向网上学习的转变:教学和支持层面上的思考

Transitioning to e-Learning: Pedagogical and Support Considerations

传统上开放及远程学习意味着学习者与教师会得到一些协助,使他们可以克服由于空间、时间和学习步调而引致的沟通障碍,从而更好地教授和学习相关的内容(Churton, 2000)。简单来说,当一位教师和一位或多位学生面对地理上的隔离,我们就可以说远程教育已经发生。由于教育方面的发展,以及各种新的教学技术和教学设计的出现,实时的沟通已经成为可能。谭尚渭(Tam, 1998)指出,远程教育已经历了几个阶段的发展,并在名称、形式、取向、传递、应用和服务范围方面出现了很大的变化。由于开放及远程教育发展迅速并日趋多元化,因此不少人已经对这些课程的质量提出质疑,人们希望可以建立一些标准或基准,去评估课程的质量和可靠程度(Churton, 2001)。随着全球化与市场化的发展,开放及远程教育的机会越来越多,国际之间的联系也日益紧密,许多大学都在本国以外建立了分部,或者与其他大学建立伙伴关系,因此,教学的质量和可靠性对课程的效能和持续性是相当关键的。由于存在着基本设施、文化多元性、教育规章、语言和成本等问题,要提供优质和全面的远程教育,挑战可以说是相当大的。不少发展中国家和过渡型经济体系现正考虑发展和扩大开放及远程教育,所以,提供质量方面的控制以及必要的支持系统,确保课程合乎标准,是值得关注的?

Historically, open and distance learning has meant providing access to instructional content in which learners and their instructor(s) are assisted to overcome the communication barriers of location, time, and most recently pace (Churton, 2000). At its most basic level, distance education occurs when an instructor and student(s) are separated by physical distance. Due to development in education and the emergence of technological diversity and instructional design, the element of communicating in real time is now a reality. Tam (1998) suggested that distance learning has transcended various chronological landmarks and transformations in nomenclature, format, style, delivery applications, and numbers served. This rapid and diverse expansion of open and distance learning has led some to question the qualitative implications of such programs and have called for standards or benchmarks to demonstrate programmatic quality and integrity (Churton, 2001). As the global marketplace promotes the acceleration of open and distance educational opportunities, international linkages, overseas campuses, collaborative partnerships with multiple universities and other transnational relations, instructional quality and integrity remain keys to effectiveness and sustainability. For reasons of infrastructure, cultural diversity, educational regulations, languages and real costs, the challenges in providing a quality and comprehensive education can be quite difficult. As developed and transitioning countries consider the development and/or expansion of open and distance learning, quality control and the necessary support systems to ensure programmatic integrity are essential. It is the responsibility of policy-makers to identify and apply appropriate curricula design, development, support and evaluation measures to ensure that their distance learners and their distance learning instructors experience an effective transition to a distance learning environment. Distant learners should have the same level of academic integrity as students who attend campus based programs. Hastily conceived and designed distance learning programs will create not only student and instructor discontent but political concernsas well (Churton, 2000c). The premise of this paper suggests benchmarks in curricula design, development, support, and transition to ensure that open and distance learning programs yield effective student outcomes.