摘要
随着因特网和万维网的迅速发展,网上教学已经成为教育领域中发展最快的一种教学模式。为了保证网上教学的质量,我们亟待建立有效的网上教学环境评定的指标体系。本研究的目的旨在探讨网上教学环境的组成部分及评定的指标体系。我们采用了文献分析、国际比较、问卷调查、专家论证的研究方法。研究过程可以分为七个步骤:文献综合和分析;比较分析国内外流行的17种网上课程开发平台,以及使用这些平台开发的上百门网上课程;对亚洲地区七国九地的1728名不同学科的网上学习者和105名从事网上教学的教师进行问卷调查;确定网上教学环境的8个维度,包括网上教学设计、网上课程内容、课程的网站设计、课程安排的灵活性、学生之间的互动、教师的网上教学支持、运用网络技术的支持,以及网上教学的评估,在每个维度下又细分为8至12个指标不等;邀请11位本地和国外网上教学研究专家,对这些维度和指标体系进行效度论证;先行性研究;采用测量一再测量的技术进行信度分析,修订后的指标体系的信度系数达0.728。我们希望,本指标体系能帮助网上教育工作者评定已有的网上课程,以便改进网上教学的实践,同时,也希望此指标体系能为准备开发网上课程的教师设计有效的网土教学环境提供一个框架。
With rapid developments in the Internet and the World Wide Web, online teaching has become one of the fastest growing modes of teaching. In order to assure the quality of online teaching, it is of utmost importance for us to devel- op a benchmark to effectively assess online teaching environments. Our research explores the various components of online teaching environments and attempts to provide a benchmarking framework for assessing these environments. The
research methodologies employed in this study include literature review, international comparison, survey questionnaires and expert validation. The research took place in seven phases: (1) literature review and analysis; (2) comparison of 17 course development platforms in China and other countries and nearly a hundred e-courses developed with these platforms; (3) survey questionnaire of 1,728 online educators in different disciplines and 105 online tutors in 7 Asian countries (or 9 Asian regions); (4) formulation of 8 dimensions in online teaching environments (which include online instructional design, online course content, website design for online courses, flexibility of curriculum design, student interaction, tutor support for online teaching, support for using Internet technology, and assessment of online teaching -for each of which, there are 8 to 12 indicators); (5) validation of the 8 dimensions and benchmarks by 11 experts in online teaching from Hong Kong and elsewhere; (6) pilot study; and (7) reliability analysis using the test-retest technique, which indicated that the reliability for the revised benchmark is 0.728. It is hoped that this benchmark can be utilized by online educators to assess existing e-courses, with a view to improving practices in online teaching. Educators who are in the process of developing online courses can also use the benchmark to design effective online leaching environments.
出处
《中国远程教育》
北大核心
2003年第17期34-39,共6页
Chinese Journal of Distance Education
