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美国信息系统代写论文:事务性的物理分离

事务性的物理分离带来的距离是创建一个通信的差距,或心理空间——面积可能误解老师和学习者之间的输入(摩尔,1993)。摩尔(2007)认为事务距离是相对的,不是绝对的,学习项目并不是“距离”或“没有距离”,而是他们有“多距离或少距离”后收录于《书写与差异()。事务发展是受到三个因素的影响:对话、结构和自治(摩尔,1993)。对话的性质和程度可能受不同因素影响(课程设计、教师/学生个性,主题,环境等等),但媒介的沟通也是一个重要因素。项目很少或根本没有对话的相互作用有一个更大的事务距离比培养动态对话。交互式的使用,电子媒体支持这活力和艾滋病事务的缩短距离。结构是由摩尔评估(出处同上)从课程的灵活性或刚度的角度而言,建立教学技术,教育目标、评估程序和个人需求得到满足的程度。最后摩尔(出处同上)认为自主学习者学习过程控制的程度——选择的学生对学习目标的问题,进步,教学方式和评价方法。

美国信息系统代写论文:事务性的物理分离

Transactional distance is engendered by the physical separation which creates a communicational gap, or psychological space – an area of possible misapprehension between the inputs of the teacher and learner (Moore, 1993). Moore (2007) considers that transactional distance is relative, not absolute, and that learning programmes are not ‘distance’ or ‘not distance’ but rather they have “more distance or less distance” (p.91). Transactional development is influenced by three factors: dialogue, structure and autonomy (Moore, 1993). The nature and extent of dialogue may be affected by diverse factors (course design, teacher/learner personalities, subject matter, environment etc.), but the medium of communication is also an important factor. Programmes with little or no dialogic interplay have a greater transactional distance than those which foster dynamic dialogue.The use of interactive, electronic media supports this dynamism and so aids the shortening of transactional distance. Structure is evaluated by Moore (Ibid.) from the perspective of the course’s flexibility or rigidity in terms of the establishment of teaching techniques, educational goals, assessment procedures and the degree to which individual needs are met. Finally Moore (Ibid.) views autonomy as the extent of learner control exercised over learning procedures – the amount of choice the student has over issues of learning goals, rate of progress, manner of teaching and assessment methods.

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