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1、-单位代码 10 学 号 分 类 号 TP393 密 级 文献翻译网上教学的必然性院(系)名 称 专 业 名 称 学 生 姓 名 指 导 教 师 2012 年 2 月 28 日第 26 页-英文译文:网上教学的必然性格雷戈 W. Hislop，德雷克塞尔大学这似乎很清楚网上教学占全部教育的比例正成一个增长的趋势，同时在完全的网上课程里和混合式的课程里。与此同时，值得注目的是，它减少了面对面的互动。网上教学的支持者们注意到高等学校的学生们学习网络课程的数量从10年前的低于数千到2007年的接近4百万。有人继续找网上教育的价值问题并且建议它的影响应当是被限制的。在最后，没有任何一种定位是有价值的，
2、关于网上学习的未来应当被学术界以外的因素所驱动。每一位还没有接近退休的教员都有可能在他的教学生涯中教授网络课程。在线学习在今天的高等教育中是一个明显的现象，在美国和在海外。它在流行的新闻中吸引了大量的注意力而且在项目中有了广泛的研究。但是网络教学的性质是复杂的和不容易弄清楚的，用简单的报告。在另一面，一个好的情况可以证明在线学习已经进入了高等教育的主流。斯隆大学的一系列报告已经证明线上学习有一个高增长率。据估计，超过20的接受美国高等教育的学生在2007年的秋季至少在线学习过一门课程。I.E. Allen and J. Seaman说,课程的停留,在线教育在美国2008。在公共的体系里，另一个
3、研究证实超过三分之一的教员曾教过至少一个在线课程。S. McCarthy,在线学习当作战略资产，vol. I, Assoc. Public and Land-Grant Universities, 2009年8月。甚至，许多教员还没有参与过在线学习甚至反对。几个因素可以解释这个显然的矛盾。线上学习的渗透大致上是依靠制度的。转向财团的数据，超过一半的报告证明线上学生在一个联合的体系里，和一个小的一半体系。在另外的方式上，许多线上学习发生在大学的社会团体里，跟随着公共的体系里。私人的，大学生教学体系里至少是复杂的。强调这些情况，在小型班上，高等学校的交互作用，对线上学习犹豫或者逃避是正常的。在线学
4、习像一个可怜的适合他们的文化和使命。线上学习的根源实质上要早于网络。早期的学习在计算机学习中是受限的，受技术上的环境制约。典型的存取要求要一个联系，材料受制于相对于小的数量。许多潜在的学生有着把计算机网络当作交流屏道的受限制的经验。相比于传统的教室教学，早期的线上学习不具有吸引力，但是当技术进步，远程研究者认识到线上学习的潜能的使命任务，他们变得大部分热心于线上学习。远距离学习在高等教育上对遥远的学生有着一个很长的历史使用通信交流，包括邮局信件。从这里看，早期的线上学习有一个突破，网络联系允许更快更好的联系在教员和学生之间在学生实用性方面。这个线上学习的协会是远程教育的责任是线上学习。虽然这个
5、流行是有争论的，远方教育看起来低质量的主要分开的单位，线上学习的质量是低的。它意味着线上学习是受限的比暗示的数量。远距离教育是经常地分开的校园不符合学生的。线上的学习范围在这些中心，许多制度和在线学习作为一个从属的操作比一个中心的制度。线上学习的分布贯穿于整个制度，线上学习的集中在学院的从属的单位，让合理的推断分割体系可以忽视线上学习的不确定性。但是那有些破坏性的学术界强迫普遍的改变在高等教育内。当前的学生在数字技术中生长，被数字技术环绕着他们的中心生活。最好，数字移民被采用的技术是成年人M. Prensky, “数字自然, Digital Immigrants,” On the Horizo
6、n, MCB Univ. Press,2001，10，这些技术预期是必要的部分处理的世界上的。好像他们趋向于教育的技术上的交互作用，他们证实体系规定学习接近他们的喜欢。教育机构享有相当高的独立性，学习的可能性似乎很遥远。但12年级的情况，是不同的，各国可以大大提高网上学习的数量。最近的几项举措表明这种潜力很大。密歇根州现在有一个任务，所有学生从学校毕业时，必须有在网上学习的经验，至少相当于一个网上课程。佛罗里达州规定，在所有学区必须提供一些在线课程。最后，还有初步措施，要求的K - 12教师教育，包括学习如何在线。其他组织越来越多地依赖于数字技术，进行日常的职能。这包括企业培训，但技术的广泛使
7、用是更为重要，因为它意味着文化和生活环境日益替代传统模式的在线互动。越来越多的学生期望的信息在任何一个时刻都在很容易访问的位置。要把这一设想变成现实，这种“随时随地”获取信息将改变教育期望。学生们会发现，教育观念的固定和时间和地点的限制，获取知识的模式，将完全脱离日常的一步。这些因素的组合开始进行网上学习高等教育似乎没有一个普遍的时代错误。教育机构寿命长，并很好地抵制变革。但是，大学毕业后人口增长的数字人士将会越来越多地体验网上学习的大学前的数字环境，在自己的生活中就是这样一个在社会上的重大转变，高等教育将被迫改变。这项改变的必然性,在图书馆已经是可见的，这是教育机构的相似性和密切联系。这也许
8、是因为他们的多认识和储存来源,以顾客,数字时代的压力出现明显的比图书馆更有力的时候、例如高等教育。今天完成作业，做学生的更有可能去参考咨询谷歌的图书管理员,未来的角色完全不同的图书馆应该比过去图书馆更好。知识转移在教室里,复杂得多,但是在爆炸的角色的技术为媒介复杂的社会互动,教育是感到压力和进行各级转变。如果线上学习是不可避免的，那什么是高等教育的大学教师中的影响？正如传统教育是多种多样的，没有一个单一的答案，但有些功能似乎不可能实现的。教学的经济将有利于网络教学办法，类似于传统的教学。小型和中型班将组合，混合材料由授课老师之间的交互非正式课程,包括学生与学生之间的参与者和学生老师。类似于传统
9、的教科书，有更详细的固定内容，通常会购买或共同创造的，而不是由每个老师。当地创造的生产成本高的教学将是不同寻常的。网络教学是一种比传统教学更多的公众活动。教师和学生的教育活动留下更多的都可以检查的课程结束后。此外，课程发展更多的是靠一个团队的努力，有更多的教学设计机会来影响课程。许多教师发现，网络教学使他们重新考虑他们的教学方式如何搞活。引进数字技术极大地扩展了从事我们的课程的学生在各个方面的途径。而不能决定生产方式的改变,它的本质使教师把常见的关注点从被动为主动学习风格像讲授和协作性的方法。移动指令在线创造宽广发展机遇的新类型的教学材料。这些材料的发展可以劳动密集型,以便分享教学材料。项目包
10、括Merlot (http:/merlot.org)暗示的。刚开始时，网上学习，以吸引眼球来大大吸引学生。这种期望已经消失了，在线学习的质量已经和教学成本比传统教学十分相似。在这变化的漩涡里，有些东西是永远不会一样的。虽然一些效率是低的，教学质量仍然是劳动密集的。没有接近退休的教师面对这场地震性的转变有随时被抛在后面的危险。这并不是说，传统的，面对面教学将逐渐消失。但很显然，网络教学将是一个教学的整体增长性的，无论是在课程的形式上，例如完全在线课程和混合教育将大大降低面对面的互动。为了保持在领先的浪潮中，所有教师和机构必须开始认真努力学习在网上学习。格雷戈是德雷克塞尔大学副教授，在信息科学与技
11、术学院计算机科学及与技术部门工作。如果有问题可通过 邮箱联系。附:英文原文The Inevitability of Teaching OnlineGregory W. Hislop, Drexel UniversityIt seems clear that online teaching will be a growing proportion of teaching overall, both in the form of completely online courses and blended courses with significantly reduced face-to-face
12、 interaction.proponents of online learning note that the number of higher education students taking online courses increased from the low thousands 10 years ago to almost 4 million 2007. Skeptics continue to question the value of online learning and suggest that its impact will be limited. In the en
13、d, neither of these positions will matter, and the future of online learning will be driven by factors outside academia. Every faculty member who is not near retirement today is likely to teach online during his or her career.Online learning is certainly a visible phenomenon in higher education toda
14、y, both in the US and abroad. It attracts substantial attention in the popular press and has been the subject of extensive research as well. But the true nature of online learning is complex and not easily characterized with simple statements.On the one hand, a good case can be made that online lear
15、ning has already moved into the mainstream of higher education. A series of reports by the Sloan Consortium has documented a high growth rate for online learning and most recently estimated that “Over twenty percent of all U.S. higher education students were taking at least one online course in the
16、fall of 2007” (I.E. Allen and J. Seaman, “Staying the Course: Online Education in the United States, 2008,” Sloan Consortium, 2008). Among public institutions, another study estimates that more than one-third of all faculty have taught at least one online class (S. McCarthy, Online Learning as a Str
17、ategic Asset, vol. I, Assoc. Public and Land-Grant Universities, Aug. 2009). Even so, many faculty members have no involvement with online learning and may be disinterested or oppose any movement in that direction. Several factors help explain this apparent contradiction.The penetration of online le
18、arning varies substantially by institution type. Turning again to the Sloan Consortium data, slightly more than half of reported online student enrollments are in associates institutions, and only a small slice are in baccalaureate institutions. Put another way, much of online learning is happening
19、in community colleges, followed by public institutions. The private, undergraduate teaching institutions are least involved. Given the emphasis of these institutions on smaller class size and higher student-faculty interaction, hesitance or avoidance of online learning is natural. Online learning se
20、ems like a poor fit to their culture and mission.The roots of online learning go back several decades and substantially predate the Web. The early experiments in computer-mediated learning were limited by the technical environment of the time. Typical access required a dial-up connection and materia
21、ls were limited to plain text in relatively small quantities. In addition, most potential instructors and students had limited experience with computer networks as communications channels. Compared to traditional classroom teaching, early online learning did not seem that attractive. But as technolo
22、gy advanced, distance educators recognized the potential of online learning for their mission, and they became some of the most enthusiastic early adopters of online learning. Distance learning in higher education has a long history of dealing with remote students using whatever means of communicati
23、on are available, including postal mail. From this perspective, even the early approaches to online learning represented a breakthrough. Networked communication allowed faster and richer interactions between the instructor and student and made interaction among students practical.This association of
24、 online learning with distance education sometimes poses a liability for online learning. Although the issue is contentious, distance education is seen by some as lower quality and primarily a concern for separate academic units focused on areas like continuing and professional education. Over the y
25、ears, this association has contributed to the perception that the quality of online learning is lower. In addition, it means that the visibility of online teaching on a campus may be more limited than raw numbers imply. Distance education is often in a separate campus unit aimed at nontraditional st
26、udent populations. To the extent that online learning is centered in these units, most of an institutions faculty may have no involvement and see online learning as part of an ancillary operation rather than central to the institution.The uneven distribution of online learning across institution typ
27、es, and the concentration of online learning in ancillary academic units, make it reasonable to conclude that a broad segment of institutions can ignore online learning indefinitely. Thus far, the development of online learning is a market opportunity but not a market imperative. But there are truly
28、 disruptive forces outside academia that will force pervasive change within higher education.Current students increasingly have grown up as digital natives, surrounded by digital technology for their entire lives. Instructors are, at best, digital immigrants who have adopted technologies as adults (
29、M. Prensky, “Digital Natives, Digital Immigrants,” On the Horizon, MCB Univ. Press, Oct. 2001). For digital natives, these technologies are an expected and perhaps essential part of their way of dealing with other people and the world around them. It seems certain that they are increasingly inclined
30、 to technology-mediated interaction in education too, and that they will favor institutions that provide the learning approach they prefer.Institutions of higher education enjoy substantial independence, and the likelihood of a mandate for online learning seems remote. But the situation in grades K-
31、12 is different, and states could greatly increase the presence of online learning. Several recent initiatives show this potential. Michigan now has a mandate that all students graduating from high school must have online learning experience equivalent to taking at least one course online. Florida h
32、as mandated that all school districts in the state must offer some online courses. Finally, there are initial steps to require that K-12 teacher education include learning how to teach online.Corporations and other organizations increasingly rely on digital technology to conduct day-to-day functions
33、. This includes corporate training, but the broad use of technology is much more important since it means that the culture and environment of professional life increasingly substitutes online interaction for traditional modes.Students increasingly expect information to be readily accessible at a mom
34、ents notice from any location. As that vision becomes reality, this “anytime, anywhere” access to information will change expectations for education too. Students will find the notion of fixed time and place constraints on education completely out of step with their everyday mode of acquiring knowle
35、dge.The combination of these factors begins to make higher education without pervasive online learning seem like an anachronism. Institutions of higher education are long-lived and well-positioned to resist change. But the growing population of digital natives who will increasingly experience online
36、 learning before college and spend their lives in digital environments after college represents such a major shift in society that higher education will be forced to change.The inevitability of this change can already be seen in libraries, which are institutions with similarities and close ties to h
37、igher education. Perhaps because they deal more with the transfer of knowledge from stored sources to patrons, the stresses of the digital age have become visible earlier and more forcefully in libraries than in higher education. Students doing homework today are much more likely to consult Google t
38、han a reference librarian, and the future role of libraries must be radically different than in the past or libraries will lose relevance. Knowledge transfer in the classroom is much more complex, but, given the exploding role of technology as a medium for complex social interaction, education is ce
39、rtain to feel similar stresses and undergo an analogous transformation at all levels.If online learning is inevitable, what are the implications for faculty in higher education? Just as traditional education is varied, there is no single answer to that question, but some features seem likely.The eco
40、nomics of instruction will favor online teaching approaches that are analogous to traditional teaching. Small- and medium-size classes will mix formal presentation of materials by the instructor with informal interaction among course participants, both student to student and student to instructor. S
41、imilar to traditional textbooks, more elaborate fixed content will usually be purchased or shared rather than created by each instructor. Locally created instructional material with high production costs will be uncommon.Online teaching is a more public event than traditional teaching. The education
42、al activities of both instructor and student leave more artifacts that can be inspected after the course ends. In addition, course development is more often a team effort, with instructional designers having more opportunity to impact the course.Many instructors find that teaching online causes them
43、 to rethink their instructional approach in ways that are invigorating. Introducing digital technology greatly expands the menu of possible approaches to engaging students in various aspects of a course. While the delivery mode does not dictate the nature of change, it is common for instructors to s
44、hift from more passive styles like lecturing to active learning and collaborative approaches.Moving instruction online creates broad opportunity for development of new types of instructional materials.The development of these materials can be labor-intensive, so sharing of instructional materials se
45、ems likely to increase. Projects like Merlot (http:/merlot.org) hint at this potential.When online learning first started to attract attention there was an expectation of greatly increased student-faculty ratios. That expectation has faded away, and quality online learning seems to have ratios and i
46、nstructional costs quite similar to traditional teaching. In this swirl of change, some things remain much the same. While some efficiency is possible, quality teaching is still laborinatensive.Faculty members who are not near retirement must come to terms with this seismic shift in higher education
47、 or risk being left behind. This is not to suggest that traditional, face-to-face teaching will fade away. But it seems clear that online teaching will be a growing proportion of teaching overall, both in the form of completely online courses and blended courses with significantly reduced face-to-fa
48、ce interaction. To stay ahead of the wave, all instructors and institutions need to begin serious efforts in online learning today.Gregory W. Hislop is an associate professor in the College of Information Science and Technology and the Department of Computer Science at Drexel University. Contact him at .