大学图书馆远程教育初步研究

本文在介绍远程教育的基础上,探讨了大学图书馆远程教育的内容及发展措施,目的是寻求大学图书馆远程教育信息服务的新途径。     

远程教育中高校图书馆开展个性化服务的思考

文章就高校图书馆在远程教育环境下开展个性化服务的必要性及可行性进行了探讨。参考文献9。     

高校图书馆与现代远程教育

本文论述了现代远程教育及其发展,分析并提出了高校图书馆为现代远程教育服务的有利条件和途径.     

远程教育环境下的高校图书馆

随着现代信息技术的兴起，远程教育越来越扮演着重要角色，高校图书馆要适应这种新变化，必须在职能上作相应变革，本文从远程教育的现状入手，提出了高校图书馆的应对措施。     

图书馆远程教育的深层次思考

信息时代，远程教育凭借多种优势，将成为最有潜力、最富前途的一种教育模式。本文阐述了图书馆远程教育的特点即技术性、开放性和由其特点引发的两大问题：图书馆自动化、网络化问题和知识产权问题。     

高校图书馆与现代远程教育

根据现代远程教育的特点和意义，说明高校图书馆在远程教育中的地位和作用。     

高校图书馆在远程教育中的作用

文章主要阐述了现代远程教育的其特点，并以此为背景分析了高校图书馆在现代远程教育中的优势，以及现代远程教育的开展对高校图书馆的发展提出的新的要求。     

网络时代图书馆远程教育的战略思考

本文阐述了网络时代图书馆远程教育问题和图书馆参与远程教育的优势,探讨了图书馆构建远程教育的模式与图书馆实施远程教育的方略.     

现代远程教育与高校图书馆

通过分析现代远程教育的特点及其发展现状和高校图书馆在各方面的优势，简述高校图书馆在各方面的对策。     

网络时代图书馆远程教育的战略思考

阐述了网络时代图书馆远程教育问题，图书馆参与远程教育的优势，探索了图书馆开拓远程教育的模式与实施远程教育的方略。     

Graduate Students' Perceptions of Library Support Services for Distance Learners

Abstract

A survey was conducted in Spring 1999 to assess the library support services for distance learning within the Texas A&M University System. Graduate students actively enrolled at remote sites in one or more courses taught on the system's interactive video network were surveyed. Results of this survey provide insight for improving library services.

“People want what they want when they want it. They don't want something else, they don't want less than they want, and they certainly don't want it at some other time” (Forsha, 1992).     

数字图书馆对公务员远程教育培训的支撑研究

从数字图书馆远程教育角度出发,以大连干部在线学习中心为例,结合其远程教育资源的使用情况,探讨数字图书馆对公务员远程培训的教育功能,分析公务员远程教育培训对数字图书馆的需求。针对公务员远程培训存在的问题,提出完善数字图书馆对公务员远程教育培训支撑作用的建议。     

Using a Web-Based MOO for Library Instruction in Distance Education

Abstract

This institution is in the process of establishing a graphical interface, Web-based MOO [Multi-User Dungeon, Object-Oriented], both to create a forum for synchronous library instruction and to serve as an online meeting place for off-campus students, who are otherwise without a learning community. This paper describes the development of that service and outlines its strengths and weaknesses.     

Distance Education Support in University Libraries

Abstract

This article describes the current distance education environment for university libraries and the distance education library services for faculty and students. The authors surveyed selected Association of Research Libraries (ARL) members to determine current services and the changes in distance education library services since the 1996 ARL SPEC Kit Survey. The 2003 survey included the library services listing from the “Guidelines for Distance Learning Library Services: A Draft Revision,” prepared by the Distance Learning Section of the Association of College and Research Libraries, ALA.     

How It's Done: Examining Distance Education Library Instruction and Assessment

ABSTRACT

While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were correlated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians were the major determinants for services offered by libraries at institutions with distant students.     

External Funding for Library Education

No abstract available for this article.     

Library Support for Distance Learners

Abstract

In 2001, Texas Tech University Library surveyed faculty who taught distance learning courses. This article reports the findings of the survey. Implicit in the article is the belief that a clear understanding of the needs and expectations of faculty serves as a foundation on which librarians can build a solid program of support for distance learners. This clear understanding may also serve as the basis for better strategies to educate faculty on how librarians can help improve distance learning courses. Unfortunately, what faculty think about library support for distance learning courses is not always clearly understood. To a significant extent, this limited understanding is due to the dearth of information in the professional literature on the subject. More surveys need to be completed and the results published so that distance learning librarians can better understand faculty and better inform them, optimizing support for distance learners.     

How Library Paraprofessionals in Academic Institutions Can Benefit from Distance Education Opportunities

Abstract

With the proliferation of distance education courses in the field of library and information science today, academic library paraprofessionals have the means to continue their education while continuing to be productive in their jobs. Courses can be taken online through institutions and organizations such as library schools, community colleges, and network consortia. Suggestions for types of places to look for appropriate courses are discussed. The paraprofessional library employee is in a unique position to pursue continuing education, and library administrators will find that supporting such efforts benefits both the employee and the library.     

中国图书馆学远程教育的历史发展和分期

本文论述了我国图书馆学远程教育的历史发展和分期。指出我国图书馆学远程教育经历了四个主要的历史发展时期:萌芽和准备期,创建、起步和中断期,恢复、繁荣和调整期,现代远程教育(网络远程教育)起步期。指出图书馆学开展现代远程教育具有良好的软件、硬件环境。我国图书馆学现代远程教育必将迎来飞速发展。     

Collaboration Between Distance Education Faculty and the Library

Abstract

At a university with no centrally administered distance education (DE) program, the library is faced with the challenge of not only identifying but also supporting a rapidly increasing number of disparate DE initiatives. In this environment, a one-size-fits-all approach to inviting and encouraging faculty collaboration in the integration of library research into the DE curriculum was not sufficient. This presentation will discuss various methods used at one university to increase the level of collaboration between the library and distance education (DE) faculty.