马拉维杜马西学院远程教育学习支持系统研究：对变革的启示

发布时间：2018-08-04 09:41

【摘要】：为了满足马拉维中学教师的最低教学资格要求,杜马西(Domasi)教育学院提供了一种旨在将社区中学中不合格教师的证书资格提升到合格教师资格的文凭水平上的教师远程教育项目。而学习者支持的关键部分包括面对面教学,现场监督和学习圈讨论。本研究调查了该项目中为教师自主学习而开发的支持系统的有效性,意在解答这样一个问题,即杜马西教育学院为使学习者达成他们的学习目的是如何提供学习支持服务的?具体而言,以这5个问题为研究的切入点：(1)教育学院为学习者在自主学习过程中学习技能的获得所开发的学术服务支持达到了什么样的程度?(2)图书馆为帮助学习者在校内校外的学习是如何提供学术服务的?(3)管理者为帮助学习者处理学习问题在学术指导和现场指导上都采用了什么方法?(4)教育学院和地方学校为促进学习者的成功在管理方面是怎样实施服务支持的?(5)来自课堂实践指导教师的专业服务支持的影响是什么? 本研究的数据来源有：5个管理者、14个现场指导教师、1个图书馆员、55个辅导员、507个在读学生、156个杜马西教育学院毕业生,以及10个国家图书馆服务机构和2个来自马拉维提供远程教育的机构的官员。为了确保结果的可信性,本研究采用了三角测量方法,并运用了定性与定量相结合的分析方法对统计结果进行了分析。版本为16.1的社会科学软件包(SPSS)是用于分析收集来的问卷中的客观题。描述性统计如频率、百分比和手段被用于这种情况。调查问卷中的定性数据已通过一中结合年度和电子分析于一体,也就是我们熟知的剪切和文件技术,进行了分析(McMillanSchumacher,2006). 研究结果表明,杜马西教育学院为学习者提供了较好的学习服务支持。首先,研究揭示了尽管简化模块有其局限性,但还是起到了指导学习者自主学习的作用。然而,仍然存在作业反馈效率低下的情况,学习者缺乏面授机会来直接指导他们的学习。第二,从参与者的视角来看,图书馆在提供校内校外的服务支持上仍然不能满足大多数学习者的需求。第三,尽管学习者在与管理者和学术指导教师的非正式的交流中存在抱怨,但他们普遍比较满意从管理者、学术指导教师和现场指导教师所得到的咨询服务支持。第四,从学习者的视角看,除了在模块分配和任务处理方面存在局限外,学习者对来自教育学院管理服务支持的贡献普遍满意。最后,学习者和现场指导教师的课堂观察有待加强。根据研究,有人建议高校应当澄清模块便利的理由,提升员工在远程教育活动中的能力,提供实验机会,采用更为简单和实惠的印刷技术形式,培训教师的基本计算机技能,加强与国家图书馆服务机构的合作,加强针对质量而不只是数量方面的工作,此外,还应提升教育、科学与技术部门工作人员的水平,并对该项目增加财政拨款。
[Abstract]:In order to meet the minimum teaching qualification requirements of middle school teachers in Malawi, the (Domasi) Institute of Education in Dumasi offers a teacher distance education program aimed at upgrading the certificate qualifications of unqualified teachers in community secondary schools to the level of diplomas of qualified teachers' qualifications. The key parts of learner support include face-to-face teaching, field monitoring and learning circle discussion. This study investigates the effectiveness of the support system developed for teachers' autonomous learning in this project, and is intended to answer the question of how the Dumassie Institute of Education provides learning support services to enable learners to achieve their learning goals. Specifically, Take these five questions as the starting point of the research: (1) what degree of academic service support developed by the Institute of Education for learners to acquire learning skills in the process of autonomous learning? (2) Library to help learners in the school? How does off-campus learning provide academic services? (3) what methods have managers adopted in academic and on-site guidance to help learners deal with learning problems? (4) in order to promote the success of learners, colleges of education and local schools How does management implement service support? (5) what is the impact of professional service support from classroom practice guidance teachers? The data sources of this study are: 5 managers, 14 on-site teachers, 1 librarian, 55 counselors, 507 students, 156 graduates of Dumassie Institute of Education. And officials from 10 national library services and 2 institutions providing distance education in Malawi. In order to ensure the credibility of the results, a triangulation method is used in this study, and a qualitative and quantitative analysis method is used to analyze the statistical results. Version 16.1 Social Science package (SPSS) is used to analyze objective questions in collected questionnaires. Descriptive statistics such as frequency, percentage and means are used in this situation. The qualitative data in the questionnaire have been analyzed through a combination of annual and electronic analysis, known as cutting and document techniques (McMillan Schumacher2006). The results show that the Dumassie Institute of Education provides learners with better learning services. First of all, the study reveals that although the simplified module has its limitations, it still serves as a guide for learner autonomy. However, there is still a lack of feedback efficiency and learners lack the opportunity to direct their learning. Second, from the perspective of participants, the library still can not meet the needs of most learners in providing services in and out of school. Third, although learners complain about their informal communication with managers and academic instructors, they are generally satisfied with the support they receive from managers, academic instructors and field teachers. Fourthly, from the perspective of learners, in addition to the limitations in module allocation and task processing, learners are generally satisfied with their contributions to the support of educational college management services. Finally, the classroom observation of learners and field teachers needs to be strengthened. According to the study, it was suggested that colleges and universities should clarify the reasons for modular facilitation, enhance staff capacity in distance education activities, provide experimental opportunities, adopt simpler and more affordable forms of printing technology, and train teachers in basic computer skills. Strengthening cooperation with national library services and strengthening work on quality rather than quantity, in addition to raising the level of staff in the education, science and technology sectors and increasing the financial allocation for the project.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G434

【相似文献】