English  |  正體中文  |  简体中文  |  Items with full text/Total items : 52092/87247 (60%)
Visitors : 8923850      Online Users : 207
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/90445

    Title: The Functions of Distance Learning
    Authors: Lii, Peirchyi
    Contributors: 淡江大學管理科學學系
    Keywords: Distance learning;E-Learning
    Date: 2013-06-13
    Issue Date: 2013-06-24
    Publisher: Firenze, Italy: Pixel Associazione Culturale
    Abstract: Basically, there are two types of college students on university campuses: one is the traditional students who graduated from high schools and then entered to a college directly; the other one is the untraditional students who entered into job markets first after graduating from a high school and then decided to go back to universities to receive further education. Some of these untraditional students might quit their jobs when they decide to go back to schools. Some of them, however, still hold a full-time position at work when they become students again. The number of untraditional students is continuously growing in university campuses (Schuetze and Slowey, 2002). Ely (1997) proposed that maintaining a balanced life from work, family and school is not an easy task for these untraditional college students. To help these students alleviate their time management problems among work, family and school, some innovative instructional pedagogies are developed. One of the pedagogies is to deliver courses through synchronized or unsynchronized internet courses. Under such a teaching environment, students would watch pre-recorded course contents on the internet. All of the other class activities, such as participation, examinations, class discussion, homework assignment, etc., are also conducted on the internet, i.e., without face to face interactions between the instructor and students. Although it is hard to monitor and control students’ learning process, Webster and Hackley (1997) found no differences in teaching effectiveness between courses conducted in classrooms and in technology-mediated distance learning environment. Nevertheless, Akhras (2012) suggested that the objective of learning should not be limited to obtaining knowledge only. An ideal learning process should be able to help learners understand who they are and enhance their motivation to learn. To this respect, frequent face to face interactions with instructors and with other classmates would be an important component in a learning process. Since limited or no face to face interaction is presented in internet teaching environments, delivering courses throuhg the internet probably would not induce self-learning or arouse students’ motivation to learn. As a result, internet teaching might not achieve what most people think it would achieve, i.e., a substitute for face to face classroom teachings.
    Relation: Proceedings of the Conference of The Future of Education, 4p.
    Appears in Collections:[Department of Management Sciences] Proceeding

    Files in This Item:

    File Description SizeFormat
    Full paper.pdf觀念性探討162KbAdobe PDF338View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback