网络远程教育中在线异步交互的现状及影响因素分析
|
摘要
世纪之交,以网络技术和多媒体技术为核心的信息技术迅速兴起、蓬勃发展,给远程教育带来了新的机遇和挑战。世界上的发达国家及部分发展中国家纷纷大力开展以网络为媒介的远程教育。在我国,网络远程教育也得到了史无前例的重视。现代远程教育工程的各试点院校纷纷开展网上教学,网上教学实践得到了飞速的发展。网上教学最令师生振奋的,除了网上即可阅读的学习资源外,更有可以异步进行的在线互动教学。在线异步交互极大地方便了师生和生生间的对话、交流和相互关怀,减少了学生的孤独感和疏离感,是网上教学的核心。
然而,我国网络远程教育中的在线异步交互还存在一些不可忽视的问题,在线异步交互在教育中的潜力的发挥还远未达到预期效果。而国内在此方面开展的研究还相对泛化,针对性不强,可供实践借鉴的意义小,尤其缺乏针对我国电大系统在线异步交互的相关研究,因此还需要进一步的研究和探索。
本研究以探索如何提高在线异步交互的有效性,如何构建网上学习社区为出发点,选取中央广播电视大学开设的《语言学概论(本)》课程进行个案研究,以中央电大电大在线远程教学平台该课程的“同常答疑”论坛为研究环境,以该课程的主持教师和参与本课程“日常答疑”论坛的学生为研究对象。本研究采用了质的研究和量的研究相结合的方法,主要包括参与式观察法、内容分析法、网上问卷调查法和QQ访谈法。在先前研究者对在线异步交互内容和行为的研究基础上,2007年秋季学期与主持教师合作对课程论坛提出了一系列改进措施,跟踪观察师生在线异步交互的情况,并参与其中,力图客观地描述实施改进措施后师生在线异步交互的现状,并通过问卷和访谈调查分析影响师生在线异步交互的因素,以采取针对性的措施促进在线异步交互的有效性,力争在在线异步交互的实践探索方面迈出新的一步。
研究表明,由课程主持教师与研究者共同提出和实施的一系列促进师生在线异步交互的举措在一定程度上推动了课程论坛的发展,取得了一些成果和进步。但整体来看,论坛中的在线异步交互还属于表层的、非实质性的交互。在现状和影响因素分析的基础上,本研究主要得出了以下结论:1.设计良好的学习活动是促进学生参与在线异步交互的关键要素。2.合理的学生评价体系是提高在线异步交互有效性的重要动力。3.必要的入门学习指导是学生参与在线异步交互的根本保证。4.适合交流的平台设计是在线异步交互顺利进行的前提条件。
作者针对提高在线异步交互的有效性提出了一些具体可行的建议:1.转变教学理念,培养应用型人才,促进学生的深度学习。2.撰写网上学习指导书,加强学生支持服务,保证学生顺利完成学业。3.明确构建在线异步交互中各类教师的职责和分工,为学生提供个性化的支持服务。4.注重网上教学策略和技巧,促进学生有效学习。5.改进评价方式,促进师生持续、有效的在线异步交互。
The turn of the century,as the rapid rise and vigorous development of the information techonology whose core is network and multimedia technology,the distance education faces to new opportunities and challenges.Development counties and some developing counties all have made great efforts to the web-mediated distance education.In our county,network disatance education gained unprecedented attention.The colleges of experimental unit in Poject of Modern Distance Education develop the online instruction one after another,the practice of online instruction developed rapidly.What inspiring teachers and students in online instruction is online asynchronous interaction(OAI),except the rich learning resources.OAI as the core of online instruction,it convenients for the dialog,communion and care between teachers and students, also reduces the sence of students' loneliness and alienation.
However,there are some not-neglectable problems exited in OAI in our county,the potential of OAI still not reach the anticipated purpose far away.And in our county,the researches about this area are extensive comparatively yet,the pertinence is not very strong,and can not be uesd for practical reference,the reseach on the OAI in the TVU system in our county is short of especially,so there is a great need for further research and exploration.
This research tries to explore how to improve the validity of OAI,and how to build online learning community.We chooses the course of "Intruduction to Linguistics" setted by CRTVU as the object of case study,and takes the forum of "daily answer questions" as the research environment which is a part of the platform of CRTVU,and takes the presidial teacher and students of this course who have participated in the forum as our reseach object.This research combines qualitative and quantitive research methods,including participant observation,content analysis,web-based questionnaire investigation and QQ interview.Based on the reseach about the content and behavior of OAI,in the semester of 2007 autumn,worked together with the presidial teacher,we put forward a series of improved measures,then tracked and observed the situation of OAI between teacher and students,and participate in it,in order to describe the status of OAI objectively which have carried out the improved measures,then through the questionnaire and interview,we diagnosed the factors infecting the OAI between teacher and students,so can give some targeted advices to promote the validity of OAI,shoot at stride a new step in the practical exploration of OAI.
The research indicates,the series of measures put forward and implemented by presidial teacher and researcher have impulsed the development of the course forum in a certain extent, acquired some fruits and progresses.But overall,the OAI in the forum is still surface, not-material interaction.Based on the analysis of status and affecting factors,the following conclusion has been elicited:1.the designation of favorable learning activities is the key to promote students to participate in the OAI.2.The reasonable system of evaluation for students is the important impetus for heightening the validity of OAI.3.The necessary learning guidance for novice can assure students' participation in the OAI.4.The designation of platform which is suitable for interactive is the prerequisite for OAI go on wheels.
The researcher gave some specific and feasible suggestions to improve the validity of OAI: 1.change the idea of instruction gradually,bring up the talent of application to promote deep learning of students.2.Compile online learning guidance,and enhance the student support sevices in order to assure students finish school smoothly.3.Clarify the responsibilities and division of all kinds of teachers in building the OAI to provide individual support sevices for students.4.Pay more attention to online instructional strategies and skills aims at promoting students' effective learning.5.Improve on the system of the evaluation,promote continued and valid OAI between teachers and students.
然而,我国网络远程教育中的在线异步交互还存在一些不可忽视的问题,在线异步交互在教育中的潜力的发挥还远未达到预期效果。而国内在此方面开展的研究还相对泛化,针对性不强,可供实践借鉴的意义小,尤其缺乏针对我国电大系统在线异步交互的相关研究,因此还需要进一步的研究和探索。
本研究以探索如何提高在线异步交互的有效性,如何构建网上学习社区为出发点,选取中央广播电视大学开设的《语言学概论(本)》课程进行个案研究,以中央电大电大在线远程教学平台该课程的“同常答疑”论坛为研究环境,以该课程的主持教师和参与本课程“日常答疑”论坛的学生为研究对象。本研究采用了质的研究和量的研究相结合的方法,主要包括参与式观察法、内容分析法、网上问卷调查法和QQ访谈法。在先前研究者对在线异步交互内容和行为的研究基础上,2007年秋季学期与主持教师合作对课程论坛提出了一系列改进措施,跟踪观察师生在线异步交互的情况,并参与其中,力图客观地描述实施改进措施后师生在线异步交互的现状,并通过问卷和访谈调查分析影响师生在线异步交互的因素,以采取针对性的措施促进在线异步交互的有效性,力争在在线异步交互的实践探索方面迈出新的一步。
研究表明,由课程主持教师与研究者共同提出和实施的一系列促进师生在线异步交互的举措在一定程度上推动了课程论坛的发展,取得了一些成果和进步。但整体来看,论坛中的在线异步交互还属于表层的、非实质性的交互。在现状和影响因素分析的基础上,本研究主要得出了以下结论:1.设计良好的学习活动是促进学生参与在线异步交互的关键要素。2.合理的学生评价体系是提高在线异步交互有效性的重要动力。3.必要的入门学习指导是学生参与在线异步交互的根本保证。4.适合交流的平台设计是在线异步交互顺利进行的前提条件。
作者针对提高在线异步交互的有效性提出了一些具体可行的建议:1.转变教学理念,培养应用型人才,促进学生的深度学习。2.撰写网上学习指导书,加强学生支持服务,保证学生顺利完成学业。3.明确构建在线异步交互中各类教师的职责和分工,为学生提供个性化的支持服务。4.注重网上教学策略和技巧,促进学生有效学习。5.改进评价方式,促进师生持续、有效的在线异步交互。
The turn of the century,as the rapid rise and vigorous development of the information techonology whose core is network and multimedia technology,the distance education faces to new opportunities and challenges.Development counties and some developing counties all have made great efforts to the web-mediated distance education.In our county,network disatance education gained unprecedented attention.The colleges of experimental unit in Poject of Modern Distance Education develop the online instruction one after another,the practice of online instruction developed rapidly.What inspiring teachers and students in online instruction is online asynchronous interaction(OAI),except the rich learning resources.OAI as the core of online instruction,it convenients for the dialog,communion and care between teachers and students, also reduces the sence of students' loneliness and alienation.
However,there are some not-neglectable problems exited in OAI in our county,the potential of OAI still not reach the anticipated purpose far away.And in our county,the researches about this area are extensive comparatively yet,the pertinence is not very strong,and can not be uesd for practical reference,the reseach on the OAI in the TVU system in our county is short of especially,so there is a great need for further research and exploration.
This research tries to explore how to improve the validity of OAI,and how to build online learning community.We chooses the course of "Intruduction to Linguistics" setted by CRTVU as the object of case study,and takes the forum of "daily answer questions" as the research environment which is a part of the platform of CRTVU,and takes the presidial teacher and students of this course who have participated in the forum as our reseach object.This research combines qualitative and quantitive research methods,including participant observation,content analysis,web-based questionnaire investigation and QQ interview.Based on the reseach about the content and behavior of OAI,in the semester of 2007 autumn,worked together with the presidial teacher,we put forward a series of improved measures,then tracked and observed the situation of OAI between teacher and students,and participate in it,in order to describe the status of OAI objectively which have carried out the improved measures,then through the questionnaire and interview,we diagnosed the factors infecting the OAI between teacher and students,so can give some targeted advices to promote the validity of OAI,shoot at stride a new step in the practical exploration of OAI.
The research indicates,the series of measures put forward and implemented by presidial teacher and researcher have impulsed the development of the course forum in a certain extent, acquired some fruits and progresses.But overall,the OAI in the forum is still surface, not-material interaction.Based on the analysis of status and affecting factors,the following conclusion has been elicited:1.the designation of favorable learning activities is the key to promote students to participate in the OAI.2.The reasonable system of evaluation for students is the important impetus for heightening the validity of OAI.3.The necessary learning guidance for novice can assure students' participation in the OAI.4.The designation of platform which is suitable for interactive is the prerequisite for OAI go on wheels.
The researcher gave some specific and feasible suggestions to improve the validity of OAI: 1.change the idea of instruction gradually,bring up the talent of application to promote deep learning of students.2.Compile online learning guidance,and enhance the student support sevices in order to assure students finish school smoothly.3.Clarify the responsibilities and division of all kinds of teachers in building the OAI to provide individual support sevices for students.4.Pay more attention to online instructional strategies and skills aims at promoting students' effective learning.5.Improve on the system of the evaluation,promote continued and valid OAI between teachers and students.
引文
曹良亮、陈丽.异步交互中远程学习者教学交互水平的研究[J].中国远程教育,2006(2).
曹良亮、陈丽.远程学习者异步交互的行为方式和特点[J].中国远程教育,2006(1).
陈丽.术语“教学交互”的本质及其相关概念的辨析[J].中国远程教育,2004(2)上.
陈向东、余锦凤.在线交流的内容分析框架研究[J].图书情报知识,2007(1).
德斯蒙德·基更 丁新等译.远距离教育基础[M].北京:中央广播电视大学出版社,2002.3.
德斯蒙德·基更编 丁新等译.远距离教育理论原理[M].北京:中央广播电视大学出版社,2002.3.
丁兴富.远程教育研究[M].北京:首都师范大学出版社,2002.11.
高春丽、顾曰国.影响课程论坛参与度的诸因素[J].外语电化教学,2005(3).
高志敏等.成人教育心理学[M].上海:上海科技教育出版社,1997(12).
何克抗、李文光.教育技术学[M].北京:北京师范大学出版社,2004.7.
何玲、黎加厚.促进学生深度学习[J].现代教学,2005(6).
黄荣怀、张振虹等.网上学习:学习真的发生了吗?[J].开放教育研究,2007(12).
蒋国珍.异步远程教学说的理论缺陷及其对实践的困扰[J].中国远程教育,2007(2).
况姗芸.课程论坛中交互行为的影响冈素研究[C].第十届全球华人计算机教育应用会议(GCCCE2006)论文集.
李乘德.教学论[M].北京:人民教育出版社,2001.7.
梁玉娟、衷克定.从对话理论探悉国内远程教育中的在线讨论[J].现代教育技术,2005(3).
刘华芹.天涯虚拟社区—互联网上给予文本的社会互动研究[M].北京:民族出版社,2005(11).
刘欣.基于BBS的异步交互特征探究[J].中国远程教育,2007(9).
刘永花、丁新.兰迪·加里森研究[J].中国电化教育,2004(10).
罗丹.网络远程教育中在线异步交互内容与行为的研究[D].中国学位论文全文数据库.首都师范大学,2007.
齐剑鹏.现代远程高等教育中基于BBS的交互式学习研究[D].中国学位论文全文数据库.华南师范大学,2005.
孙福万.网上答疑:如何摆脱尴尬?[DB/OL].http://library.crtvu.edu.cn/sfw/ReadNews.asp?NewsID=3860
托尼·贝茨(Tony Bates).网上学习—教学策略与技术运刚[J].中国远程教育,2004(7)上.
王广新、单从凯.课程BBS讨论的漂移现象与表现特征[J].中国远程教育,2007(1)上.
王海东.美国公立大学网上教学的发展与启示[J].教育发展研究,2006(11)
王海东、丁兴富.在网络虚拟环境中构建学习社区[J].中国电化教育,2004(11).
咸汝萍.普通高校网络辅助教学中的师生异步交互研究[D].中国学位论文全文数据库.首都师范大学,2006.
肖俊洪.基于BBS平台的生生异步交互模式研究[J].中国远程教育,2005(9).
杨家兴.线上教学的带领[J].中国电化教育,2005(9).
杨家兴.线上教学的设计和支持服务的设计法则[J].天津电大学报,2006(12).
杨家兴.在线教学的基本活动和教学法[J].,天津电大学报,2006(9).
杨家兴.在线教学的理论基础与制度选择[J].,中国远程教育,2006(7)上.
英联邦学习共同体(Commonwealth of Learning)蒋国珍译.远程学习材料开发手册[M].北京:中央广播电视大学出版社,2008.6。
袁松鹤、隋春玲.课程学习论坛中学生交互情况的分析与启示[J].现代教育技术,2007(7).
詹姆斯·泰勒.网上的教与学研究:积极者、旁观者和消极[J].中国远程教育,2002(9).
张建伟、陈琦.从认知主义到建构主义[J].北京师范大学学报(社会科学版),1996(4).
张伟远、蒋国珍.远程教育研究方法[M].北京:高等教育出版社,2007(11).
张伟远.国外高校网上教学成功和失败的原因剖析[J].中国远程教育,2005(11).
张伟远.何种网上教学能发挥远程教育的优势[J].中国远程教育,2000(3)
章志光.社会心理学[M].北京:人民教育出版社,2001(5).
钟志贤.论在线学习[J].现代远距离教育,2002(1-4).
Anderson,Rourke,Garrison,and Archer(2001).Assessing Teaching Presence in a Computer Conferencing Context.Journal of the Asynchronous Learning Network,5(2)
Atherton(2003).Deep and Surface Approaches to learning.< http://www.dmu.ac.uk/_jamesa/learning/deepsurf.htm#conceptionsurlearning>(accessed 20 Apr 2006)
Berge,Z.L.(1998) The Role of the Online Instructor/Facilitator.< http://www.emoderators.com/moderators/teach_online.html>(accessed 8 Nov 2007)
Brent G.Wilson et al.(2004) Bounded Community:Designing and facilitating learning communities in formal courses,International Review of Research in Open and Distance Learning,5(3).
Campbell,K.(2002).Power,voice and democratization:Feminist pedagogy and assessment in CMC.< http://ifets.ieee.org/periodical/vol_3_2002/campbell.html>(accessed 13 Oct 2007).
Charlotte N.(Lani) Gunwardena(2005).Social Presence and Implications for Designing Online Learning Communities,Open Education Research,11(5).
David Sewart(1978).Continuity of Concern for Students in a System of Learning at a Distance.ZIFF-Papiere 22.Hagen:FernUniversitat.
Garrison,D.R.,Anderson,T.,&Archer,W.(2000).Critical thinking in text-based environment:Computer conferencing in higher education.The Internet and Higher Education,2(2).
Gilly Salmon(2000).E-moderating:the key to teaching and learning online.London:Kogan Page.
Jiang,M.& Ting,E.(2000).A study of factors influencing students' perceived learning in a Web-based course environment.International Journal of Educational Telecommunications,6(4).
Henry Kely(2004).< http://www.360doc.com/showweb/0/0/858310.aspx>(accessed 12 Mar 2008)
Hootstein(2002).Wearing Four Pairs of Shoes:The Roles of e-Learning Facilitators.< http://www.learningcircuits.org/2002/oct2002/elearn.html>(accessed 29 Jar 2008)
Miche Amaud(2000).< http://www.360doc.com/showweb/0/0/858310.aspx>(accessed 12 Mar 2008)
Moore(1989).Three types of interaction.The American Journal of Distance Education,3(2)
Otto Peters(2003).Distance Education in Transition:New Trends and Challenges.Bibliotheks-und Informations system der Universitat,Oldenburg,Germany.
Palloff,R.& Pratt,K.(1999).Building learning communities in cyberspace.San Francisco:Jossey-Bass.
Patricia McGee(2003).Learning Objects:Bloom's Taxonomy and Deeper Learning Principles Bloom.< http://educ3.utsa.edu/pmcgee/nlii/McGee_eLEARN_2003.doc>(accessed 13 Apt 2006)
Peter J.Shea(2003).A Follow-up Investigation of Teaching Presence in the SUNY Learning Network.Journal of the Asynchronous Learning Network,7(2).
Peter J.Shea(2002).A Preliminary Investigation of Teaching Presence in the SUNY Learning Network.< http://tlt.suny.edu/originaldocumentation/library/researchsln/TeachingPresence.pdf>(accessed 23May 2007)
Rohfeld,R.and Hiemstra,R.(1995),Moderating Discussions in the Electronic Classroom,In Computer Mediated Communication and the Online Classroom,VOL.3,pp.91-104.
Short,J.,Williams,E.,& Christie,B.(1976).The social psychology of telecommunications.London:John Wiley & Sons.
Terry Anderson,Fathi Elloumi(2004) Theory and Practice of Online Learning,printed at Athabasca University.
Thornam,C.L.(2003).Teaching presence in face-to-face and online learning environments.Unpublished doctoral dissertation.Denver:University of Colorado.
Wagner,E.D.(1994).In support of a functional definition of interaction.The American Journal of Distance Education.8(2).
Weigel(2001).Deep learning for Digital Age.< http://teachopolis.org/library/deep learning.htm>(accessed 23 Apr 2006)
曹良亮、陈丽.远程学习者异步交互的行为方式和特点[J].中国远程教育,2006(1).
陈丽.术语“教学交互”的本质及其相关概念的辨析[J].中国远程教育,2004(2)上.
陈向东、余锦凤.在线交流的内容分析框架研究[J].图书情报知识,2007(1).
德斯蒙德·基更 丁新等译.远距离教育基础[M].北京:中央广播电视大学出版社,2002.3.
德斯蒙德·基更编 丁新等译.远距离教育理论原理[M].北京:中央广播电视大学出版社,2002.3.
丁兴富.远程教育研究[M].北京:首都师范大学出版社,2002.11.
高春丽、顾曰国.影响课程论坛参与度的诸因素[J].外语电化教学,2005(3).
高志敏等.成人教育心理学[M].上海:上海科技教育出版社,1997(12).
何克抗、李文光.教育技术学[M].北京:北京师范大学出版社,2004.7.
何玲、黎加厚.促进学生深度学习[J].现代教学,2005(6).
黄荣怀、张振虹等.网上学习:学习真的发生了吗?[J].开放教育研究,2007(12).
蒋国珍.异步远程教学说的理论缺陷及其对实践的困扰[J].中国远程教育,2007(2).
况姗芸.课程论坛中交互行为的影响冈素研究[C].第十届全球华人计算机教育应用会议(GCCCE2006)论文集.
李乘德.教学论[M].北京:人民教育出版社,2001.7.
梁玉娟、衷克定.从对话理论探悉国内远程教育中的在线讨论[J].现代教育技术,2005(3).
刘华芹.天涯虚拟社区—互联网上给予文本的社会互动研究[M].北京:民族出版社,2005(11).
刘欣.基于BBS的异步交互特征探究[J].中国远程教育,2007(9).
刘永花、丁新.兰迪·加里森研究[J].中国电化教育,2004(10).
罗丹.网络远程教育中在线异步交互内容与行为的研究[D].中国学位论文全文数据库.首都师范大学,2007.
齐剑鹏.现代远程高等教育中基于BBS的交互式学习研究[D].中国学位论文全文数据库.华南师范大学,2005.
孙福万.网上答疑:如何摆脱尴尬?[DB/OL].http://library.crtvu.edu.cn/sfw/ReadNews.asp?NewsID=3860
托尼·贝茨(Tony Bates).网上学习—教学策略与技术运刚[J].中国远程教育,2004(7)上.
王广新、单从凯.课程BBS讨论的漂移现象与表现特征[J].中国远程教育,2007(1)上.
王海东.美国公立大学网上教学的发展与启示[J].教育发展研究,2006(11)
王海东、丁兴富.在网络虚拟环境中构建学习社区[J].中国电化教育,2004(11).
咸汝萍.普通高校网络辅助教学中的师生异步交互研究[D].中国学位论文全文数据库.首都师范大学,2006.
肖俊洪.基于BBS平台的生生异步交互模式研究[J].中国远程教育,2005(9).
杨家兴.线上教学的带领[J].中国电化教育,2005(9).
杨家兴.线上教学的设计和支持服务的设计法则[J].天津电大学报,2006(12).
杨家兴.在线教学的基本活动和教学法[J].,天津电大学报,2006(9).
杨家兴.在线教学的理论基础与制度选择[J].,中国远程教育,2006(7)上.
英联邦学习共同体(Commonwealth of Learning)蒋国珍译.远程学习材料开发手册[M].北京:中央广播电视大学出版社,2008.6。
袁松鹤、隋春玲.课程学习论坛中学生交互情况的分析与启示[J].现代教育技术,2007(7).
詹姆斯·泰勒.网上的教与学研究:积极者、旁观者和消极[J].中国远程教育,2002(9).
张建伟、陈琦.从认知主义到建构主义[J].北京师范大学学报(社会科学版),1996(4).
张伟远、蒋国珍.远程教育研究方法[M].北京:高等教育出版社,2007(11).
张伟远.国外高校网上教学成功和失败的原因剖析[J].中国远程教育,2005(11).
张伟远.何种网上教学能发挥远程教育的优势[J].中国远程教育,2000(3)
章志光.社会心理学[M].北京:人民教育出版社,2001(5).
钟志贤.论在线学习[J].现代远距离教育,2002(1-4).
Anderson,Rourke,Garrison,and Archer(2001).Assessing Teaching Presence in a Computer Conferencing Context.Journal of the Asynchronous Learning Network,5(2)
Atherton(2003).Deep and Surface Approaches to learning.< http://www.dmu.ac.uk/_jamesa/learning/deepsurf.htm#conceptionsurlearning>(accessed 20 Apr 2006)
Berge,Z.L.(1998) The Role of the Online Instructor/Facilitator.< http://www.emoderators.com/moderators/teach_online.html>(accessed 8 Nov 2007)
Brent G.Wilson et al.(2004) Bounded Community:Designing and facilitating learning communities in formal courses,International Review of Research in Open and Distance Learning,5(3).
Campbell,K.(2002).Power,voice and democratization:Feminist pedagogy and assessment in CMC.< http://ifets.ieee.org/periodical/vol_3_2002/campbell.html>(accessed 13 Oct 2007).
Charlotte N.(Lani) Gunwardena(2005).Social Presence and Implications for Designing Online Learning Communities,Open Education Research,11(5).
David Sewart(1978).Continuity of Concern for Students in a System of Learning at a Distance.ZIFF-Papiere 22.Hagen:FernUniversitat.
Garrison,D.R.,Anderson,T.,&Archer,W.(2000).Critical thinking in text-based environment:Computer conferencing in higher education.The Internet and Higher Education,2(2).
Gilly Salmon(2000).E-moderating:the key to teaching and learning online.London:Kogan Page.
Jiang,M.& Ting,E.(2000).A study of factors influencing students' perceived learning in a Web-based course environment.International Journal of Educational Telecommunications,6(4).
Henry Kely(2004).< http://www.360doc.com/showweb/0/0/858310.aspx>(accessed 12 Mar 2008)
Hootstein(2002).Wearing Four Pairs of Shoes:The Roles of e-Learning Facilitators.< http://www.learningcircuits.org/2002/oct2002/elearn.html>(accessed 29 Jar 2008)
Miche Amaud(2000).< http://www.360doc.com/showweb/0/0/858310.aspx>(accessed 12 Mar 2008)
Moore(1989).Three types of interaction.The American Journal of Distance Education,3(2)
Otto Peters(2003).Distance Education in Transition:New Trends and Challenges.Bibliotheks-und Informations system der Universitat,Oldenburg,Germany.
Palloff,R.& Pratt,K.(1999).Building learning communities in cyberspace.San Francisco:Jossey-Bass.
Patricia McGee(2003).Learning Objects:Bloom's Taxonomy and Deeper Learning Principles Bloom.< http://educ3.utsa.edu/pmcgee/nlii/McGee_eLEARN_2003.doc>(accessed 13 Apt 2006)
Peter J.Shea(2003).A Follow-up Investigation of Teaching Presence in the SUNY Learning Network.Journal of the Asynchronous Learning Network,7(2).
Peter J.Shea(2002).A Preliminary Investigation of Teaching Presence in the SUNY Learning Network.< http://tlt.suny.edu/originaldocumentation/library/researchsln/TeachingPresence.pdf>(accessed 23May 2007)
Rohfeld,R.and Hiemstra,R.(1995),Moderating Discussions in the Electronic Classroom,In Computer Mediated Communication and the Online Classroom,VOL.3,pp.91-104.
Short,J.,Williams,E.,& Christie,B.(1976).The social psychology of telecommunications.London:John Wiley & Sons.
Terry Anderson,Fathi Elloumi(2004) Theory and Practice of Online Learning,printed at Athabasca University.
Thornam,C.L.(2003).Teaching presence in face-to-face and online learning environments.Unpublished doctoral dissertation.Denver:University of Colorado.
Wagner,E.D.(1994).In support of a functional definition of interaction.The American Journal of Distance Education.8(2).
Weigel(2001).Deep learning for Digital Age.< http://teachopolis.org/library/deep learning.htm>(accessed 23 Apr 2006)