An Analytical Study of the Mode of the Distance Cooperative Teaching&Learning

1 .Ｔｈｅｉｎｄｅｐｅｎｄｅｎｔｔｈｅｏｒｙａｎｄｃｏｏｐｅｒａｔｉｖｅｔｅａｃｈｉｎｇ＆ｌｅａｒｎｉｎｇｍｏｄｅｏｆｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎ .Ｄｉｆｆｅｒｅｎｔｆｒｏｍｔｒａｄｉｔｉｏｎａｌｅｄｕｃａｔｉｏｎ ,ｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎｉｓｂａｓｅｄｏｎｓｔｕｄｅｎｔ’ｓｐｅｒｓｏｎａｌｉｚｅｄｓｔｕｄｙ .Ｔｈｅｒｅｆｏｒｅ,ｏｎｅｉｍｐｏｒｔａｎｔｐａｒｔｏｆｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎｉｓｉｎｄｅｐｅｎｄｅｎｔ -ｓｔｕｄｙｔｈｅｏｒｙ .Ｔｈｅｔｈｅｏｒｙｆｏｃｕｓｅｓ…     

The Comparison of Ten Biggest Distance Education Institutions in the World

The 1995 International Council of Distance Education（ICDE）In Blrmingham，Britain selected ten（llstance education mstltutlons with an enrollment of over 100，000Inthe world． Theyrespectively belong to China，阶ance，India，Indonesia，     

Course Design ＆ Choice of Media by Applying e the Theory of Transactional Distance

This Paper presents a series of empirical studies involving approx. 850 students to show howflexibility in course design should be informed by the student‘s culture and native language (L1), gender,and age, and explains how to decide on the most appropriate learning technology in course design by applying the Theory of Transactional Distance. Curves are presented to show how academic English reading ratesonline and offline are affected by the L1, gender, and age (over a wide age range 18-81 years old). Toprevent inequitable culturally-distinct overload, course design should be modified using hypertext. Choice ofmedia in particular synchronous versus asynchronous media is decided according to the Theory ofTransactional Distance. This theory is here extended from tutor-to-one-student to multiple students in agroup, and the masculinity can be modified. Briefly, at initial maximal distance ( D-S-) early on, thecommunity is fostered with synchronous media for cooperative group learning, followed by ( D-S ) collabo-rative learning using one of two frameworks presented to ensure constructivism in asynchronous mode, then(D-S ) collaborative for Guided Didactic Conversation in asynchronous mode, and finally ( D S -) coop-eratively in synchronous mode for reflective sharing of course learning experiences. At each transactional distance, tance, or in each mode, hypertext is purposively designed to complement the cooperative or collaborative styleto provide self-access support (additional analysis and reasoning to cooperative, and examples to collaborative) to provide equitable content and quality of learning across wide cultural and L1 ranges, to remove gender bias, and to accommodate variations due to student age. Thus, to promote student autonomy and lifelong learning.     

Course Design & Choice of Media by Applying the Theory of Transactional Distance*

This Paper presents a series of empirical studies involving approx. 850 students to show how flexibility in course design should be informed by the students culture and native language (L1), gender, and age, and explains how to decide on the most appropriate learning technology in course design by applying the Theory of Transactional Distance. Curves are presented to show how academic English reading rates online and offline are affected by the L1, gender, and age (over a wide age range 18-81 years old). To prevent inequitable culturally-distinct overload, course design should be modified using hypertext. Choice ofmedia--in particular synchronous versus asynchronous media--is decided according to the Theory ofTransactional Distance. This theory is here extended from tutor-to-one-student to multiple students in a group, and the masculinity can be modified. Briefly, at initial maximal distance (D -S-) early on, the community is fostered with synchronous media for cooperative group learning, followed by (D-     

Development of Distance Education in China

The advancement of human society and the development of economy and modern science and technologyhas shortenedthedlstancebetween us and confronted us with chilllenges and probkinB Ofthlltllallty Of Wb1Ch edllCat1Ofl     

Taxology of Distance Education andIts Major Achievements

This is the first one of the series papers,fo-cusing on the typology study of distance educationforms and its major achievements.Itprovides briefcomments on those influencing typologies:indus-trialization theory and Fordist conceptual frame-work of distance education,the Eastmode and theWest mode of distance education,single mode anddual mode of distance teaching institutions,large-scale system and small- scale system of distance ed-ucation,three generations of information technolo-gy and dist…     

Goes the Distance for Education跨越距离的教育

诺尔不像很多接受远程教育的学生，更像一个传统的大学生。在21岁的时候，她打了一份零工——每星期为一家保险公司工作20小时。但远程教育仍然很适合她。     

Teacher‐Learner Interaction in the Process of Operating DL (Distance Learning) Systems

Abstracts

English: The analysing of students’ achievements shows a significant gap between schools in different areas. One of the main factors which influenced the students’ achievement is the level of teaching. The Distance Learning System can help in bridging the gap between what is needed and what the school can supply today     

On the margins or at the center? Distance education in higher education

Abstract

This reflection focuses on the position of distance education in today’s global higher education. Firstly, it identifies three types of convergence of distance and campus-based education – dual mode, add-on/blended, and full convergence – arguing that the last type has yet to be fully realized due to the complexities involved. It then critiques the interplay between the two, concluding that despite being influenced by campus-based instructional delivery in its early days, distance education is now influencing campus-based education. Implications of convergence are also discussed. Arguably, distance education universities should be proud of the increasing presence of distance education in campus-based universities and have confidence in maintaining their advantages. As for campus-based universities, a systems approach is needed if they intend to take advantage of this ‘unorthodox’ mode of education. Finally, it is suggested that both campus-based education and distance education are at the center of higher education because they are now equally conventional.     

The Structure of Higher Education Impacted by Distance Education

Ｒｅｃｅｎｔｌｙ ,ｐｕｓｈｅｄｂｙｔｈｅｉｎｔｅｒｎｅｔｔｅｃｈｎｏｌｏｇｙ ,ｔｈｅｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎｗｏｒｌｄｗｉｄｅｈａｓｂｅｅｎｄｅ ｖｅｌｏｐｉｎｇｖｅｒｙｆａｓｔ .Ｔｈｅｐｏｌｉｃｙｏｆｇｏｖｅｒｎｍｅｎｔｓｏｆｍａｎｙｃｏｕｎｔｒｉｅｓｆｕｌｌｙｓｕｐｐｏｒｔｓｔｈｅｄｅｖｅｌｏｐｍｅｎｔ ,ｈｏｐｉｎｇｔｈａｔｔｈｅｉｒｅｄｕｃａｔｉｏｎａｌｉｎｖｅｓｔｍｅｎｔｃａｎｂｅｈｉｇｈｌｙｃｏｓｔｅｆｆｅｃｔｉｖｅｔｈｒｏｕｇｈｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎ .Ａｓｔｈｅ…     

Key Universities Should Be the Key Force in Modern Distance Education

ＩｔｉｓｐｏｉｎｔｅｄｏｕｔｉｎｔｈｅＡｃｔｉｏｎＰｒｏｊｅｃｔｏｆＥｄｕｃａｔｉｏｎａｌＩｎｎｏｖａｔｉｏｎｏｆｔｈｅ 2 1ｓｔＣｅｎｔｕｒｙｔｈａｔ ,ｂａｓｅｄｏｎｔｈｅｉｍｐｌｅｍｅｎｔａｔｉｏｎｏｆｍｏｄｅｒｎｄｉｓｔａｎｃｅｅｄｕｃａｔｉｏｎｐｒｏｊｅｃｔ ,ａｌｉｆｅ -ｌｏｎｇｌｅａｒｎｉｎｇｓｙｓｔｅｍｉｓｔｏｂｅｅｓｔａｂｌｉｓｈｅｄ ,ｆｏｒｍｉｎｇｔｈｅｏｐｅｎｅｄｕｃａｔｉｏｎｎｅｔｗｏｒｋ .Ｉｎｏｒｄｅｒｔｏｃａｒｒｙｏｎｔｈｉｓｐｒｏｊｅｃｔ ,ｓａｔｉｓｆｙｔｈｅｉｎｃｒｅａ…     

Help from a Distance

LastMonday,DavidNicol,Australiastopkidney(肾)doctor,suc-cessfullyremovedadiseasedkidneyfromawoman.Whatssounusualaboutthat?DavidNicolwasinhisofficeinAustraliawhilethewomanlayonanoperatingtableinNewZealand.Whatcon-nectedthemwasatechnologycalledre-motesurgery(远程手术).Remotesurgeryitselfisnotnew.In2001,agroupofdoctorsinNewYork,US,removedagallbladder(胆囊)fromapatientlyinginFrance.Itwasthefirstsuccessfulcaseofremotesurgeryusedonahumanacrossinternationalborders(国界).Now,Nicolsoperationisto…     

Development of an Instrument for Measuring Learner–Teacher Transactional Distance

An instrument was developed to assess the perceived learner–teacher transactional distance in the context of the Hellenic Open University and to provide psychometric evidence of reliability and validity of the interpretation of the scores derived from the scale. First, an elicitation study gathered information on students’ beliefs and feelings about their teachers’ behavior. Two dimensions of learner–teacher transactional distance, namely, co-understanding and awareness, were revealed. Then, an item pool was developed and the preliminary questionnaires (one for each dimension) were field tested on 60 postgraduate students who commented on their clarity. Reliability and validity were then tested using exploratory and confirmatory factor analysis with two samples of 220 and 201 postgraduate students. The confirmatory factor analysis results indicated good model fit for the dimensions of co-understanding and awareness. Univariate F tests showed no significant difference between males and females for (a) co-understanding of cognitive skills and aptitudes, (b) co-understanding of emotional state, (c) awareness of cognitive skills and aptitudes, and (d) awareness of emotional state. A final questionnaire included ten items for the co-understanding dimension and fifteen items for the awareness dimension.     

A Brief View of Teacher/Student Relationship in Distance Education

Teacher/student relationship is an evergreen topic in the field of educational theory. During thedevelopment of educational theory, there was analysis that emphasized teachers' leader's function. Atthe same time, there was also theory that advocated student-centered relationship. The author tries     

Mapping research trends from 35 years of publications in Distance Education

This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool Leximancer^TM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980–2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980–1984), instructional design and educational technology (1985–1989), quality assurance in distance education (1990–1994), student support and early stages of online learning (1995–1999), the emergence of the virtual university (2000–2004), collaborative learning and online interaction patterns (2005–2009), and interactive learning, MOOCs and OERs (2010–2014). The place of these themes within waves of alternating institutional and individual research is discussed.     

‘Distance education’ and ‘e-learning’: Not the same thing

This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia.     

The University of Fort Hare’s learner‐centred Distance Education Programme

The Open University has been working with the University of Fort Hare on its Distance Education Project since 1997, helping to develop its innovative distance education programme for primary teachers in the Eastern Cape. Recently the OU has been involved in researching the impact of this programme on teachers’ perceptions of their practice and their classroom practice. This case study explores the context in which the programme was developed, the philosophy that underpinned its development, its structure, materials and the role played by the Open University. Using preliminary findings of teacher‐learner perceptions of the programme, the case study examines the effectiveness of the teacher support and their responses to the programme. Initial findings from questionnaires and semi‐structured interviews highlight the cohesive and holistic impact of the programme. The focus on context and culture in developing the programme is seen as significant by all teacher‐learners in challenging and motivating different ways of thinking about their teaching, learning and their practice.     

On the Cultivation of the Sense of Independence

The sense of independence is the ability to stand by yourself, to do things on your own. You trust yourself. You know you are the necessary part, the important part that makes up1 the world. 　Sometimes you may say to yourself, "Why, I can't stand on mys…     

英文歌曲欣赏：Go The Distance

迈克尔．波顿是上世纪80年代到90年代乐坛备受欢迎的巨星。一路走来。他创下了全球超过5200万张的唱片销量。凭着《没有你我怎么活》以及《当一个男人爱上一个女人》两首脍炙人口的歌曲，成为两届格莱美音乐奖的最佳流行男歌手得主，并获得4次格莱美奖的提名。