All-round Translation Teaching Approach Suitable for Adult Learners of the Open Distance Education

Through the analysis of the characteristics of the adult students in the open distance education and on the basis of constructivism,the researcher tentatively proposed an All-round Translation Teaching Approach under the guidance of the theories of constructivism in order to improve translation teaching of the open distance education.

The Application of Modern Distance Education in Teaching and Learning

This paper makes an Introduction of the advantages and the foreground of Distance Education developing in China,and also some problems we are facing. At last, it gives out a solution of Network Education Application in college English teaching. With the development of Internet and information technology, the intercourses between human beings are becoming more and more convenient. Distance education have appeared in educational area, which has greatly promoted the development of education. As a totally new mode of educating, distance education has improved the quality and efficiency of teaching. Moreover, it accelerated the development of social and lifelong education. The development of distance education is hard, but it has a brilliant future.

Distance education and correspondence course in India A report on a visit to Kurukshetra University Devi Ahilya and Kota Open University

with the introduction of the different operating management between distance and correspondence course in Kurukshetra University, Devi Ahilya University and Kota University in India, the author show us that this paper will enhance our knowledge about Indian adult education in which we can use for reference.

Quality Assurance in Open and Distance Education: a Case Study of Kota Open University

After a brief analysis of the concept of quality in open and distance education, information technology for quality assurance and Indian initiative for quality improvement, the paper examines the quality assurance measures at Kota Open University under the following areas: planning academic programmes; developing academic programmes; producing learning materials; implementing programmes; reviewing courses/programmes; and developing human resources.

澳大利亚远程教育研究30年里程——基于《Distance Education》杂志的视角

本文以澳大利亚《远程教育》杂志的创刊主编和前任主编伊安.米歇尔(Ian McD Mitchell)[1]等人对杂志创刊30周年历史回顾为基础,展现了杂志创办的历史,同时以杂志自身的发展为主线,间接勾勒了澳大利亚远程教育学术研究历史的主要图景。既充分展示了澳大利亚《远程教育》杂志发展历程,又从侧面揭示了专业、协会、杂志、学术会议这几者之间是如何良性互动推动远程教育事业发展的,而刊物创办人那种富有魄力、踏实进取的精神也会激发每一个热爱远程教育事业的同路人。

Application of Weighted Average Method in Evaluation System for Rural Cadre Distance Education

We elaborate the application method,process and effect of weighted average method in the examination and evaluation system for modern distance education of rural party members and cadres.The study shows that this method reflects the evaluation results objectively and comprehensively and plays a remarkable role in establishing and improving the examination and evaluation system,thus will have an important reference value for the development of modern distance education of rural party members and cadres in the future.

共建“一带一路”倡议下中国扩大教育对外开放十年实践审思

2023年是共建“一带一路”倡议提出十周年。十年来共建“一带一路”成为深受欢迎的国际公共产品和国际合作平台,极大地拓宽了包括教育在内的对外开放的深度与广度。在共建“一带一路”倡议下,中国教育对外开放取得显著成效,形成了教育对外开放的制度化框架、打造了较为完善的教育对外开放人才库、深化了教育对外开放的人文交流机制、扩大了中国教育国际公共产品供给。从“走出去”到“走进去”,共建“一带一路”倡议下的中国高水平教育对外开放应秉承构建人类命运共同体的理念逻辑,遵循以“文明、历史与世界”为主线的实践逻辑,通过优化共建“一带一路”教育合作新机制、拓展与“一带一路”共建国家教育发展新空间、精准服务人才中心和创新高地建设、拓展参与全球教育治理的广度与深度,开创共建“一带一路”倡议下中国扩大教育对外开放的第二个十年。

开放大学与高等职业院校的融合发展:现状特征与趋势解构

推动开放远程教育与职业教育的融合是我国开放大学转型发展的重心和趋势。以全国26所具有开放大学背景的高等职业院校为研究样本,采用比较研究方法,分析基本情况、办学条件、办学成效、办学背景、管理体制、开放教育与职业教育融合的程度,结果发现各校的办学性质、办学层次基本一致,呈现出明显地域性和阶段性特征;办学条件有较大差异,部分院校在全国高职院校中占明显优势;各校办学成效之间存在一定差距,部分高校办学成效突出,国际合作和国际影响力整体较弱;办学背景、管理体制、与开放教育的融合程度存在显著差异。具有开放大学背景的高等职业院校应充分利用开放大学的办学优势,进一步理顺体制机制,推动开放教育与职业教育互促融通。

护理本科生线上教学时的学习投入度及其影响因素

目的线上教学是基于远程技术支持的教学模式,它为学习者提供了强大的自主性和灵活性,可以更好地适应现代社会快速变化的学习需求,并拓展教育边界。然而长期的线上教学也存在一些挑战和问题,学习者需要具备一定的自律性和良好的身心素质,以克服线上学习的困难。为确保护生的学习投入度和学习状态,提高线上教学的教学质量,本研究调查了线上教学背景下护理专业护生的学习投入度现状及影响因素,并提供了解决护理学习投入度问题的建议。方法2022年12月,选取山东省有进行线上教学教学背景的五所公立医学院校全日制护理本科生1251人,使用学习投入度、学业自我效能感、广泛性焦虑、阿森斯失眠量表等5个量表进行线上问卷调查。结果学习投入度量表总得分为79.83±23.44分。多元线性回归分析显示,学业自我效能感量表平均得分、焦虑量表平均得分和选择专业的原因(个人意愿)是学习投入度的影响因素(P<0.05)。结论线上教学背景下护生的学习投入度水平偏低。自我效能感越强的护生学习投入程度越高,专业调剂为护理专业护生的学习投入度较低,依据个人意愿选择专业的护生的学习投入度较高,焦虑量表平均得分可以显著负向预测学习投入度。因此,需要社会、学校和老师等多层面,从护生选择专业的原因等角度出发,提升学业自我效能感,降低其对线上教学模式问题反馈不及时、学习内容不到位等的焦虑,以提高护生的学习信心和课堂参与度,确保护生的学习投入度。

澜湄开放教育及柬埔寨远程教育的未来

This journal article delves into the future of distance learning in Cambodia and the potential for collaboration with the Mekong-Lancang Open Education initiative. It explores how distance learning can successfully address the current issues the Cambodian educational system is currently facing. The article discusses the goals and opportunities for collaboration that the Mekong-Lancang Open Education initiative presents, as well as the difficulties and potential solutions involved in implementing distance learning in Cambodia. Moreover,the article also offers insightful case studies and best practices from other countries, offering valuable insights and lessons for Cambodia. Lastly, the article concludes with policy recommendations for the future of distance learning in Cambodia. Future research and studies should concentrate on continually evaluating and improving the Mekong-Lancang Open Education Initiative to ensure that it effectively meets the educational needs of students and educators.

Open Learn项目对我国远程教育优质资源共建共享的启示

针对我国远程教育优质资源共建共享中存在的问题,分析并介绍了英国开放大学Open Learn项目中优质资源共建共享的一些做法,提出了其优质教学资源共建共享在理念、方法以及途径等方面带给我们的一些启示。

The Impact of COVID-19 and FAIR Data Innovation on Distance Education in Africa

Prior to the advent of the COVID-19 pandemic, distance education, a mode of education that allows teaching and learning to occur beyond the walls of traditional classrooms using electronic media and online delivery practices, was not widely embraced as a credible alternative mode of delivering education, especially in Africa. In education, the pandemic, and the measures to contain it, created a need for virtual learning/teaching and showcased the potential of distance education. This article explores the potential of distance education with an emphasis on the role played by COVID-19, the technologies employed, and the benefits, as well as how data stewardship can enhance distance education. It also describes how distance education can make learning opportunities available to the less privileged, geographically displaced, dropouts, housewives, and even workers, enabling them to partake in education while being engaged in other productive aspects of life. A case study is provided on the Dutch Organisation for Internationalisation in Education(NUFFIC) Digital Innovation Skills Hub(DISH) project, which is implemented via distance education and targeted towards marginalised individuals such as refugees and displaced persons in Ethiopia,Somalia, and other conflict zones, aiming to provide them with critical and soft skills for remote work for financial remuneration. This case study shows that distance education is the way forward in education today, as it has the capability to reach millions of learners simultaneously, educating, lifting people out of poverty, and increasing productivity and yields, while ensuring that the world is a better place for future generations.

中国式高等教育现代化的多维思考与协同推进

中国的高等教育现代化进程一直在路上,但在新的历史条件和时代背景下,中国式高等教育现代化在新发展理念指导下具有创新、开放、协调、绿色与共享五重内涵,具备中国共产党领导、对西方经验批判性吸收、以实现人的全面发展为目的、追赶型发展、系统反思性等特征。与此同时,中国式高等教育现代化需要建立既彰显“中国特色”,又体现世界“共同特征”,还具有“胸怀天下”担当的现代化治理体系;构建高等教育对外开放新格局,进一步打开高等教育对外开放的新思路;紧紧抓住人的发展、人的现代化这个高等教育现代化的核心,以现实的人、具体的人、社会的人和集体的人建构高等教育现代化人才培养格局;在实践中通过提升创新人才培养能力和劳动力素质、推进全体人民精神生活共同富裕、有效促进社会资源的合理分配等途径助推共同富裕的实现,为社会主义现代化强国提供人才与智力支持。

数智时代开放教育治理的生态规律与对策路径研究

教育数字化对教育治理提出了更高要求,开放教育的数字化转型和高质量发展,迫切要求探索新的治理模式和治理对策。该文立足生态学新视角,采用调查研究、归纳和模型分析法,首先给出了国家层面开放教育的生态系统模型,明确个人和社会需求是能量输入,教育行政部门、办学机构、服务机构是生态主体,毕业生、教育公共服务资源、教育技术融合资源是系统输出。其次,调查归纳了开放教育治理的优汰劣胜、多样松散、监管共享困难和边缘化等现象,以及对应的消费者主导、生态对策、物质循环和增长瓶颈等生态治理规律。最后,立足生态系统模型和治理规律,提出了治理新模式的五个方向,即办学定位加强职业导向、办学任务面向终身学习、办学体系突出特色发展、办学监管抓好产品服务、办学投入凸显社会需求,以及国家平台和学习中心两个重点战略,以期为我国开放教育治理与发展和国家数字大学建设提供有益启示。

中国式教育现代化进程中的教育对外开放:路径、挑战和展望

对外开放是中国式教育现代化的鲜明特征和重要举措。教育对外开放通过支撑服务国家现代化,推进教育自身的现代化,以及提升人的现代化助推中国式教育现代化建设。当前,教育对外开放面对世纪疫情与百年变局的现实挑战,面对从跟跑、并跑到部分领跑的发展定位挑战,面对落实多元现代化的发展成效挑战。为此,应当坚持党的全面领导,继续深入推进教育对外开放;对标新发展格局,通过在地国际化和提升人才自主培养质量以及扬弃现代性和弘扬本土文化精髓,明确开放定位;锚定高质量发展,通过推进制度型教育对外开放、筑牢公派留学、发展国际教育服务贸易、构建开放的教育服务大市场等,创新开放路径。

PLC与组态实验数字孪生创建研究

针对线上PLC与组态实验提出直接组网和间接组网两种不同的组网和管理方式,并最终选用间接组网和第三方远程协助工具方式组建了PLC与组态实验平台。以多工步机床动力头进给速度控制实验为例,列举了创建数字孪生体中遇到的各种问题,给出了解决方案及物理实体接线方式,创建了数字孪生体,实现了数字孪生所要求的实时全方位信息双向闭环交换。该实验平台组建方便,使用不受场地、时间限制,可使学生在线上很好地完成相关的实验,实际应用效果良好。

现代远程职业教育融入全民终身学习的改革路径

现代远程职业教育可借助现代信息技术与职业教育相融合,有效提升职业教育质量,为推动全民终身学习体系建设搭建资源共享平台,成为促进全民终身学习的有效途径。对现代远程职业教育、全民终身学习等相关术语释义,通过梳理国内外现代远程职业教育与全民终身学习相关研究,阐述现代远程职业教育融入全民终身学习的现实逻辑,分析我国现代远程职业教育融入存在的问题,对现代远程职业教育融入全民终身学习的改革发展路径进行探索。

高职教育与开放教育融合发展模式探索——以机电一体化系统综合实训课程为例

以“机电一体化系统综合实训”课程的建设为基础,促进高等职业教育与开放教育相融合的发展。在分析了高等职业教育“机电一体化系统综合实训”教学和开放教育“机电一体化系统综合实训”教学特点的基础上提出“以赛带训”,对两类教育具有共同的指导意义,并进一步指出如何实现两类教育在校内、校外实训基地和企业的资源共享。对包括教学手段、教学内容、教学资源在内的两类教育课程资源整合与共享模式进行研究探索。

基于“一致性建构”理念的开放教育线上线下混合“金课”设计

“金课”标准在内在逻辑上与“优质教学”及比格斯的“一致性建构”理念是相通的。研究借鉴比格斯“一致性建构”的教学设计理念,尝试构建并实践开放大学环境下基于慕课的混合学习“金课”理论框架:教学与评测均仔细匹配预期学习成效;预期学习成效关注学习者的综合能力和高级思维,兼顾学业程度的可实现性与挑战性;教学设计将高品质慕课与翻转课堂深度融合;评测设计注重灵活多元与过程学习。