摘要
2013年因特网用户约占全球人口的39%,在这种背景下,在线和混合学习需求正在快速增长。为了满足这种需求,大学必须改变传统的课程设计和传送模式以满足21世纪学习者快速变化的需求和愿望。因此,大学正面临一个前所未有的变革时期。本文介绍了新西兰梅西大学(Massey University)的经验。目前,梅西大学正在努力探索一种以数字技术为媒介的在线、混合和远程学习模式,面向全国和国际扩大接受优质大学层次教育的机会。本案例回顾了梅西大学50多年远程教育和技术支持创新的历史,阐述了梅西大学在新的历史环境下如何从战略角度出发采用Moodle平台(称为Stream)作为在线学习平台,取代传统函授型远程学习模式。在梅西大学模式中,Stream平台的使用其实就是对教与学进行数字化的过程,以创造一种更加互动、协作、媒体丰富、个性化的数字学习文化。因此,为员工和学生提供支持服务是本案例的一项关键内容。文章最后通过实例说明数字化如何成为梅西大学的新常态并正在进一步拓展梅西大学的使命——在全球舞台上提供和发展具有世界水平的高等教育。我们希望梅西大学的经验能给正在探索数字时代发展之路的其他机构提供有益的启示。
The demand for online and blended learning is growing exponentially, with an estimated 39% of the world's population using the Internet in 2013. To meet this demand, universities face a period of unprecedented transformation as they adapt traditional models of course design and delivery to meet the rapidly changing needs and desires of 21st century learners. This paper presents the experience of Massey University in New Zealand as it strives to develop a model of digitally mediated online, blended and distance learning with an emphasis on expanding access both nationally and internationally to high quality university-level education. The case study explores the history of over 50 years of distance education and technology-enhanced innovation at Massey University and, in this context, the strategic adoption of Moodle(aka Stream) as an online learning platform to replace the traditional correspondence model of distance learning. In the Massey experience, the implementation of Stream was synonymous with the digitalisation of teaching and learning to create a more interactive, collaborative, media rich and personalised digital learning culture. Hence, support for staff and students is a key aspect of this case. The case concludes with examples of how digitalization has become the new normal for Massey University and is extending the mission of access and development to world-class higher education on the global stage. Overall, the paper shares the experiences of Massey University in the hope that they may provide useful insights for other institutions as they navigate their own path through the Digital Age.
出处
《中国远程教育》
CSSCI
北大核心
2013年第21期27-35,共9页
Chinese Journal of Distance Education
