信息化学习视域中的开放学习质量框架

The Quality Framework for Open Learning from the Perspective of Technology Enhanced Learning

开放学习与开放教育是信息时代人才培养模式改革的主流发展方向。开放学习理念的产生、发展与技术发展以及信息化程度密切相关。从学习者角度看,开放学习是技术促进学习的一种主要组织形式,信息化学习是开放学习的典型特征。早期的远程教育和校园教育各有其教育与学习质量保障体系,但是遵循开放学习理念的教学过程将颠覆传统课堂教学过程,单纯以学生自学为主的活动单元或任务组织形式难以达到预期的学习目标。因此,基于开放学习的"技术促进学习"特性,探讨影响开放学习质量的要素并建立质量框架,是当前网络与远程教育研究与实践的难点问题。从质量保障的相关因素来看,课程设置、资源开发、学习能力、学习支持、生源质量、教学管理、教学过程、信息化基础设施、学习氛围、实践条件、教师队伍和教学研究是影响开放学习的12个质量要素。这些质量要素按照开放学习系统的组成要素与发展水平,可以形成四个部分(环境与设施、学习与支持、教学与资源、教师与课程)和三个层次(业务基础层、教学支撑层、持续发展层)组成的开放学习系统质量框架。基于该质量框架,我国开放大学建设可以从加强学科建设、健全教学环节、共享优质资源、优化学习环境、提升学习能力和建设学分银行6个方面提升开放学习质量。

Open learning and open education are the trends of education reform in the information age. The concept and development of open learning is closely related to ICT popularization as well as the degree of social informatization. From the leaner＇s perspective, open learning is an important form of Technology Enhanced Learning （TEL）, and informatization learning is the typical feature of open learning. Both the distance education and the on-campus education have their own quality guarantee system, but the teaching process of open learning is quite different from that of the traditional classroom, so the students＂ self-learning activities or tasks alone could not meet the expected learning objectives. Therefore, considering the TEL characteristics of open learning, to explore the factors of the open learning quality and build quality framework could help to solve the current difficulties in research and practice of this field. Curriculum plan, resources development, learning capability, learning support, recruit quality, educational administration, teaching and learning processes, ICT infrastructure, learning atmosphere, professional practice, quality faculty, and instructional research are the 12 factors associated with quality assurance. These factors can be embedded in the ELITEPS quality framework with four components （Environment ＆ infrastructure, Learning ＆ support, Instruction ＆ resource, Teachers ＆ curriculum） and three levels （Elementary level, Promoting level and Sustainable level）. According to the ELITEPS framework, the quality of education for open universities in China could be improved through the following six strategies： discipline construction, teaching process improvement and sharing, resource development, learning environment optimization, learning capability promotion and Credit Bank construction.