网络远程教育中在线异步交互的现状及影响因素分析

发布时间：2018-04-03 21:56

本文选题：网络远程教育　切入点：网上教学　出处：《首都师范大学》2008年硕士论文

【摘要】： 世纪之交,以网络技术和多媒体技术为核心的信息技术迅速兴起、蓬勃发展,给远程教育带来了新的机遇和挑战。世界上的发达国家及部分发展中国家纷纷大力开展以网络为媒介的远程教育。在我国,网络远程教育也得到了史无前例的重视。现代远程教育工程的各试点院校纷纷开展网上教学,网上教学实践得到了飞速的发展。网上教学最令师生振奋的,除了网上即可阅读的学习资源外,更有可以异步进行的在线互动教学。在线异步交互极大地方便了师生和生生间的对话、交流和相互关怀,减少了学生的孤独感和疏离感,是网上教学的核心。然而,我国网络远程教育中的在线异步交互还存在一些不可忽视的问题,在线异步交互在教育中的潜力的发挥还远未达到预期效果。而国内在此方面开展的研究还相对泛化,针对性不强,可供实践借鉴的意义小,尤其缺乏针对我国电大系统在线异步交互的相关研究,因此还需要进一步的研究和探索。本研究以探索如何提高在线异步交互的有效性,如何构建网上学习社区为出发点,选取中央广播电视大学开设的《语言学概论(本)》课程进行个案研究,以中央电大电大在线远程教学平台该课程的“同常答疑”论坛为研究环境,以该课程的主持教师和参与本课程“日常答疑”论坛的学生为研究对象。本研究采用了质的研究和量的研究相结合的方法,主要包括参与式观察法、内容分析法、网上问卷调查法和QQ访谈法。在先前研究者对在线异步交互内容和行为的研究基础上,2007年秋季学期与主持教师合作对课程论坛提出了一系列改进措施,跟踪观察师生在线异步交互的情况,并参与其中,力图客观地描述实施改进措施后师生在线异步交互的现状,并通过问卷和访谈调查分析影响师生在线异步交互的因素,以采取针对性的措施促进在线异步交互的有效性,力争在在线异步交互的实践探索方面迈出新的一步。研究表明,由课程主持教师与研究者共同提出和实施的一系列促进师生在线异步交互的举措在一定程度上推动了课程论坛的发展,取得了一些成果和进步。但整体来看,论坛中的在线异步交互还属于表层的、非实质性的交互。在现状和影响因素分析的基础上,本研究主要得出了以下结论:1.设计良好的学习活动是促进学生参与在线异步交互的关键要素。2.合理的学生评价体系是提高在线异步交互有效性的重要动力。3.必要的入门学习指导是学生参与在线异步交互的根本保证。4.适合交流的平台设计是在线异步交互顺利进行的前提条件。作者针对提高在线异步交互的有效性提出了一些具体可行的建议:1.转变教学理念,培养应用型人才,促进学生的深度学习。2.撰写网上学习指导书,加强学生支持服务,保证学生顺利完成学业。3.明确构建在线异步交互中各类教师的职责和分工,为学生提供个性化的支持服务。4.注重网上教学策略和技巧,促进学生有效学习。5.改进评价方式,促进师生持续、有效的在线异步交互。
[Abstract]:At the turn of the century, the rapid rise of network technology and multimedia technology as the core of information technology rapid development, has brought new opportunities and challenges to the remote education. The developed countries in the world and some developing countries have vigorously carry out distance education in the Internet. In our country, the network distance education has been There was no parallel in history. attention. Have carried out the online teaching in modern distance education project in the pilot colleges, online teaching practice has been rapid development. The most exciting online teaching to teachers and students, in addition to online learning resources can be read, more interactive online teaching can be performed asynchronously. Online asynchronous interaction has greatly facilitated the dialogue between teachers and students, exchanges and mutual care, reduce their loneliness and alienation, is the core of online teaching.
However, China's network of online asynchronous distance education interaction there are still some problems can not be ignored, online asynchronous interaction in the education of the potential is still far from the expected effect. The research and development in China is still relatively generalization, the pertinence is not strong, for the practical significance, especially in view of the lack of related research of online asynchronous interaction in China RTVU System, it needs further research and exploration.
This study is to explore how to improve the effectiveness of online asynchronous interaction, how to build the online learning community as the starting point, select the The Open University of China's introduction to Linguistics "(the) case study of" course, the Central TV University distance online learning platform of the course "usually answering" Forum for research in the course of the host environment teachers and participating in the course of "daily answering" forum of students as the research object. This study adopts the method of qualitative and quantitative, including participant observation, content analysis, online questionnaire and QQ interviews. In the previous research based on research of online asynchronous interaction and content act on the 2007 fall semester and presided over the cooperation of teachers on the course forum proposed a series of improvement measures, tracking observation of online asynchronous interaction between teachers and students, and participate in, To objectively describe the situation after the implementation of measures to improve teachers and students of online asynchronous interaction, and through the questionnaire and interview survey analysis on the influencing factors of online asynchronous interaction between teachers and students, to take targeted measures to promote the effectiveness of online asynchronous interaction, and strive in the practice of online asynchronous interaction to explore a new step.
Research shows that the proposed and implemented a series of measures to promote online asynchronous interaction between teachers and students to promote the development of the forum to a certain extent by the course teacher and presided over the research achievements and progress. But overall, asynchronous online forum in the interaction also belongs to the surface of the interaction, non substantive. Analysis on the status and influencing factors, this study drew the following conclusions: 1. the design of good learning activity is the key factor to promote students to participate in online asynchronous interaction.2. reasonable evaluation system for students is to improve the online asynchronous dynamic interactive.3. important effectiveness of the necessary entry learning guide students to participate in Online asynchronous interaction is fundamental to ensure that the platform design for.4. communication is the prerequisite of online asynchronous interaction smoothly.
The author to improve the effectiveness of online asynchronous interaction and puts forward some feasible suggestions: 1. to change the teaching idea, to cultivate applied talents, promote students' deep learning.2. write online learning instruction, strengthen student support services, ensure that students complete their studies.3. build a clear division of duties and all kinds of teachers' online asynchronous interaction, provide personalized support services.4. pay attention to online teaching strategies and skills for students, promote the students' effective learning.5. improve the evaluation methods, teachers and students, online asynchronous interaction effectively.

【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G434

【引证文献】