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美国工业工程代写论文:远程教育

远程教育已经有了很大的变化发生以来,植根于函授课程,在1800年代。早期的课程是高度结构化的,以最小的老师和教授之间的对话,因此它们之间的距离-摩尔的心理和沟通差距是巨大的。随后的发展在通信技术缩小这个距离,但客观主义哲学基础交流依然在本质上是相同的。虽然承认了许多年,建构主义方法可能提高教与学的质量在我们的教室,它只有在最近一段时间,与宽带的广泛使用和开发工具,利用其功能,建构主义理念已经完全有能力融入DL项目。社交软件技术提供的新功能和在线同步通信的持续发展使创新的脚手架和造成社会学习。然而,距离教育者不应试图使用技术的优势提供了几乎尝试重现传统课堂,或创建情况预先确定的学习。这个风险限制的应用建构主义,不能承认,远程学习发生在一种独特的socio-interactive上下文需要一个独特的教学和学习方法。

美国工业工程代写论文:远程教育

Much has changed in distance learning since its nascence, rooted in correspondence courses, in the 1800s. Early courses were highly structured, with minimal dialogue between teacher and taught, and consequently the distance between them – Moore’s psychological and communications gap – was great. Subsequent developments in communications technology narrowed this distance, but the objectivist philosophy underpinning the exchange remained essentially the same. Whilst it has been recognised for a number of years that constructivist approaches may improve the quality of teaching and learning in our classrooms, it has only been in recent times, with the widespread use of broadband and the development of tools which take advantage of its capabilities, that constructivist ideals have been fully capable of integration into DL programmes. The new capabilities afforded by social software technologies and the ongoing development of online synchronous communications enable innovative scaffolding and engender social learning. However, distance educators should not be tempted to use the advantages that technology offers to attempt to recreate the traditional classroom virtually, or to create situations which pre-determine learning. This risks limiting the application of constructivism, and fails to acknowledge that distance learning occurs in a distinctive socio-interactive context which requires a unique approach to teaching and learning.

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