生态远程教育——从生态语言学的启示谈起

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…     

论远程教育中的心理距离因素

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.     

终身教育与现代远程教育

终身教育概念是进入２１世纪的关键所在。远程教育作为终身教育体系的一个组成部分，有它自身的特点和优势，在教育发展中起着越来越重要的作用。     

远程教育中的联合办学

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。     

On defining distance education

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)     

远程教育的均等理论——来自美国的远程教育理论

本文分析了远程教育均等理论产生的背景和主要思想,并对构成均等理论的关键要素进行了详细的介绍。均等理论在界定了均等、学习经验、有效应用、学生和学习成果等五个关键要素的基础上,提出了远程学习者在学习中获得的学习经验与常规学习学生在学习中获得的经验越相等,则他们所取得的学习成果也越接近。这一理论对于我国现正进行的基于现代信息技术的远程教育理论研究和实践探索具有一定的启发意义。     

远程高等教育·远程教育产业

随着我国加入WTO,给远程教育改革增强了压力和动力。选择高等教育作为发展现代远程教育的重点和突破口,既避免了在实践中的某些盲目性,也有利于逐步形成现代远程教育开放网络,构建起终身学习体系。尝试把现代远程教育作为一个基础产业来办,以建立起既符合市场规律,又利于教育自身发展的最佳运作机制,形成远教产业优势,实现远程教育与市场经济的对接。     

Diffusion of distance education in Turkish higher education

Conclusion In this paper, Rogers's diffusion theory was used to analyze the acceptance and implementation of the innovation of distance education in higher education in Turkey. Distance education was not successfully adopted between 1970 and 1980 in Turkey because of organizational problems. Distance education was effectively and efficiently diffused in Turkey after 1982. Thousands of students today earn university diplomas studying at a distance. On the other hand, problems of organization, technology, and perceptions remain to be addressed. It is to be hoped that in the future the OEF will be independent or have more autonomy. This will help it deliver instruction to its students.the evaluator of the Learning Community Link Project at the University.     

远程教育教师的边缘化

走出边缘化,关键的第一步要由教师迈出。长期以来,从事远程教育的教师一直处于边缘化的地位,这是一个不争的事实。我认为,造成这种边缘化的原因是多方面的。首先是大氛围,社会上对于远程教育的认可仍然非常谨慎,并且把对远程教育的怀疑转移到其从业者身上。由此而造成的后果是:在专门从事远程教育的机构,教师在诸多方面都无法与全日制普通高校教师相比,同样地,在“双轨”办学的机构,从事远程教育的教师也或多或少被“二等化”。回想起来,这种边缘化跟以前从事公共英语教学的教师的处境有很多相似之处。所幸公共英语教学后来得到高度重视,因…     

远程教育的微观理论

远程教育微观理论的目标是在与传统面授教学的联系和对比中 ,揭示远程教学和远程学习的特殊本质和特定规律。本文在概括总结国内外远程教育理论界对创建远程教育微观理论所作的探索及取得的主要成果的基础上 ,首次提出了一种远程教育微观理论体系。主要包括以下核心内容 :远程教与学三种基本相互作用的理论、远程教学两大功能要素的理论、以学生为中心的远程学习理论和虚拟教学理论等。它们为构建未来比较完整的远程教育微观理论提供了有益的借鉴     

高职教育与远程开放教育互动机制初探

高职教育与远程开放教育的特点与共性决定了远程开放教育与高职教育互动机制建立的必要性。高职教育和现代远程开放教育的发展已经具有互动结合的良好基础。只要在办学理念整合,建立教学资源共享体系,补充开发适用高职学生的电大在线网络平台,创立学分银行等方面实施系统化管理,做到高职教育与远程开放教育优势互补,形成一套新的独特的互动管理机制,这在全国的高职教育系统,都将是一个创新,是一个亮点。