英文摘要论文
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最后更新时间:2024-01-29
Three Generations of Distance Education Pedagogy
Terry Anderson and Jon Dron
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used， this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behiourist， social constructivist， and connectivist pedagogy are examined， using the familiar community of inquiry model （Garrison， Anderson， & Archer， 2000） with its focus on social， cognitive， and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education， the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers， teachers， and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content， context， and learning expectations.
Keywords： distance education theory； Community of Inquiry； Cognitive-Behiourist Pedagogy； Social-Constructivist Pedagogy； Connectivist Pedagogy
A Study on the Assesent of Adult Online Academic Emotions
Tang Shihua， Zhu Zulin， Bi Lei and An Zhefeng
Academic emotions are important factors influencing academic progress and learning outcomes. Based on literature review， questionnaire survey and theoretical deduction， this article set out to define the primary structure of adult online emotions， formulate the resulting scale， and conduct a sample test of the scale in distance education institutions. Findings suggest that the primary structure is well supported by data from actual observation and that the scale has good itemdiscrimination， reliability and validity. It is also found that in general online adult learners he moderate levels of positive emotions， negative emotions， and academic emotions with significant differences in some aspects. This study is of relevance and significance in that it develops a scale for adult online academic emotions in the Chinese context， hence enriching the diversity of research subjects and academic contexts in the field of academic emotions as well as serving as a theoretical foundation for positive impacts on academic emotions and interventions.
Keywords： academic emotion； primary emotional disposition； positive emotion； negative emotion； adult online learner
Terry Anderson and Jon Dron
This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used， this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behiourist， social constructivist， and connectivist pedagogy are examined， using the familiar community of inquiry model （Garrison， Anderson， & Archer， 2000） with its focus on social， cognitive， and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education， the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers， teachers， and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content， context， and learning expectations.
Keywords： distance education theory； Community of Inquiry； Cognitive-Behiourist Pedagogy； Social-Constructivist Pedagogy； Connectivist Pedagogy
A Study on the Assesent of Adult Online Academic Emotions
Tang Shihua， Zhu Zulin， Bi Lei and An Zhefeng
Academic emotions are important factors influencing academic progress and learning outcomes. Based on literature review， questionnaire survey and theoretical deduction， this article set out to define the primary structure of adult online emotions， formulate the resulting scale， and conduct a sample test of the scale in distance education institutions. Findings suggest that the primary structure is well supported by data from actual observation and that the scale has good itemdiscrimination， reliability and validity. It is also found that in general online adult learners he moderate levels of positive emotions， negative emotions， and academic emotions with significant differences in some aspects. This study is of relevance and significance in that it develops a scale for adult online academic emotions in the Chinese context， hence enriching the diversity of research subjects and academic contexts in the field of academic emotions as well as serving as a theoretical foundation for positive impacts on academic emotions and interventions.
Keywords： academic emotion； primary emotional disposition； positive emotion； negative emotion； adult online learner