Teachers' views on and use of printed materials in a distance learning teacher education course

Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably.     

Support for distance learners in a Nigerian distance education programme

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.     

Teacher education programmes delivered at a distance: An examination of distance student perceptions

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.     

关心教育理论视角下远程教育教师教学能力研究

远程教育的教师应适应远程教学的要求,以关心教育理论为指导,增强新知识的汲取能力,信息收集与整合能力、计算机操作能力以及勤于对话、乐于沟通的亲和力。     

Environmental education in primary schools: a case study with plastic resources and recycling

This paper aims to examine teachers’ use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered during implementation to promote environmentally friendly practices. Case studies with eight Hong Kong teachers from PRE-participating primary schools were invited to take part in focus group interviews, to explicate their personal stories and experiences associated with the PRE implementation in primary schools. Based on the data collected from the teachers’ sharing, several challenges which are commonly reported in the previous literature, including lack of time, shortage of manpower, and insufficient pupil engagement were found. The teachers tackled the barriers by using different strategies to improve pupils’ involvement as well as getting support from the relevant stakeholders of school management and parents. The case studies provide crucial and relevant information which can be used as a reference for other schools to integrate PRE more efficiently to facilitate learning.     

Utilisation of formative peer-assessment in distance online education: a case study of a multi-model sport management unit

Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes.     

Peer learning using asynchronous discussion systems in distance education

One important area to consider in a contemporary, open distance-learning course which incorporates technology, is the human-technology interface encapsulated in the human-computer interface (HCI). It is normally expected that development of a course will be founded in sound educational theory and that enactment of this theory, together with HCI theory, will have implications for student cognition, attitudes, interaction, access to knowledge and individualisation. HCI theory also informs the teaching strategies employed. It is argued that so important are these considerations, a new framework for evaluation of open distance-education courses involving technology must be devised. It is hoped that, by highlighting this aspect of contemporary education, evaluation will lead to improved interfaces and resultant improved learning by the students.     

Advanced distance education technology and hands-on science

Distance education technology can be used to increase the teaching of science in schools. However, the use of the technology must be carefully monitored. This paper describes the general use of 2-way video/2-way audio technology to link three remote sites and a studio. To evaluate the instructiors' and participants' use of this technology, video recordings ofall 11 (2-hour) broadcasts were reviewed. In general, the instructors were able to conduct a semester long hands-on science course, however, there were many science teaching techniques that had to be altered for this technology. When this technology is used for hands-on science, the hardware itself must be improved so that continuous interaction can take place between the studio and all remote sites. Science topics and activities may prove to be one of thebest fields to present with the technology, because of the practical lab based nature of science. Hands-on science activities seem to lessen the feeling of distance between remote sites and the studio.     

Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education

This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: ‘self-trainer’, ‘networker, ‘social supporter’, ‘academic supporter’, and ‘psychological supporter’. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.     

Study procrastination, achievement, and academic motivation in web-based and blended distance learning

Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes.     

远程教育学习支持服务体系构建初探

随着多媒体和网络技术的发展普及，以计算机网络为代表的第五代媒体进入远程教育领域，导致远程教育事业的深刻变革，健全的学习支持服务体系，是现代远程教育新的教学模式有效运行的重要基础。文章从体系的原则确立、硬／软件建设、技术服务等方面，对远程教育学习支持服务体系的构建进行了阐述，电大试点项目几年来的努力，对构建这一系统的若干理论和实践问题作了有益的探索和尝试，取得了明显的成果。     

现代远程教育条件下个别化自主学习模式的构建

本文从研究背景入手,阐述了现代远程教育条件下个别化自主学习的三个特征,分析了现代远程教育的特点;提出了个别化自主学习模式的基本框架和对策,以及学习质量监控手段的实施措施。     

Returning after taking a break in online distance higher education: from intention to effective re-enrollment

One of online distance learning’s positive attributes is its flexibility. However, the possibility of engaging in periods of non-enrollment (breaks) usually ends in students dropping out. In this paper, the intention to continue of those students who have not enrolled in the second semester is analyzed, adopting a long-term program perspective. This continuance intention is compared with the subsequent restart (or dropping out) in the third semester. This analysis has confirmed that the models of continuance intention and effective re-enrollment are essentially different. Continuance intention is more rational, even logical, and is mainly based on the level of satisfaction or dissatisfaction with the educational experience (difficulty of the learning materials or perception of the learning system). Effective re-enrollment is more practical or pragmatic, with more importance given to the effects of student dimension variables, for example, motivations for studying, previous university experience, or environmental variables, such as having a job.     

论构建远程教育媒体的理论体系

该文根据远程教育与媒体同生、共存、齐发展的特点,提出了在远程教育媒体日趋多元化的今天,进行远程教育媒体理论研究的必要性,并从概念混淆需要理论厘清,追新汰旧的媒体观违背规律,国外学者已经关注媒体理论研究等方面作了具体的说明。同时提出了以绪论篇、理论篇、实践篇、研究篇等四篇为基础的理论架构的设想。     

Facilitating student learning in distance education: a case study on the development and implementation of a multifaceted feedback system

This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a feedback system that incorporates multi-draft formative assessments and various feedback strategies. We describe these strategies (i.e. explicit feedback directions and feedback surveys) as well as data from formative assessments to demonstrate the impact of clear expectations and feedback on student performance in distance education. We present recommendations for online feedback and propose a feedback model for further study.     

Reducing the distance: equity issues in distance learning in public education

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.     

Conceptions of learning in adult students embarking on distance education

A 60-item questionnaire on conceptions of learning was mailed to students taking preparatory courses by distance learning with The Open University in the United Kingdom. Complete data were provided by 372 respondents. Their scores on six factor-based scales showed satisfactory internal consistency, cluster analysis identified five groups of students with distinct patterns of scores, and discriminant analysis identified the scales that served to distinguish among the clusters. Three groups had conceptions of learning based on critical thinking, personal development, and personal change, but the other groups had conceptions that were defined in largely negative terms. Adult learners embarking on distance education seem to hold distinctive conceptions of learning, which suggests that conceptions of learning are culturally and contextually dependent.     

Perceptions of academic quality and approaches to studying among technology students in distance education

Primary objective. To examine perceptions of academic quality and approaches to studying in students taking six technology courses by distance education.

Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire.

Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University.

Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice.

Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students.