澳洲纽卡斯尔论文代写:风险隔离

澳洲纽卡斯尔论文代写:风险隔离

障碍和挑战来学习经验的文献,确定包括隔离,(Croft)由高等教育研究院(公园,2008,第16页)发现,远程学习的学生提到“风险隔离”的感觉22%是一个挑战,反映发现人际互动是学生学习的重要(Ipsos Mori 2007)。心理隔离可能会导致从物理和时间隔离所经历的距离学习(湖,1999)。这个问题也提出了韦格纳等。(1999);巴雷特和拉里Hartley等人(2000)。(2001);罗瓦(2001);Dickey(2004);Lorenzetti(2005);和斯图德尔等人。(2006)。隔离可以被理解为在这样的维度时间(同步学习);空间(地理扩散);社会(他人意识),知识/经验(学术能力和生活经验);专业(学科专业知识);知识;感官(视觉能力/感觉/听到同行);文化;和主题(如果其他人学习相同的话题)。安慰和同伴交往(温特,2003)以及适当的支持(Lake,1999)需要克服这种分离,但这是一个没有面对面接触的挑战。

澳洲纽卡斯尔论文代写:风险隔离

Barriers and challenges to the learning experience identified in the literature, including isolation, (croft) Research by The Higher Education Academy (Park, 2008, p.16) found that 22% of distance learning students mentioned ‘the risk of feeling isolated’ as a challenge, reflecting findings that personal interaction is important for student learning (Ipsos MORI, 2007). Psychological isolation may result from the physical and temporal isolation experienced by learning at a distance (Lake, 1999). This issue is also raised by Wegner et al. (1999); Barrett and Lally (2000); Hartley et al. (2001); Rovai (2001); Dickey (2004); Lorenzetti (2005); and Stodel et al. (2006). Isolation can be understood as being in terms of such dimensions as time (concurrent study); space (geographic dispersal); social (awareness of others), intellectual/experience (academic ability and life experiences); profession (subject related expertise); ICT knowledge; sensory (ability to see/feel/hear peers); cultural; and subject (if anyone else is studying the same topic). Reassurance and peer contact (Venter, 2003) as well as appropriate support (Lake, 1999) is required to overcome this isolation, yet this is a challenge without face-to-face contact.

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