澳洲环境研究代写论文:远程课程

澳洲环境研究代写论文:远程课程

为了取得成功,远程课程需要满足许多要求。技术本身的使用并不一定使学习有趣或从事(克利夫兰和贝利,1994),它并不一定保证学术上的成功(韦格纳等人,1999)。(Croft)根据伯纳德等人。(2000)为了合作学习成功,需要建立一个“学习共同体”,让学生感受到更广泛的群体的一部分。 动机是最重要的因素,有效的学习根据罗杰斯(2001)。所有的学生都是重要的动机,无论在传统的面授课程或远程学习(罗瓦et al.,2007,和鳕鱼et al.,2008)。传统的学生更可能是外在的(外部)的动机而远程学习者往往是内在的(独立的)动机(鳕鱼et al.,2008)。我们的我们的研究主要集中在后者,不同于传统的全日制学生,在学习的同时,相关的就业和可能的动机从一开始就有更多的信心和兴趣,概念的理解”(鳕鱼et al.,2008,p.288)。兼职学生通常是成年人的全部或部分就业和/或有家庭和社会承诺。在年龄较大的学生至少有三个不同的群体可以识别:第二次机会的学生,专业工作者和成人,以扩大他们的教育,以更好地了解新的知识领域。学生参加远程教育的专业升级和娱乐目的的比例将在未来大幅增长.

澳洲环境研究代写论文:远程课程

There are the number of requirements that a distance course needs to meet in order to be successful. The use of technology in itself does not necessarily make learning interesting or engaging (Cleveland and Bailey, 1994) and it does not necessarily ensure academic success (Wegner et al., 1999). (croft) According to Bernard et al. (2000), for collaborative learning to be successful a ‘learning community’ needs to be created so that the student feels part of a wider group.Motivation is the most important factor for effective learning according to Rogers (2001). Motivation is, therefore, important for all students, whether studying on traditional face-to-face courses or at a distance (Rovai et al., 2007, and Whiting et al., 2008). Traditional students are more likely to be extrinsically (externally) motivated whereas distance learners tend to be intrinsically (independently) motivated (Whiting et al., 2008). Our ur study focuses on the latter who, unlike traditional full-time students, are studying whilst in related employment and are likely to be motivated from the outset by having ‘more interest, confidence…and conceptual understanding’ (Whiting et al., 2008, p.288). Part-time students are typically adults in full or partial employment and/or having family and social commitments. Among the older students at least three distinct groups can be identified: second-chance students; professional workers; and adults seeking to broaden their education in order to become better acquainted with new fields of knowledge. The proportion of students joining distance education for professional upgrade and for recreational purposes will grow immensely in the future

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