A blended model: simultaneously teaching a quantitative course traditionally,online, and remotely

As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ², and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards.     

远程教育的线下学习问题与对策探讨

远程教育教与学时空分离的本质决定了远程教育具有不同于传统学习的特点,线下学习作为E-learning学习的有效补充,越来越受到远程教育工作者和研究学者的重视。对线下学习过程中出现的一些问题进行简要的分析总结,提出相应的解决对策。     

以异步讨论辅助语言与内容知识的学习

文章介绍了以异步讨论辅助语言与内容知识的学习,探索了在具体实施中所应注意的问题,对语言学习者和教师具有极大的意义。     

远程教育中混合学习及其实施策略的探讨

目前混合学习在教育技术界备受关注。将混合学习应用于远程教育,对改善学习效果和提高教育质量有着重要的作用。本文介绍混合学习的基本理论,并为混合学习在远程教育中的有效应用提供了实施策略。     

Teaching using a blended approach – what does the literature tell us?

Teaching using a blended approach is a complex undertaking, where teachers have to address varied discipline and professional learning outcomes, different student capabilities and institutional conditions as well as creating an effective pedagogy by using the strengths of face-to-face and online settings in an integrated fashion. There is now a sizeable literature on student accounts of learning in blended environments; however, much less is known about teacher perspectives on blended teaching and that is the focus of this review. A critical analysis of the literature indicated two areas of development: (1) teacher conceptions and beliefs about blended teaching and (2) changing teacher roles, especially around course design and pedagogy.     

动态在线讨论：交互式学习环境中的深层学习

本文阐述了在远程教育中进行面向深层学习的动态在线讨论的一个框架。该框架建立在信息、方法和认知等三个普遍性过程的基础上。在本框架中进行动态讨论的结构包括三种在线讨论的类型,即灵活的同伴、结构化的主题和协作性任务讨论。该框架在一门有关教学多媒体设计的在线研究生课程中使用过两个学期。创建动态讨论的策略是为了促进不同学习者之间的在线交互,并有助于设计能实现有效交互的任务。学生通过设计的任务产生了接受性学习,在此基础上促进了适应性学习,并且激发了他们促进深层学习的认知能力。该框架及动态讨论的策略提供了一个在线学习环境,在这样的环境中学生的学习超越了既定的课程目标。     

Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)

The purpose of this study was to develop and validate a new learning environments instrument designed to aid investigators and practitioners in measuring and researching the psychosocial learning environment in post-secondary distance education. Using a three-stage approach, the Distance Education Learning Environments Survey (DELES) was developed, field-tested with 680 distance education students, and then validated. The DELES has 34 items allocated to six scales: (1) Instructor Support; (2) Student Interaction and Collaboration; (3) Personal Relevance; (4) Authentic Learning; (5) Active Learning; and (6) Student Autonomy. An additional scale of Enjoyment was included in this study to explore associations between the psychosocial learning environment and student affective traits. Each learning environment item had a factor loading of at least 0.50 with its own scale, and less than 0.50 with all other scales. The alpha reliability coefficient for each scale ranged from 0.75 to 0.94. Simple correlations between Enjoyment and the DELES scales ranged from 0.12 to 0.31, with the scale of Personal Relevance having the strongest correlation with Enjoyment when all other scales were mutually controlled. The DELES, an online instrument that can be utilized by students at any location, eliminates data transfer errors and does not allow for non-responses, adding to the overall validity of the instrument. The development of DELES relied extensively on literature pertaining to high-quality distance education and expert content validation techniques. It treats distance learning as having a distinct social-psychological climate unlike those found in other post-secondary classroom environments.     

论远程学习材料的总体设计与开发

进入网络时代以来,远程学习形态和远程学习材料都呈现出多元化和多样化发展的趋势,远程学习材料的设计开发面临更丰富的技术媒体资源和更复杂的选择决策环境,也需要更专业的教学设计和系统开发理论指导和实际经验。本文首先探讨远程学习形态与远程学习材料的分类,随后集中论述远程技术媒体选择和组合的原则以及六种远程学习形态中七类远程学习材料的总体设计开发指导原则。     

英语专业网络阅读课实施效果的调查与对策

该研究通过访谈与问卷的形式对宁夏大学网络阅读课在初级阶段的实施情况进行了调查,并在数据分析的基础上,提出调整传统的教学方式,创设探究型的网络阅读第二课堂和组织学生进行延时的网络讨论将有助于解决现存的问题。     

远程开放教育学生流失问题及对策研究

学生流失现象随着远程开放教育的开展越来越突出,笔者采用问卷调查法和访谈法对部分远程开放教育的专科学生进行了相关研究和数据分析,并提出对应的助学策略和建议。     

Students’ experience of synchronous learning in distributed environments

This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education.