远程教育的概念 与教育的从属关系 学前教育、中小学教育、高等教育 基础教育、高等教育、(职业教育) 农业教育、工业教育、军事教育、医学教育 电影教育、电视教育、网络教育 按照教育的组织形式:个别化教学、小组教学、集体 教学 按照师生间的空间距离分:?( face to face
1 远程教育的概念 • 与教育的从属关系 – 学前教育、中小学教育、高等教育 – 基础教育、高等教育、(职业教育) – 农业教育、工业教育、军事教育、医学教育 – 电影教育、电视教育、网络教育 – 按照教育的组织形式：个别化教学、小组教学、集体 教学 – 按照师生间的空间距离分：?（face to face)
Defining distance education Distance education is defined as institution based, formal education where the learning group Is separated, and where interactive telecommunications systems are used to connect learners resources and instructors There are four main components to this definition Institution Separation of the teacher and student Interaction onnection 2
2 Defining Distance Education • Distance education is defined as:institutionbased, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.There are four main components to this definition. – Institution – Separation of the teacher and student – Interaction – Connection
Institution First is the concept that distance education is institutionally based(机构化的组织化的) This is what differentiates distance education from self- study. While the institution referred to in this definition could be a traditional educational school or college, increasingly there are emerging non- traditional institutions that offer education to students at a distance. Businesses companies, and corporations are offering instruction at a distance Many educators and trainers are advocating the accreditation of institutions(机构资质认证)that offer distance education to add credibil improve quality and eliminate diploma mills
3 • First is the concept that distance education is institutionally based.(机构化的\组织化的) This is what differentiates distance education from selfstudy. While the institution referred to in this definition could be a traditional educational school or college, increasingly there are emerging nontraditional institutions that offer education to students at a distance. Businesses, companies, and corporations are offering instruction at a distance. Many educators and trainers are advocating the accreditation of institutions(机构资质认证) that offer distance education to add credibility, improve quality, and eliminate diploma mills. （一） Institution
Separation of the teacher and student The second component of the definition of distance education is the concept of separation of the teacher and student. Most often, separation is thought of in geographic terms- teachers are in one location and students in another. Also implied by the definition is the separation of teachers and students in time a synchronous distance education means that instruction is offered and students access it at separate times, or any time it is convenient to them. Finally intellectual separation of teachers and learners is important. Obviously, teachers have an understanding of the concepts presented in a course that students may not possess In this case the reduction of separation is a goal of the distance education system
4 （二）Separation of the teacher and student • The second component of the definition of distance education is the concept of separation of the teacher and student. Most often, separation is thought of in geographic terms - teachers are in one location and students in another. Also implied by the definition is the separation of teachers and students in time. • A synchronous distance education means that instruction is offered and students access it at separate times, or any time it is convenient to them. Finally, intellectual separation of teachers and learners is important. Obviously, teachers have an understanding of the concepts presented in a course that students may not possess. In this case the reduction of separation is a goal of the distance education system
(三) Interaction Interactive telecommunications is the third component of the definition of distance education Interaction can be synchronous or asynchronous -at the same time or at different times Interaction is critical. but not at the expense of content. In other words it is important that learners be able to interact with each other with resources of instruction and with their teacher However, interaction should not be the primary characteristic of instruction but should be available commonplace and relevant
5 （三） Interaction • Interactive telecommunications is the third component of the definition of distance education. Interaction can be synchronous or asynchronous - at the same time, or at different times. Interaction is critical, but not at the expense of content. In other words, it is important that learners be able to interact with each other, with resources of instruction, and with their teacher. However, interaction should not be the primary characteristic of instruction, but should be available, commonplace and relevant
(四) Connection Finally, is the concept of connecting learners resources and instructors This means that there are instructors that interact with learners and that resources are available that permit learning to occur. Resources should be subjected to instructional design procedures that organize them into learning experiences that promote learning including resources that can be observed, felt, heard or completed
6 （四）Connection • Finally, is the concept of connecting learners, resources and instructors. This means that there are instructors that interact with learners and that resources are available that permit learning to occur. Resources should be subjected to instructional design procedures that organize them into learning experiences that promote learning, including resources that can be observed, felt, heard, or completed
The definition of distance education includes these four components. If one or more are missing then the event is something different, if only slightly, than distance education. It is also important to recognize that distance education includes both distance teaching and distance learning. The development, design, management and evaluation of instruction(Seels and Richey, 1994 )fall under the heading of distance teaching. Utilization of learning experiences (resources ?)is distance learning. According to the definition of distance education distance learning is not possible without distance teaching
7 • The definition of distance education includes these four components. If one or more are missing then the event is something different, if only slightly, than distance education. It is also important to recognize that distance education includes both distance teaching and distance learning. The development, design, management and evaluation of instruction (Seels and Richey, 1994) fall under the heading of distance teaching. Utilization of learning experiences （resources ？) is distance learning. According to the definition of distance education, distance learning is not possible without distance teaching
This definition includes communication with the postal system, as in correspondence study and other non-electronic methods for communication. Obviously, as electronic telecommunications systems improve an become more pervasive it is likely that they will be the mainstay of modern distance education systems. However. older, less sophisticated systems of telecommunication will continue to be important
8 • This definition includes communication with the postal system, as in correspondence study, and other non-electronic methods for communication. Obviously, as electronic telecommunications systems improve and become more pervasive it is likely that they will be the mainstay of modern distance education systems. However, older, less sophisticated systems of telecommunication will continue to be important
Telecommunication The words telecommunications systems implies electronic media. such as television p telephone and the internet but need not be limited to only electronic media Telecommunications is defined as communicating at a distance
9 • The words "telecommunications systems" implies electronic media, such as television, telephone, and the Internet,but need not be limited to only electronic media. Telecommunications is defined as "communicating at a distance." Telecommunication
现代远程教育研究的基本内容 发展远程教育的必要性(为什么发展远程教育) 信息社会与远程教育 终身学习与远程教育 ·知识经济与远程教育 远程教育系统和过程研究(远程教育过程设计的理论 与方法) 系统的组成要素与关系 远程教育系统与过程的设计 学生研究(远程教育中学生学习的特点) 学生的特点、学习需求、学习方式等 学习过程(成人学习过程研究) 媒体与环境研究(学习资源设计) 教学媒体与学习资源的设计与开发 交互活动研究(交互的形式) 教师与学生 学生与媒体
10 现代远程教育研究的基本内容 发展远程教育的必要性(为什么发展远程教育） • 信息社会与远程教育 • 终身学习与远程教育 • 知识经济与远程教育 • 远程教育系统和过程研究（远程教育过程设计的理论 与方法） • 系统的组成要素与关系 • 远程教育系统与过程的设计 • 学生研究（远程教育中学生学习的特点） • 学生的特点、学习需求、学习方式等 • 学习过程（成人学习过程研究） • 媒体与环境研究（学习资源设计） • 教学媒体与学习资源的设计与开发 • 交互活动研究（交互的形式） • 教师与学生 • 学生与媒体
