远程教育英文文献及翻译
Distance Learning in Developing Countries:
Is Anyone Measuring Cost-Benefits?Is Anyone Measuring Cost-Benefits?Is Anyone Measuring Cost-Benefits?Is Anyone Measuring Cost-Benefits?Stephen Ruth and Min Shi, George Mason University, Virginia, USA
Distance Learning is becoming a major issue in education
and in strategic planning for regional development. To the
college administrator it is a possible source of an entirely
new model for deploying resources for students. For busi-
nesses it is both a way of changing the traditional methods
used to teach ski原文请找腾讯752018766辣,文;论'文'网http://www.751com.cn lls and a possible new source of profitability.
For multinational organizations like the United Nations De-
velopment Programme (UNDP) or the World Bank, Distance
Learning may have the potential to deliver the precious re-
source of knowledge to some of the most destitute countries
of the earth, while at the same time stimulating the growth of
fledgling telcom infrastructures. This article takes a brief,
sober look at Distance Learning in the context of developing
countries. Distance Learning is a significant topic in Infor-
mation and Communications Technology (ICT) discussions
because it is both a medium and a metaphor. As a medium,
it promises to deliver knowledge to the poorest countries and
as a metaphor it connotes the harnessing of many ICT capa-
bilities in a noble cause—what Alfred Bork calls “a new
1
learning paradigm.” For those who view education as the
most important priority for the world’s poorest countries,
Distance Learning is perhaps the most significant method for
accomplishing a miraculous, leapfrogging transformation.
Determining the Value of Distance Learning:Determining the Value of Distance Learning:Determining the Value of Distance Learning:Determining the Value of Distance Learning:
Too Difficult?Too Difficult?Too Difficult?Too Difficult?
Despite the proliferation of Distance Learning applications
worldwide, there has been a problem in comparing results of
technology-assisted instruction with traditional methods,
even in the most developed countries. A recent conference sponsored by the Andrew W. Mellon Foundation featured
almost two dozen papers by researchers at US universities
who had developed new approaches to Distance Learning –in
individual courses, like Calculus, Physics, English Composi-
tion, Biology, Statistics and many others—and in complete
3
academic programs like the MBA. While each course was
well planned and apparently very popular with students, it
was not certain whether there was any significant difference
between the spe原文请找腾讯752018766辣,文;论'文'网http://www.751com.cn cial treatment and the traditional delivery
methods. Did the students really learn more? If so, was it
because they preferred the convenience of the Distance
Learning process? Did the Internet-based graphics attract the
interest of these technologically literate college students?
Was there an improvement in retention of the material pre-
sented? Issues like these are at the heart of any Distance
Learning discussion that seeks to determine the true value of
the technology—yet they are precisely the questions that
have proved so difficult in the Distance Learning debate.
The Institute for Higher Education Policy, supported by the
American Federation of Teachers and the National Education
Association, examined Distance Learning in the United
States and concluded, “there is a paucity of true, original
research dedicated to explaining or predicting related to dis-
4
tance learning.” This finding seems improbable since there
have been thousands of studies comparing Distance Learning
with “traditional” teaching. Yet most of these studies have
been found to be flawed statistically, either not controlling
for extraneous variables, or use subjects that are not ran-
domly selected, not controlling for reactive effects, etc.
Crucial Information for Investing in DistanceCrucial Information for Investing in DistanceCrucial Information for Investing in DistanceCrucial Information for Investing in Distance1727