This account is that of one country teacher operating in northern South Australia where distance education has now changed to be offered, Statewide, by a series of open access schools and has also been regionalised to be offered at the initiative of Education Department Regional Centres with a broad responsibility for education of children in their region. The article makes no pretence to being considered as ‘international research literature’ — some will question whether or not it is even distance education. It is being published at my request.
The teacher functions in an areaof small country towns 50 km apart and with 500 or so people. Not too much further north, into sparsely‐watered country, the towns are likely to have 50 or so people and are up to 500 km apart!
What the paper does highlight is that there are professional people ‘out there’ who see themselves as having a stake in distance education. Central administrators and those who regard themselves as scholars in distance education are only a part of the personnel in distance education.
Ed. 相似文献
New information technologies are forcing major changes on both traditional campus‐based institutions and the large autonomous open universities. Some reasons for introducing new technologies are incompatible with traditional views of open‐ness and distance. For instance, the move to computer‐based learning raises major issues of access and student support for distance learners. Nevertheless mere are some strategies for addressing these issues.
The new technologies now allow for a powerful combination of highly interactive stand‐alone material with two‐way asynchronous communication between teachers and students. There is seen to be a relationship between the type of technology used and the type of learning outcomes intended, but still little hard evidence that these outcomes are actually achieved.
To achieve the most cost‐effective use of new technologies major changes are required to the organisation of both dual‐mode and dedicated open learning institutions. As well as the need for institutional re‐structuring, there is also a need for open and distance educators to re‐think and re‐define their roles. 相似文献
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) 相似文献
_____ comprehensive and unified;
_____ able to take into account the particular possibilities of individual adult educators; and
_____ easily adjustable to the particular needs within the community.
Such a scheme can only be realized through the application of a modular structure. A scheme like this is being developed at Gwent College of Higher Education for a professional training programme which will give a Certificate in Continuing Education, conferring full teacher status in adult and further education. This development is used to illustrate the points the author wants to make. The development of a programme on such a scheme raises considerable structural and methodological problems, which are discussed and compared with what is done elsewhere. 相似文献
“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.
Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.
Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).
We give below information on the main functions of this Centre within the framework of the Open University activities. 相似文献
The organisational structure of Deakin University [a mixed institution that teaches both on campus and off campus] is described, emphasising how intimately DE is integrated with other university functions. In comparing DE with the face‐to‐face mode, I argue that distance educators should not be too much on the defensive and list some advantages of DE.
I predict that DE will continue to rise in status and expand in scale, because of its particular suitability for adult students and because of foreseeable developments in technology, especially in microcomputers. My view is that it should regard itself not as a minor speciality but as a leading edge of progress for higher education as a whole. 相似文献
This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.
The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.
The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting. 相似文献
Among those responding, ‘amount of information received' was found to be the single greatest contributor to perceived learning and satisfaction. Instructor non‐verbal behaviours and audio and video transmission also contributed significantly to perceived learning and satisfaction. Results indicated clearly mat direct face‐to‐face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses. 相似文献
Research in distance education has suffered from a number of problems which include lack of co‐ordination and focus, and the involvement of comparatively few researchers. This is perhaps why there have been calls of late from some quarters such as the Australian Research Council to prioritise educational research agenda in Australia. Future development in distance education would require a coordinated effort in establishing research priorities in Australia to effectively drive distance education theory and practice. One of the criteria in setting research priorities should be that derived from distance educators and practitioners of distance education. This paper reports on the Australian data collated from an investigation carried out as part of a worldwide study of the opinions of distance educators and practitioners regarding: (1) the availability of research information; (2) the areas in which research efforts should be concentrated; and (3) the order of priority to be given to such research areas in distance education. Using a five‐part questionnaire (with a Cronbach's Alpha reliability coefficient of .89), the results suggest the need for a conceited effort to embark on vigorous research in almost all areas of distance education. The distance educators and practitioners have also prioritised the areas of research and have ranked the difficulties they face doing research in distance education. The results are discussed and their implications for distance education practice and further research indicated. 相似文献
The paper argues that success as an open or distance education teacher or student is dependent on expertise in the linguistic demands of the educational context. Though some of these demands are common with traditional forms of education, open and distance contexts add another level of complexity. In particular, the paper advocates a consideration of discourses as fundamental. 相似文献
— industry must have a clear idea of its requirement for qualified engineers;
— the role of the engineer in industry — extending from research, development and production into the service area and into society (with the implied social responsibility);
— the time constraints in the educational system in relation to the rate of growth of knowledge and the consequent problems associated with course planning;
— the continuing challenge to the role of university education arising from the demands of industry and from very close links with sectors of industry or particular industrial companies. 相似文献
The reasons for this phenomenon are explored in the light of the theories of three writers in the field of distance education, namely, Otto Peters, Börje Holmberg and David Sewart.
The paper concludes by listing a number of suggestions that might be adopted in order to reduce early attrition rates and generally improve the functioning of distance education institutions. 相似文献
It was agreed that the study should focus on something of practical importance to distance educators. It was further agreed that the study could not be of too specialised a theoretical nature because of the need to involve a number of institutions across a wide range of cultural settings. It was finally agreed that the study should take a lead from Rekkedal's (1973) study on turn‐around time.
Major contributions to this first ICDE International Research Project were made by L.J. Barker and V.J. White (Darling Downs IAE, Australia), G. Gillard (University of the South Pacific, Fiji), D. Kaufman (Open Learning Institute, Canada), A.N. Khan (Allama Iqbal Open University, Pakistan), R. Mezger(Tasmanian State Institute of Technology, Australia) and the ICDE Research Committee regional coordinators. 相似文献
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme.
Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors.
Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors.
Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors.
Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education. 相似文献
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada.
Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
Methodology/approach: Cross-sectional farm-level data were collected during July and August 2014. A sample of 198 farm households was selected for interviewing by using a multistage, random sampling technique. We employed a logistic regression model, frequency counts, and percentages to analyze the data.
Findings: Adoption decisions were mainly affected by extension-related variables – training, membership in a farmers’ group, and off-farm employment. Extension participation was found to be influenced by socioeconomic variables – age, education, household size, and distance to the extension office. Our findings reveal that distance to the extension office and off-farm employment limited participation in extension activities and adoption, respectively, and education, household size, and group membership stimulated participation in extension programs.
Practical implications: Recognition of the determinants of farmers’ participation in extension services and innovation adoption ensures that targeted extension approaches are used to address these factors in various stages of planning, delivering, and evaluating extension programs.
Theoretical implications: Innovation adoption follows a systematic decision-making process. Although personal characteristics are important, widespread use of new technology requires a conducive social and institutional context. Because contexts vary by country or region, extension services providers should create institutions favorable for innovation adoption within a social system.
Originality/value: This research is original and highly valuable to identify the factors associated with extension participation and innovation adoption in the rural hilly region of Nepal. This also provides a new direction to operationalize farmer-oriented policies of agricultural extension and so can be helpful for agricultural policy-makers in devising programs of extension services. 相似文献