摘要
日新月异的信息交流技术促进了网上教学大规模的飞速发展。然而,文献研究表明,关于亚洲地区开放大学网上教学的比较研究非常缺乏。为了了解亚洲地区开放大学网上教学的现状和最新发展,分析不同开放大学网上教学的特点,在亚洲地区进行大规模的网上教学的比较研究就显得十分迫切。本研究首次采用网上问卷的调查方法,问卷包括中文简体字、中文繁体字、英文、韩文四个版本,邀请了亚洲地区7个国家9个地区的10所开放大学参与合作研究,调查了1658名不同学科的网上学习者和90名从事网上教学的教师。本文从比较的角度汇报了11个方面的研究结果:采用网上教学的目的;网上教学的平台及功能;网上课程的数量;网上教学传递的方式;网上教学的场所;网上教学的优势;网上教学的不足;网上学习的困难;学习者喜爱的教学支持手段;学习者喜爱的网上教学平台成分;学习者喜爱的网上互动和管理方式。最后,作者从研究方法、网上教学平台、网上教学功能、网上教学的作用、教学媒体运用、技术和教学设计、网上学习支持、资源开发等方面,对发展和改进网上教学提出了策略性的建议。我们期望本研究能够帮助远程教育工作者了解亚洲地区开放大学网上教学的现状和特征,增进网上教学的知识,促进网上教学的合作,改进网上教学的实践。
Advances in information and communication technologies have led to the rapid development of online teaching. However, a literature review shows that comparative research of online teaching in Asia's open universities has been
limited. To better understand the current situation and possible future developments, and to examine the differences a-mong open universities in delivering online courses, a comparative study of online teaching in the Asian region has become a pressing task. Online questionnaires in three languages, Chinese (in both traditional and simplified characters), English and Korean, were sent to 10 open universities in 7 countries (China, India, Israel, the Philippines, Singapore, South Korea and Thailand). Hong Kong and Taiwan were also included in this study. The open universities included in this study were: Shanghai Television University (China), Open University of Hong Kong (Hong Kong), Open University of Taiwan (Taiwan), Singapore Institute of Management Open University Centre Programmes (Singapore), Indira Gandhi Open University (India), Yashwantrao Chavan Maharashtra Open University (India), Korea National Open University (South Korea), Open University of the Philippines (Philippines), Israeli Open University (Israel) and Sukothai Tham-mathirat Open University (Thailand). The number of students and teachers surveyed was 1,658 and 90 respectively.
This paper adopts a comparative perspective to report on a range of features of online teaching in Asia's open universities, including: aims and objectives; venues; strengths and weaknesses; online teaching platforms and their functions; number of online courses offered; difficulties encountered; learning support and components in the online teaching platforms preferred by online learners as well as their preferred modes of online interaction and administrative procedures. The author of this paper also offers a number of policy recommendations for developing and improving online teaching regarding the following: research methodology, online teaching platform, functions of online teaching, utilization of teaching media, IT and pedagogical design, online learning support, and development of learning resources. It is hoped that through this study distance educators can gain a better understanding of the situations and features of online teaching in Asia's open universities. A more in-depth understanding of the issues involved can lead to more effective collaborations among ODL institutions and hence improved practices in online teaching.
出处
《中国远程教育》
北大核心
2003年第9期35-42,63,共9页
Chinese Journal of Distance Education
