British universities which challenges the traditional academic values of autonomy and self-regulation: regular and systematic appraisal of both individual academics and departments. This case study reports an in-depth analysis of departmental appraisal in the Faculty of Science at the University of Birmingham. The different expectations, concerns and reactions of those directly involved are highlighted and explored. From this analysis a number of conclusions are drawn that might inform similar initiatives in other institutions.This is a revised and extended version of a paper presented at the Annual Conference of the Society for Research into Higher Education on Restructuring Higher Education, Birmingham Polytechnic, December 16–18, 1987.  相似文献   

Amplitude of the rabbit’s unconditioned nictitating membrane response in the presence of a conditioned inhibitor     

John E. Desmond  Anthony G. Romano  John W. Moore 《Learning & behavior》1980,8(2):225-230

Using a light or backshock as the reinforced CS (A) and a tone or backshock as the conditioned inhibitor (X), rabbits experienced conditioned inhibition training in an A+/AX? paradigm. Following training, the amplitude of the unconditioned nictitating membrane response elicited by a mild (.5-mA) paraorbital shock was measured in the presence of X and AX and expressed as a percentage of the amplitude of the UR to the shock presented alone. In Experiment 1, the effect of X and AX on UR amplitude for conditioned inhibition animals was compared with that of control animals treated to a variety of pretest procedures. In general, UR amplitude in the presence of X exceeded that observed to the US presented alone. There was no consistent difference between the experimental and control groups. In Experiments 2–5, A test trials were added as an alternative reference point. Again, UR amplitude increased rather than decreased UR amplitude. In addition, X as a conditioned inhibitor enhanced the facilitating effect of A on UR amplitude in four out of five experiments. These findings have implications for theories of the “locus of action” of conditioned inhibitors.  相似文献   

Book reviews     

Gaston Mialaret  Gilbert de Landsheere  Dieter Mahr  Marcel Postic  A. Harry Passow  Elaine Rivers  Desmond J. Keegan  Jindra Kulich  Wolfgang Mitter  Joseph I. Zajda  John Eggleston  Shoshannah Langerman  A. W. Wood  Joachim Herzer  Peter Waterman  Hans Scheuerl  Andrew S. Kwon  Betty Heyder  Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378

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