[1]郭文革.网络课程类别分析——基于互联网教育传播模型的分析视角[J].远程教育杂志,2014,(05):041-46.
 Guo Wenge.The Classification of Online Course Model: From the Perspective of Online Education Communication System[J].Distance Education Journal,2014,(05):041-46.
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网络课程类别分析——基于互联网教育传播模型的分析视角()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2014年05期
页码:
041-46
栏目:
理论前沿
出版日期:
2014-09-25

文章信息/Info

Title:
The Classification of Online Course Model: From the Perspective of Online Education Communication System
作者:
郭文革
北京大学 教育学院 教育技术系,北京 100871
Author(s):
Guo Wenge
Department of Education, Graduate School of Education, Peking University, Beijing 100871
关键词:
互联网教育传播模型ICT框架在线学习活动网络课程分类MOOC
Keywords:
Internet education communication system ICT frameworkOnline learning activityClassification of online course modelMOOC
分类号:
G420
文献标志码:
A
摘要:
美国传播学者尼尔?伯兹曼认为,课程就是一个信息传播系统,因此,可以从教育传播模型的视角分析不同网络课程之间的差异。然而,传统的教育传播4要素模型在解释网络教育时存在很多缺陷。将德国学者托马斯?赫尔斯曼提出的ICT框架和教育传播4要素模型相结合,构建出一个包含5个要素的互联网教育传播模型。利用互联网教育传播模型分析当下几种主要的网络课程,认为常见的网络课程可以分为I类、C类、I+C等3种主要类型;教学活动是影响学习者参与、影响网络教学质量的核心要素;由于班额和教师投入的差异,C类和I+C类网络课程还可以进一步细分为一系列亚类,教学质量也有很大的差异。
Abstract:
Neal Bozman, an America’s communication scholar, holds that curriculum is a system of information communication, therefore, the differences of online courses can be analyzed from the perspective of education communication model. However, there are many limitations when the model of traditional 4-factor educational communication system is applied in online education. With a combination of 4-factor educational communication system and ICT framework, a new model of internet education communication system with 5 factors is constructed. After the main online courses are analyzed with this new model, it is revealed that we can classify the online courses into three types: I model, C model, and I+C model; that teaching activity is the core component of influencing students’ participation and the quality of online teaching; that because of the differences in class size and teachers’ commitment to online courses, C model and I+C model have many subclasses with great differences in teaching quality.

备注/Memo

备注/Memo:
本文系北京市教育科学‘十二五’规划2012年度重点课题“虚拟教学管理团队的领导力研究”(课题批准号:AJA12130)研究结果。
更新日期/Last Update: 2014-09-25