Competencies for distance education professionals

The purpose of this study was to identify the roles and competencies of distance education professionals within the United States and Canada. A population of 103 distance education experts was identified, and their perceptions regarding this information were sought in a modified two-round Delphi process. The results of the study include a competency model for distance education. It illustrates the final top ten competencies and eleven roles which were identified by the study. In addition, a supplemental table outlining outputs and competencies by individual role was developed. The top ten competencies portray the dual importance of both communication and technical skills in distance education. These ten competencies are: (1) Interpersonal Communication, (2) Planning Skills, (3) Collaboration/Teamwork Skills, (4) English Proficiency, (5) Writing Skills, (6) Organizational Skills, (7) Feedback Skills, (8) Knowledge of Distance Education Field, (9) Basic Technology Knowledge, and (10) Technology Access Knowledge. The resulting competency model will be useful in serving as a research foundation for development training and certification programs for distance education professionals. She is also Editor of the International Review section of this journal.     

Transactional issues in distance education: The impact of design in Audioteleconferencing

Abstract

This paper reports the results of a study of student perceptions of learning via audioconferencing in university‐level courses delivered at a distance. Field observations, interviews, and a focus group were used to triangulate and deepen knowledge obtained from an initial mail survey. The results of the investigation revealed that the audioteleconferences were being used under two quite different instructional designs, which were associated with significant differences in students' perceptions of the opportunity to engage in critical thinking skills, creation of a community of inquiry, and the value of various components of the distance education system. The study documents students' perceptions and outlines ways in which these sessions can be designed to induce maximum learning opportunities.     

Effects of a television distance education course in computer science

This paper presents an analysis of the learning outcomes pertaining to one unit of the undergraduate television distance education course Information Technology. This is a course from the undergraduate programme of computer science of Université Laval. The television distance education course was designed to permit students to interact with dynamic environments that support active learning.     

Skills and knowledge needed by television production specialists in distance education

The purpose of this study was to examine what distance education-related skills and knowledge television production specialists had to learn in order to perform their jobs. The purposive sample for this study consisted of 12 full-time television production specialists who develop live, interactive, video-based educational programs at American universities. However, prior to employment at their respective universities, these television production specialists had no experience or educational background in the field of distance education. Qualitative methods were used to collect data. The analysis gave rise to the finding that television production specialists had to learn skills in two major areas—technical skills and personal/interpersonal skills—and knowledge of instructional design methods.     

How television production specialists learn distance education skills and knowledge

The purpose of this study was to examine how television‐production specialists, who had no previous experience or educational background in the field of distance education, learned the distance education‐related skills and obtained the knowledge necessary to perform their jobs. The purposive sample for this study comprised 12 full‐time television production specialists who were employed for at least one year at universities across the United States to produce live, interactive, video‐based educational programs, but who, prior to employment at their respective universities, had no experience or educational background in the field of distance education. Qualitative methods, including semi‐structured interviews, observation, and concept maps, were used to collect data. This study found that television production specialists used both incidental and informal learning strategies to learn the necessary skills and knowledge they needed to perform their jobs. Participants learned predominantly by three means: assessing previously held assumptions and beliefs; learning by doing through a trial‐and‐error‐type format; and watching other's videoconference programs. Participants also experienced a ‘mindset change’, brought about by such factors as identifying audience and subject‐matter specialists’ needs, in how they viewed their own performance.     

Transactional distance theory and total quality management in open and distance learning

Abstract

Although our perceptions regarding distance education (DE) have changed significantly, there still remains a perceived lack of quality in the development, management and delivery of DE programmes. Unfortunately, DE offered in developing countries depends largely on first and second-generation delivery modes and relies heavily on print as form of information dissemination. Thus, technological drawbacks are often hailed as the main reason for such setbacks. This article discusses the findings of a comparative study involving an education programme that runs as both a contact and a distance programme. The assessment indices include access, delivery and output, while the Transactional Distance Theory is adopted to ascertain the extent to which the theory accounts for excellence in a given programme. Findings clearly support the importance of the relationships between dialogue, structure and autonomy. However, the researchers proffer that the Transactional Distance Theory should apply not just to learning material, but to the totality of a given programme. Finally, suggestions on enhancing the total quality of programmes in this context include: the introduction of generic courses; provision of bursaries; introduction and decentralisation of pre-orientation programmes, provision of quality learning material; and workable tutoring and counseling systems.     

Dimensions of effective interactive learning with telematics for distance education

Increasingly, telematics is being used for distance education in Australia. Two forms of telematics, audiographics and live interactive television, are described. Audiographics involves two telecommunications links, one which connects computers via modems and a second link which provides an audioconferencing medium through a normal telephone connection. Live interactive television involves the combination of a one-way television signal with a toll-free callback telephone enabling students to communicate directly with the teacher during program transmission. Research and evaluation studies indicate that the interactivity currently implemented via telematics is minimal and that it does not support higher-order cognition among students. In light of our investigations and contemporary cognitive learning theory, a number of dimensions of effective interactive learning with telematics are suggested: (a) collaboration, (b) generative learning, (c) contextual engagement, (d) personal autonomy, and (e) motivation. His research interests include instructional technologies and developing effective learning environments for open learning and distance education. His specialist areas include evaluating technology-rich learning environments, electronic user performance support systems and interactive learning systems.     

Antenatal education as perceived by health professionals

This article aims to identify the learning needs of expectant and new parents for antenatal education as perceived by health professionals. In Australia, antenatal education programs are predominantly designed by health professionals, and recent research has challenged the efficacy of this approach. The data collected from 73 health professionals, reported here, demonstrates that their perceptions of the concerns and interests of expectant and new parents were divided into three interrelated categories: "need to know...what's happening," "they won't listen," and "balanced information." The health professional ideas for improving antenatal education were limited and identified a reluctance to change practice.     

从对话理论看远程教育师生交互原则

师生交互质量是影响远程教育质量的关键因素,长期以来,人们都把目光放在了交互技术的实现上,而忽视了人的决定因素。本文从巴赫金的对话理论出发,探寻远程教育中师生的对话原则,希望提高远程教师对于对话的重视,并且不断地将师生交互引向深入。     

互动教学策略在体育与健康教学中的研究

在课改实施8年的时间里,体育老师一直改进教学方法和教学行为,"互动式教学策略"是师生关系的最佳推进剂,文章写出了互动式教学策略的研究方法与步骤,包括问卷法、实验法。文章从三个方面描述了实施策略。     

远程开放教育环境下教与学互动关系的构建

现代开放教育理论对传统的“传递-接受”武师生关系提出了挑战,强调师生之间教与学的互动。作者结合近年来在开放教育教学工作中的实践,以课程教学为例,提出了构建师生互动关系的思路,并介绍了一些深受学员好评又初见成效的构建良好师生互动关系的具体操作方法。     

Student perceptions of satisfaction and opportunities for critical thinking in distance education by interactive video

Abstract

Critical thinking is an important component of learning, yet it has received little attention in distance education literature. The purpose of this study was to investigate graduate students' satisfaction and perception of opportunities for critical thinking in distance education courses that utilized a two‐way audio/video system.     

Training humanitarian professionals at a distance: testing the feasibility of distance learning with humanitarian professionals

Training is an essential part of the professional development of staff working for international humanitarian organizations. While humanitarian workers are being deployed around the world to provide life‐saving relief assistance in often‐hazardous missions, it is imperative for organizations to ensure that staff members understand the mission and protocol of their organizations and that they develop an appreciation for the impact their work has on beneficiaries. Demand for such training has been expanding exponentially over the last decade with the growing number of humanitarian organizations and personnel. In the United Nations alone, an estimated 37,000 civilian personnel are being employed as part of UN humanitarian operations, an increase of 54% since 1997; 75% of this personnel is composed of national staff of the countries of operation (United Nations, 2008 United Nations. 2008. “Towards a culture of security and accountability”. In Report of the Independent Panel on Safety and Security of UN Personnel and Premises Worldwide Retrieved July 26, 2008, from http://www.un.org/News/dh/infocus/terrorism/PanelOnSafetyReport.pdf [Google Scholar]). With the increasing reliance of humanitarian organizations on national staff to manage their field operations, the professional development of staff members poses an ever‐growing challenge due to the remoteness and distribution of staff, limiting organizations’ ability to maintain the coherence and cogency of their mission and methods. Although many international humanitarian organizations have adopted some form of distance learning into their staff training, few organizations have evaluated the effectiveness of their distance learning programs. This research briefly evaluates the literature relevant to the use of distance learning for training professional staff in the humanitarian field, assesses how distance learning programs are being used among select humanitarian organizations based in the USA, and reviews the results of a pilot distance learning course offered to mid‐career professionals working on international humanitarian issues in a professional capacity.     

综合性交互性心理健康教育对民办高校学生心身健康的影响分析

目的:探讨综合性交互性心理健康教育对民办高校学生心身健康的影响。方法:选取某民办高校的90名低年级大学生作为研究对象,将所有学生随机性分为观察组和对照组,每组45名学生,对照组学生接受常规性心理健康教育,观察组学生接受综合性交互性心理健康教育,比较两组学生的心理状态。结果:在了解自我、自信心、交往技巧等方面,观察组学生显著优于对照组,组间比较差异具有统计学意义(P<0.05)。结论:综合性交互性心理健康教育能够有效提高民办高校学生的心身健康水平。     

浅谈企业电大开展现代远程开放教育的优势及对策

本以石油企业电大为对象，分析了电大开发远程教育的优势。企业电大开发现代远程开放教育应以企业需求为目的，制订教学计划应突出实践技能的培养，教学中应着重完善质量控制方法。