Integrating computer‐based instruction with computer conferencing: An evaluation of a model for designing online education
Integrating computer‐based instruction with computer conferencing: An evaluation of a model for designing online education
复制标题
将计算机教学与计算机会议相结合：在线教育设计模型的评估
DOI：
10.1080/08923649209526784
复制
发表时间：
1992
影响因子：
3.2
通讯作者：
Al Lauzon
中科院分区：
文献类型：
--
作者：
Al Lauzon
计算机技术（包括基于计算机的教学）和通信技术（包括计算机会议）的最新进展有可能促进远程教育交付系统的性质发生巨大变化。 Lauzon 和 Moore (1989) 认为，这些技术的发展正在将重点从远程教育的大规模生产模式转移到更能满足学习者个人需求的模式。然而，这些技术通常被认为是对立且不兼容的。例如，Bates (1986) 认为基于计算机的教学和计算机会议代表了完全不同的教育理念，使得这些技术互不兼容。然而，Lauzon 和 Moore (1991) 指出，特定技术的应用是教学设计者/教师的哲学表达，而不是技术本身某些固有品质的结果。因此，技术在哲学原理上是相互排斥的论点是一个谬论，教育工作者面临的真正问题是缺乏创造性的方法来将这些技术整合到有效的远程教育交付系统中；需要开发模型来指导技术的系统集成以及适当的应用和功能的描述。本文建议简要回顾远程教育中的学习概念，并认为学习过程中更需要多种互动模式。这篇评论之后将描述一个模型，该模型为成功地将基于计算机的教学与交互式远程交付的计算机会议集成奠定了概念基础。该模型基于
Recent advances in computer technology (including computer-based instruction) and communication technology (including computer conferencing) have the potential to facilitate dramatic changes in the nature of delivery systems for distance education. Lauzon and Moore (1989) have argued that developments in these technologies are shifting the emphasis away from the mass production model of distance education to one which is more responsive to the personal and individual needs of learners. Yet often these technologies are thought of as antithetical and incompatible. For example, Bates (1986) has taken the position that computer-based instruction and computer conferencing represent quite different educational philosophies, making these technologies incompatible. Lauzon and Moore (1991), however, point out that the application of the specific technologies is a philosophical expression of the instructional designer/teacher and not a consequence of some inherent quality of the technology itself. Thus the argument that technologies are mutually exclusive on philosophical principles is a fallacy and the true problem facing educators is the absence of creative approaches on how to integrate these technologies into an effective delivery system for distance education; there is a need to develop models that will guide systematic integration of technologies and the delineation of appropriate application and function.This paper proposes to briefly review the concept of learning in distance education and to argue that there is a greater need for multiple patterns of interaction in the learning process. This review will be followed by a description of a model that lays the conceptual foundation for successfully integrating computer-based instruction with computer conferencing for interactive distance delivery. The model is based upon