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总的来说,除了远程教育文献提出了各种不同的条款通过ICT不一定包括物理隔离定义学习:学习、虚拟教室、网络学习、网络交往,网络教学,和无国界教育等等。概念之间的差异已在文献广泛讨论。例如,Sarah Guri Rosenblit(2005)谁说远程教育和网络学习之间的差异,包括物理隔离的程度,目标受众和费用。刘(2008)提到,远程教育也被称为“网络学习”,“在线学习”和“远程教育”(刘,2008)。(croft)“远程教育”已在文献中使用的将是基于在线但也包括面对面接触的会议计划。这些课程亦被称为‘混合学习’课程。我们采用伯纳德的定义在EL(2004)提供了远程教育’(1)永久性分离(时间或空间)在有计划的学习活动的学习者和教师;(2)对学习材料的计划和准备,学生支持服务,当然由教育机构完成最后的识别,(3)促进学生和教师与学生之间的对话和互动提供双向媒体。


In general, besides distance education, the literature presents a variety of different terms defining learning through ICT that do not necessarily include physical remoteness: e-learning, virtual classrooms, web-based learning, computer-mediated communication, online instruction, and borderless education to name a few. The difference between the concepts has been widely discussed in the literature. For example, Sarah Guri-Rosenblit (2005) who speaks about the difference between distance education and e-learning, which involve the extent of physical remoteness, the target audience and costs involved. Liu (2008) mentions that education delivered at a distance is also variably referred to as ‘e-learning’, ‘on-line learning’ and ‘distance education’ (Liu, 2008). (croft) The term ‘distance learning’ has been used in the literature to incorporate programs that are based online but which also include face-to-face contact sessions. Such programs are also referred to as ‘blended learning’ programs. We adopt the definitions of that Bernard at el (2004) provide which defines distance education as ‘(1) Semipermanent separation (place and/or time) of learner and instructor during planned learning events; (2) Presence of planning and preparation of learning materials, student support services, and final recognition of course completion by an educational organization, (3) Provision of two-way media to facilitate dialogue and interaction between students and the instructor and among students’.

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