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网络教学指导有效性的研究进展综述 远程教育在高等教育领域中以飞快的速度得到普及。老师和学生可获得越来越多的网络可利用资源,高校也提供越来越多的远程教学课程。远程教育在美国率先得到广泛应用。例如,2002年,据估计,美国大学有25730门远程教育课程,授予700多个学位(King, 2002)。远程教育类型不同,同时其融入课堂的程度也有很大不同。教师可以让学生将网络教育作为一种辅助工具寻找学习资源从而强化学生的学习。中国作为发展中国家,也在加大网络教育在传统课堂教学中的应用。本文主要介绍美国网络教育中存在的优势和弊端,并结合中国的国情,探讨网络教育的可行性。
远程教育的优点和缺点
大学教育让我们看到了网络教育和传统教育相比之下的很多优点(O’Donoghue, Singh, & Dorward, 2001)。
网络教学的第一个优点是花费低。通常,网络教学比课堂教学花费少。通过网络可以随时向同学发布信息,为其提供可以利用的有价值的资源。
网络教学的第二个优点是灵活性强。学生不用局限于时间和空间。不需要固定时间固定地点参与传统课堂学习是很多学生选择网络教学的一个重要原因。学生可以在不同地域不同时间注册不同的课程。因为大部分人的生活步调变得越来快,更多的人认为网络学习更合理(O’Donoghue et al, 2001)。和传统的教师教学相比,网络教学可以给学生更多的交流空间(Perez-Prado & Thirunarayanan, 2002; Seng & Mohamad, 2002)。
网络教学得到越来越多的关注。一些研究者认为,在网络教学环境下。学生可以更自由的讨论。一些特殊人群,例如妇女,少数民族,少数年龄参与组,在传统的课堂讨论上往往很安静,而在网络上变得更加活跃,网络交流更容易(Lapadat, 2003)。 在线同学之间的交流就好像传统教学中老师和同学之间的交流一样重要(Driver, 2002)。 Driver研究发现,注册参加网络研究生课程的学生发现课堂学生满意度和小组互动成正比。2002年Perez-Prado & Thirunarayanan的研究得到了同样的结果,这项研究的学生报告说同伴交流让学习过程变得更加有趣。
虽然有很多优点,远程教育也有它自身的缺点。第一个缺点是缺乏规范的管理。因为没有老师的督促,学生常常需要很强的自我动机鼓励自己要求自己去完成作业。因为缺乏面对面的交流,学生常常不得不保留一些课堂作业的问题(Essex, 2002; Hill, Raven, & Han, 2002)。很多人抱怨他们在网络学习上花费的时间大于传统课堂教学的学习时间(Thurmond et al, 2002)。
第二个缺点是每个学生所能利用的网络资源的不平等性(Essex, 2002)。在网络学习环境下,学生可能受限制于他们可以利用的资源和其自身的计算机水平(Hill et al, 2002)。 另一个问题是所能获得网络教育帮助的学生数量不均衡。目前,我们并不能认为人人都有相同的网络教育机会。美国的部分地区,非洲和欧洲并不能给某一部分人群提供帮助,这些人群包括少数民族,低经济收入家庭和郊区(Merisotis, 2002)。 第三个缺点是完成网络课程的学生数量少。研究发现学生退选网络课程的数量大于传统课堂教学。原因包括:缺乏学习动机,学习孤独感,缺少远程学习经验,缺乏电脑技术或者学习中缺乏帮助(Hill et al, 2002; King, 2002)。
影响网络教学的因素
查阅大量文献综述,研究者发现并不能确定哪一种方式能够最有效地测量网络教学有效性。许多和网络教学有关的影响因素都曾被研究。第一个因素是学习过程。一些研究者认为只有学生能够更多地参与到学习过程中去,网络教学才更有效;同时,老师也能更容易地检验学习效果并同时给学生更多的建议(Seng & Mohamad, 2002; Thurmond et al, 2002)。 Perez-Prado 和Thirunarayanan (2002) 的一项研究目的在于比较学生选择学院课程观念的差异性:一组选择网络教育,一组选择课堂教育。Perez-Prado 和 Thirunarayanan 研究发现,网络课堂中同学之间的互动强化了学习过程同时也使学习更加快乐。网络学习需要学生更多的学习责任感。通常网络学习更多的是学生自我控制而不是教师约束,学生自发努力使课堂变成一个学习团体(Berge

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