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“远程教育能够在任何时间、任何地点地为学习者提供高质量的教育过程”这样的承诺,现在已经不再新鲜了。同样的承诺也曾出现在20世纪初期,也就是函授教育方兴未艾的时候。函授教育之所以最后未能兑现承诺,是因为他们遇到了追求教学质量与追求学生数量之间难以两全的根本问题,也就是对学生个体而言的教育质量与如何面对整个学生集体进行广泛的信息交流之间的矛盾。但是当高等教育机构遇到这个质量与数量交换的问题时,他们往往更乐于选择数量模式。这样的选择最终也就带来了人们对函授教育质量的广泛不满。
“The promise of distance education to provide a quality education to learners anywhere, anytime” is no longer new. The same commitment has also appeared in the early twentieth century, that is, correspondence education in the ascendant. The reason why correspondence education failed to fulfill its promises in the end was that they encountered the fundamental problem of pursuing teaching quality and pursuing the number of students that is hard to be complete, that is, the quality of education for individual students and how to deal with the entire group of students extensively The exchange of information between the contradictions. But higher education institutions tend to be more receptive to quantitative models when faced with this quality and quantity exchange. This kind of choice ultimately brings people’s widespread dissatisfaction with the quality of correspondence education.