Learning Without Lectures: A Case Study
Learning Without Lectures: A Case Study
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无需讲座即可学习：案例研究
作者：
W. Maki;R. Maki
在1995-1996年的一次休假期间，作者们对他们的教学理念和课堂实践之间的差异的长期关注达到了危机。因此，他们决定在万维网上提供1996年秋季的心理学导论课程。有几个问题需要考虑。首先，作者看到了巨大影响的潜力，因为80%到85%的北达科他州州立大学学生参加了心理110，大多数在他们的头两年。其次，他们决定设计这门课程，以便它可以提供校外远程学习以及校内住宿指导。第三，他们决定通过只使用Web浏览器、电子邮件、教科书和教科书出版商的演示/模拟软件来最大限度地减少学生的开销。第四，他们选择根据已发表的关于认知和教学的文献来决定课程内容。最后，他们建立了中期和期末学生课程评估组件和现场实验，比较学生的态度和学习成果，在线与讲座类。
During a 1995-1996 sabbatical, the authors' long-standing concern about discrepancies between their teaching philosophies and classroom practices reached a crisis. As a result, they decided to offer the fall 1996 Introduction to Psychology course on the World Wide Web. There were several issues to think about. First, the authors saw the potential for a huge impact, since 80 to 85 percent of North Dakota State University students enrol in Psych110, most within their first two years. Second, they decided to design the course so that it could be offered for off-campus distance learning as well as on-campus resident instruction. Third, they decided to minimize overhead for students by using only a Web browser, e-mail, a textbook, and the textbook publisher's demonstration/simulation software. Fourth, they chose to base decisions about course components on published literature covering cognition and teaching. Finally, they built in mid term and final student course evaluation components and a field experiment comparing student attitudes and learning outcome for online versus lecture classes.