Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico

This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second, we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality of distance learning in support of economic development.     

Jobs and Changes in the Technological Age

No abstract available for this article.     

高职教育发展的“距离”与“功利”

布洛的＂距离说＂和＂功利说＂是关于审美的著名理论,这个美学理论却被引申为教育发展理论的两种观点。有人认为客观冷静理性地思考高职教育发展问题必须要跳出教育,与高职教育保持一定的距离;也有人认为解决高职教育发展问题不能跳出教育,在无历史经验借鉴的情况下,强调只有融身于教育,才能发现和解决教育本身的问题。两者各有理论与实践的支持。但从宏观角度看,跳出教育看教育有更为广阔的视野,从微观角度讲融身教育看教育,有助于解决高职教育实际问题。     

Structural and normative conditions for interethnic friendships in multiethnic classrooms

Interethnic friendships between students are important for harmonious intercultural relations at school. Drawing on research on intergroup contact and cultural distance between immigrant and non-immigrant groups, we examined how structural and normative conditions in the classroom context are associated with friendships between early adolescents with and without an immigrant background in ethnically heterogeneous schools. The sample comprised 842 students (M_age = 11.50 years, SD_age = .71; 53% male) attending multiethnic schools in Southwest Germany.Results revealed that perceived positive contact norms in class and perceived cultural distance predicted friendships between immigrant and non-immigrant students in both groups, even when the ethnic composition of the classroom was taken into account. The associations were largely the same for immigrants and non-immigrants. We conclude that interventions to foster interethnic friendships should aim to reduce perceptions of cultural distance and monitor and improve contact norms in intergroup settings.     

序列交通图像去雾

为了消除交通图像中的雾,根据交通图像的特点建立了一种距离场并提出了一种新颖的基于序列交通图像的参数估计方法.首先,基于大气散射模型推导出雾模糊模型,将距离场的方向平行于道路中线,距离场沿观察者到地平线的方向递增,并进行归一化处理改善距离场的分布特性;然后,对参数进行初始化,并以参考区域的平均灰度变化作为判定条件,对参数...     

A conceptual framework for achieving good governance at open and distance learning institutions

This paper describes a good governance architecture framework that would bring significant improvements in the overall working of open and distance learning institutions in a well-structured and systematic way. The good governance framework is articulated with seven basic principles which are performance, transparency, accountability, participation, leadership, consensus orientation and fairness. These principles are structured with the good governance practices which relate to performing well for the assigned goals and objectives, promoting values for the organisation, making well-informed and transparent decisions, focusing on the organisation’s purpose and outcomes, capacity building and managing risks effectively. These principles and suggested practices in the framework would become tools for developing an improvement strategy so as to help in the smooth operation and efficient management of the institution concerned. The developed system would bring about significant improvement in the teaching–learning activity as well as in the quality of distance education. It would also enhance the efficiency, effectiveness and overall performance of the institutional management which is crucial to the continuous development of the institution concerned. Thus, the proposed good governance framework when implemented in an open and distance education institution would improve the quality of distance education and also increase its accessibility in a well-organised and structured way.     

Learner-content interaction in distance education: The weakest link in interaction research

Interaction is a recurrent theme in the literature on distance education. Much of the research along these lines is dedicated to reciprocal interpersonal interaction, that is, learner–learner and learner–instructor interaction. But there is far less research interest in learner–content interaction despite its fundamental and critical role in ensuring the effectiveness of the distance learning experience and education more generally. This article reflects on the interrelationship and interplay between learner–content, learner–instructor and learner–learner interactions by drawing on the three-types-of-interaction framework, equivalency theorem and other interaction research literature. It concludes by calling for more effort to be made to understand how distance learners study course materials or content, arguing that distance learning course materials may not be able to cater for distance learners and achieve their intended learning outcomes unless their design and production are informed by empirical research on learner–content interaction.     

美语中恭维语与人际距离的印证性研究

数据分析显示：不同人际距离组之间在恭维语交换的频率上存在着差异,以中等人际距离者之间的交换为最多。不同人际距离组在恭维话题上存在着差异,中距组侧重能力、表现,近距组和远距组侧重仪表和所属物。恭维语的使用确有其固定的句法模式,以中距组因循句法公式的情况为最少,其使用的词汇也最具独特性。此外,不同人际距离组在恭维语回应的句法模式上也存在着明显的差异。     

现代远程教育课程考核模式优化探究

现代远程教育课程考核具有复杂性和特殊性,应通过考核模式和其运行机制的重心转移,教学过程、考核模式与内容融为一体等优化手段对其进行改革,要注重学习的过程性考核,并根据课程性质的不同,采取形成性考核和终结性考核相结合的模式。