远程自主学习指导研究

本文从提高远程学习者自主学习能力的角度入手,对远程自主学习指导活动的环节及支持条件进行了研究。文章首先确定了考察远程自主学习状况的六项指标,据此提出了远程自主学习指导活动的七个环节,即:独立学习状态下的学习动机激发环节、学习计划与进度指导环节、学习方法指导环节、学习资源利用指导环节、学习调控与评价指导环节、学习交互状态下的个别化交互指导环节与社会化交互指导环节。最后文章对指导活动支持条件的内容及二者的关系进行了阐述。     

Collaborative online distance learning: Issues for future practice and research

This article provides an overview of issues of practice and research relating to the use of collaborative online learning in distance education (DE). It begins with an examination of the traditional problems of DE. Following that is a discussion of what collaborative online learning encompasses and a review of the primary instructional design issues that relate to it. These are: (a) course preparation; (b) creating a good social climate and sense of community; (c) the role of the instructor; (d) encouraging true collaboration; and (e) the effective use of technology. As well some of the literature relating to problem‐based learning is referenced and its application to collaborative online learning is discussed. The authors conclude that using new technologies in combination with a collaborative online learning approach in DE may prove to be highly effective when learner characteristics and the learning context are considered carefully. Recommendations for future areas of research are also provided, along with a matrix of variables that may be combined to conceptualise further study in the area.     

创设在线聊天室促进远程英语学习

在远程教学模式下,创设在线英语聊天室有效地弥补了远程英语学习的不足。针对远程教育中英语学习的劣势,本文分析了创设在线英语聊天室的过程及特点,对远程英语学习有一定的现实指导意义。     

Theories,generalisation and practice in distance education

Otto Peters was the first Vice‐Chancellor (or Rektor) of the Distance Teaching University in West Germany, The Fernuniversitat, a post he occupied from 1975‐84. Since that time he has been mainly occupied with research. His interpretation of distance study as an industrialised form of teaching and learning has attracted unusual attention. It is often referred to in discussions about distance education, and has been quoted and dealt with more than 50 times in the literature since Borje Holmberg and Desmond Keegan first began reporting it in the late seventies and early eighties. As can be expected with such a controversial issue discussion of it suffers from a number of misunderstandings. Otto Peters agreed to respond to them.     

Predicting student success in open and distance learning

This paper reviews some of the ways in which student success can be predicted in conventional and distance education. Predicting such success is particularly important for new students where the pre‐course start information available is sometimes slight and withdrawal often occurs very early in a course. It suggests that, in such cases, statistical methods involving logistic regression analysis are more useful than questionnaires or tutors’ opinions. Identifying students with low probability of success allows support to be targeted on them. However, there are ethical dilemmas to do with targeting support and openness with students about the results of any analysis.     

Reflective learning in distance education

This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills.     

远程教育中的伪实践

本真的实践是理论指导下的实践. 伪者假也.有伪科学,盖指披上科学外衣而与科学大相径庭的东西.迩闻有"伪研究",恍惚是"实践派"(自报家门者)给理论下的标签.道理也有,既然科学有伪,研究有伪又何足怪哉(其实理论实践是成对的关系范畴,逻辑辩正自足,插入其他范畴如研究、科学完全多余.正如讨论教育学成对范畴教师学生及其"中心转移"问题时插入"制度中心"之类范畴,简直在插科打诨,哪像搞研究).不过接下来的事经不起推敲了,既然别人都是伪的,为什么实践派一家(很多是自诩的)就"天下皆浊我独清"呢?在破除现代迷信的今天,还有一样东西刀枪不入,那就是"实践"的旗号,甚至成为大棒,可横行天下,又像某时代"宁左不右"绝不会错一样.不过今天我要干冒风险,摸一下"实践"的屁股.举例如下:     

高校公共课实施远程教学的理论与实践

随着高等教育改革的不断深入,全日制高等学校规模日益壮大,传统课堂教学模式在许多课程教学中已显得力不从心,而远程教育由于不受时间、空间和距离的限制,加上强调学习的自主性、灵活性,正日益受到全日制学校的高度重视,显示出其强劲的发展势头。作者结合本校实践,对高校公共课实施远程教学的理论与实践进行了分析,并讨论了实施远程教学过程中的一些问题和解决办法,供大家参考。     

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.     

Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.     

Massification in higher education: large classes and student learning

In introducing the special issue on Large Class Pedagogy: Opportunities and Challenges of Massification the present editorial takes stock of the emerging literature on this subject. We seek to contribute to the massificaiton debate by considering one result of it: large class teaching in higher education. Here we look to large classes as a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development. That said, whilst large classes do pose very specific challenges, they also hold promise and opportunities for innovation in support of student learning. Here we consider the contributions to this special issue from a cross section of disciplines and higher education environments.     

Evaluation research in distance education

Although research supports the use of telecommunications in distance education, the more important question 'how best to use telecommunications in a given situation' has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance education.     

Distance education and distance learning: some psychological considerations

Face‐to‐face education and distance education, viewed as differing sets of organisational provisions for the fostering of learning, emphasize different kinds of learning processes, and depend upon somewhat different psychological properties in learners. Nonetheless, all practical learning settings, whether they are labelled ‘school’, ‘adult education’, ‘distance education’, or something else, involve a mixture of face‐to‐face learning and distance learning. The psychological difference between the two kinds of setting is thus note purely qualitative in nature, but is also quantitative: for instance, certain learner characteristics which are useful in face‐to‐face learning (discussed in detail in the body of the present paper) are indispensible for distance learning, while certain processes which are at the heart of distance learning (also dis‐cusssed in detail later) are often given little emphasis in face‐to‐face settings, although they are in principle possible and even desirable there. The question thus arises of whether it would not be desirable to give more emphasis in face‐to‐face settings to psychologically desirable aspects of distance learning.