The Challenge of the Transition from Online Delivery to Online Teaching and Learning
The Challenge of the Transition from Online Delivery to Online Teaching and Learning
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从在线交付过渡到在线教学的挑战
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发表时间：
2008
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通讯作者：
H. Gil
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作者：
H. Gil
本文旨在讨论从在线交付到在线教学和学习的过渡所面临的挑战。目前，电子学习是促进有效远程教育的主要数字支持。然而，有必要了解“我能用电子学习做什么，我不能用电子学习做什么”。由于围绕电子学习的讨论几乎都集中在技术上，其教学重要性可能被视为次要问题。本文反映了在教学过程中（机构，教师和学生）使用电子学习的重要性。主要的障碍和困难被认为是一种催化剂的反思，以找到方法，战略和创新的过程中实施电子学习。建议和未来的趋势（如移动学习）也进行了讨论，以找到新的方法来促进无处不在的教育。远程教育：尼科洛·马基雅维利（Niccolo Machiavelli）在1513年对技术发展的简要评论中说：“必须记住，没有什么比创建一个新系统更难计划，更不可能成功，也没有什么比创建一个新系统更危险。因为发起者有敌意的所有谁将受益于旧制度的保存和仅仅是不冷不热的捍卫者在那些谁将受益于新的。远程教育已经存在了100年，其第一种形式是通过函授课程在欧洲开始（瓦伦丁，2002年）。远程教育的主要目的是希望通过向因时间和距离而无法上课的学生提供教育来节省资金，并向那些通过任何其他手段无法达到的学生提供教育。在二十世纪中期，教学广播和电视成为最流行的远程教育方式。在过去的二十年里，下一步是在专业课程中使用音频和录像带。将培训视频化的想法被认为是一个好主意，但也发现了一些限制：基于用户需求的定制;维护成本非常昂贵;难以轻松升级。当人们认为视频不是最好和适当的选择时，随着多媒体和光盘的出现，人们尝试了一种新的培训形式，即利用计算机进行培训（CBT -计算机培训）。今天，互联网和压缩视频的使用起了带头作用，并通过促进远程学习在真实的时间内进行的可能性而开辟了一个新的领域。正如白色（2000）所指出的那样，在教学过程中使用技术并不是新的，但教育技术的早期使用是由计算机体系结构的性质和对学习的普遍信念所塑造的。由于这一事实，学习技术议程的形成，其中开发的早期模型主要是提供学习之一。在20世纪90年代初，主要的模式是通过计算机提供学习，但过渡到多媒体计算机看到了教育的建构主义观点的出现。这种观点的改变伴随着更强调利用技术的潜力，以实现和加强沟通和协作的互动。正如Dearing（1997）所指出的，对学习的关注被对教学的关注所取代。电子学习：一般特征
This paper aims to discuss the challenge of the transition from on-line delivery to on-line teaching and learning. At the present e-learning constitutes the main digital support to promote an effective distance education. However it is necessary understand “what can I do with e-learning and that I can not do with e-learning”. Due to the fact that the discussions around e-learning are almost focused on technology its pedagogical importance may be considered as a secondary problem. This paper reflects the importance of the use of e-learning in the process of teaching and learning (institution, teachers and students). The main obstacles and difficulties are considered as a catalyst for reflection in order to find ways, strategies and innovative process for the implementation of e-learning. Recommendations and future trends (e.g. m-learning) are also discussed in order to find new ways to promote an ubiquitous education. Distance learning: brief comments of its technological evolution Niccolo Machiavelli (1513) stated that: «It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage, than the creation of a new system. For the initiator has the enmity of all who would profit by the preservation of the old institutions and merely lukewarm defenders in those who would gain by the new ones.» Distance learning has been around for 100 years and its first form was done through correspondence courses started in Europe (Valentine, 2002). The main aims of distance learning was the hope to save money by delivering education to students that are unable to attend classes because of time and distance and to reach those that would by any other means be unreachable. During the middle of the XX century instructional radio and television became the most popular way for distance learning. The next step was the use of audio and videotape for professional courses during the last two decades. The idea of putting training on video was thought as a good idea but some constraints were found as: the customization based on needs of users; very expensive to maintain; and the difficulty to be upgraded easily. When it was felt that video was not the best and adequate option a new form of training was tried with the use of computers (CBT – Computer Based Training) with the emerging of multimedia and CD-Rom. Today Internet and the use of compressed video took the lead and allowed a new dimension by promoting the possibility that distance learning occur in real time. As argued by White (2000) the application of technology for use in the process of teaching and learning is not new but early uses of educational technology were shaped by the nature of computer architecture, and prevailing beliefs about learning. Due to this fact the learning technology agenda was shaped where the early model that was developed was predominantly one of the delivering learning. In the early 1990s the predominant model was that delivering learning via computer but the transition to multimedia computers saw an emergence of constructivist views of education. This change of views has been accompanied by greater emphasis on uses which exploit the potential of the technology to enable and enhance communicative and collaborative interactions. As stated by Dearing (1997) the focus putting in learning was replaced by the focus on teaching. E-Learning: general characterization