Using learning principles as a theoretical framework for instructional consultations

Learning theory provides a powerful framework for analyzing instructional consultations and increasing their effectiveness. In this paper, the authors review the main tenets of learning theory, apply them to consultation scenarios, and present a complex case study to show how they can guide analysis and problem solving around challenging consultations.     

Dialogue in a distance education physics course

This study investigated the kinds of dialogues utilized by Open University students while studying an intermediate level physics course. Research objectives were twofold: to document what dialogue types, mediated through which resources, were (1) generally utilized by students as they learned; and (2) were specifically utilized by students to overcome conceptual difficulties. It was found that all students initially chose individual study characterized by intrapersonal dialogue. Only when individual study failed did students opt for interpersonal dialogue. This finding conflicts with the assumed importance often ascribed to interpersonal dialogue by some distance education theorists.     

Building a theoretical framework of web-based instruction in the context of distance education

This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing distance education theory called Transactional Distance Theory in order to provide better understanding of the essential pedagogical components of WBI. Recent studies have shown that the key elements of the structure of WBI are (1) content expandability, (2) content adaptability, and (3) visual layout. And also three emerging types of interaction, or three aspects of dialogue, in WBI have been identified through the studies. Those types were: (1) academic interaction, (2) collaborative interaction, and (3) interpersonal interaction. Finally, both learner collaboration (or learner collaboravity, if we create a new term) and learner autonomy seem to have emerged in Web-based learning environments.     

Cognitive task analysis for instructional design: Applications in distance education

The increasing complexity of the subjectmatters taught through distance education calls for a cognitive approach to instructional design. Cognitive task analysis‐based instructional design (CTA‐BID) is especially appropriate for distance education, which requires high‐fidelity instructional materials that teach cognitive content with little or no classroom instruction. CTA‐BID organises instructional materials around the results of a cognitive task analysis that identifies the optimal knowledge structures, mental models, strategies, and skills underlying expertise in the subject matter. CTA‐BID has produced innovative instructional programmes aimed at teaching cognitive skills, accelerating the development of expertise, and improving student performance and training efficiency. This article provides an overview of CTA‐BID and its applications in the design of instructional and testing materials for distance education. I also review recent developments in education, psychology, and instructional design that complement CTA‐BID.     

A theoretical framework for productive education

having held various posts specializing in educational administration in different private institutions in California. Author of several articles dealing with the issue of productive work combined with academic study.     

A framework for management of distance education

Distance Education: The Foundations of Effective Practice. John R. Verduin, Jr. and Thomas A. Clark. (San Francisco: Jossey‐Bass, 1991, 279 pp., $31.95).     

现代远程高等教育教学模式改革构想

本文通过对远程高等教育模式的诠释和审视 ,认为现代远程高等教育模式的改革应围绕学生和学生的学习这一中心进行 ,这是现代远程高等教育的本质特征 ,并提出了 5项改革措施 :1、以建构主义认识论作为远程教育教学模式主要理念之一 ;2、由单一性教学模式向混合型教学模式发展 ;3、由归纳型教学模式向演绎型教学模式发展 ;4、由以“教”为主向以“学”为主转化 ;5、发展本地化、多样化的远程高等教育教学模式。     

追随与超越--现代远程教育理论架构中的碎思

在现代远程教育理论架构的过程中,我们将首先直面学习理论、教学理论和课程理论.然而,当今学习理论从纷争到混合,教学理论从对立到渗透,课程理论从开发到理解,其自身嬗变和相互关联,正是远程教育理论所需要的追随与超越.     

A theoretical framework for research into environmental education

The essential question in environmental education is the individual's relationship to his environment, including both that part of his environment which is natural and that part which is man-made. The nature of this relationship is manifested in the way in which the individual acts with regard to his environment and by what choices and decisions he makes in order to come to terms with it. The crucial factors in these decisions are his values, which at the same time represent his cognitive, socio-emotional and ethical development. As an interdisciplinary subject, environmental education draws attention to the technique of examining matters from a variety of viewpoints. Since the consequences of man's decisions regarding his environment are apparent both in the sphere of human life and in the world of nature, these decisions involve ecological and economic, social, political, aesthetic and ethical considerations. Environmental education contains both cognitive and affective aspects, the association between which is examined on the basis of the theoretical premises established in this paper.

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Zusammenfassung Die wesentliche Fragestellung in der Umwelterziehung betrifft die Beziehung des Einzelnen zu seiner Umwelt sowohl zur natürlichen als auch zur von Menschen geschaffenen. Die Art dieser Beziehung zeigt sich in der Handlungsweise des Einzelnen im Hinblick auf seine Umwelt und in den von ihm gewählten Wegen und gefällten Entscheidungen, die ihm ein angemessenes Verhalten ermöglichen. Die ausschlaggebenden Faktoren für diese Entscheidungen sind seine Werte, die gleichzeitig seiner kognitiven, sozio-emotionalen und ethischen Entwicklung entsprechen. Als interdisziplinärer Lernbereich weist die Umwelterziehung auf das Verfahren hin, Umweltfragen von einer Vielzahl von Standpunkten aus zu betrachten. Da die Konsequenzen aus den Entscheidungen der Menschen in Bezug auf ihre Umwelt sowohl im Bereich menschlichen Lebens als auch in der Welt der Natur sichtbar sind, schließen diese Entscheidungen ökologische und ökonomische, soziale, politische, ästhetische und ethische Überlegungen ein. Umwelterziehung enthält ebenso kognitive wie affektive Aspekte, deren Zusammenhang auf der Basis theoretischer Prämissen, die in diesem Artikel begründet werden, überprüft wird.

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Résumé La question essentielle dans le domaine de l'éducation relative à l'environnement porte sur la relation de l'individu avec son environment qui comprend à la fois la partie naturelle de cet environnement et celle provenant de la civilisation. La nature de cette relation se révèle dans la façon dont l'individu agit avec son environnement ainsi que dans les choix qu'il fait et les décisions qu'il prend pour s'accorder avec. Les facteurs décisifs pour ces décisions sont ses valeurs qui représentent en même temps son développement cognitif, socio-émotionnel et éthique. En tant que matière interdisciplinaire, l'éducation relative à l'environnement attire l'attention sur la façon d'examiner les différentes questions en partant d'une quantité de points de vue. Puisque les conséquences des décisions de l'homme concernant son environnement sont visibles dans la sphère de la vie humaine comme dans le monde de la nature, ces décisions impliquent des considérations écologiques, économiques, sociales, politiques, esthétiques et éthiques. L'éducation relative à l'environnement comprend des aspects cognitifs et affectifs dont le rapport est examiné sur la base des prémisses théoriques présentées dans cet article.

     

Measuring instructional congruence in elementary science classrooms: Pedagogical and methodological components of a theoretical framework

This article is situated within a theoretical framework, instructional congruence, articulating issues of student diversity with the demands of academic disciplines. In the context of a large‐scale study targeting elementary school science, the article describes a research instrument that aims to combine the strengths of both quantitative and qualitative approaches to classroom data. The project‐developed classroom observation guideline is a series of detailed scales that produce numerical ratings based on qualitative observations of different aspects of classroom practice. The article's objectives are both pedagogical and methodological, reflecting the dual functionality of the instrument: (a) to concretize theoretical constructs articulating academic disciplines with student diversity in ways that are useful for rethinking classroom practice; and (b) to take advantage of the strengths of qualitative educational research, but within a quantitative analytical framework that may be applied across large numbers of classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 424–447, 2007     

Building a framework for determining the authenticity of instructional tasks within teacher education programs

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.     

Physical literacy praxis: A theoretical framework for transformative physical education

PROSPECTS - This article aims to propose a theoretical framework, based on the literature, that supports the growth of students’ physical literacy in physical education. The framework...     

The experience of collaboration: Writing and instructional design in distance education

The instructional design process in a distance education context has been well documented within the distance education literature, although most of this literature is written from the perspective of the distance education specialist. There have been few explorations of the experiences of the academic teacher in the writing process and the relationship between an instructional designer and the writer/teacher has seldom been explored from the point of view of the writer/teacher. This paper documents a collaborative process of preparing course materials for a distance education subject on curriculum. The process is described through the eyes of both the instructional designer and the writer/teacher, so capturing the procedural aspects of the event as well as the interpersonal aspects. Many facets of the process which are normally hidden from view are included in the paper as are some of the less obvious outcomes of the collaboration. The literature which calls for a consultative relationship between instructional designer and teacher is used to analyse the observations made.     

The civic‐minded instructional designers framework: An alternative approach to contemporary instructional designers' education in higher education

This paper argues that an emphasis on training‐for‐the‐job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic‐minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education.     

试论远程教育教师的教育技术素养

本文阐述了教师的教育技术素养所包含的基本要素和各要素之间的结构关系,借鉴了美国国家教育技术标准中“教师教育技术基本标准”,提出了远程教育教师提高教育技术素养是确保远程教育教学质量的关键。     

Management: Value chain analysis: A framework for management of distance education

Abstract

This article presents a legal analysis of the application of copyright law to distance education environments, particularly as it applies to Web‐based instruction and the construction of electronic reserves, or so‐called virtual libraries. The author argues that revision of copyright law to allow for the reproduction, display, and performance of works in these settings is consistent with national policy and existing and developing copyright law. The dangers of moving toward a schema of universal or compulsory licensing of information products and services are also explored. Finally, the author suggests several possible components that new legislation or “fair use” guidelines might include.