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New Horizons in Distance Education: Charting New Territory

机译：远程教育的新视野：制图新界

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In a time when modern culture is linked by telecommunications technologies in ways never before possible, people transmit and process information, conduct business, collaborate in research, and engage in social and political discourse in dramatic new ways (Kapor, 1998, Wriston, 1996). Amidst this context, many educators search for a cost-effective way to develop a technological infrastructure that can effectively serve the needs of their students. When their searches yield promising results, educators who attempt to initiate such infrastructures can become stifled by bureaucratic norms and historical values, or thwarted by political and economic crosscurrents within their institutions. Furthermore, the implementation of new technologies within higher education institutions--environments almost perpetually preoccupied with finances and funding--must be done with utmost economic efficiency. The development of new technologies must also support the diverse needs of student populations whose characteristics are continually transforming beyond those of the traditional student (Dalziel, 1997). For example, many contemporary students need flexible scheduling of classes and alternative ways to access and distribute information because they work and attend school. For these students, distance education is often heralded as an excellent way to help them obtain the benefits of higher education while balancing their non-traditional roles and responsibilities. Yet, ironically, the potential benefits offered by something as non-traditional and futuristic as distance education classes may be undermined by their incorporation of pedagogical techniques and traditions that are not consistent with the changing educational needs of society. If distance education classes merely entail the uploading and distribution of didactic lectures, quizzes and paper assignments, then they may be falling far short of their potential to serve contemporary students who want―and need―to become successful members of modern society. Today's highly interactive society demands that its citizens think critically, problem-solve, and see outside traditional paradigmatic structures (Cox, 1997, Frazier, 1997, and Boetcher, 1997), and educators should be preparing students in a manner consistent with the needs and demands of their society. Distance education in particular needs to provide the types and extent of interactivity consistent with the new global society. But the question is: Can distance education courses actually be aligned to pedagogical practices which serve the needs of a rapidly-evolving, technology-assisted, information-driven society?
机译：在现代文化以前所未有的方式通过电信技术连接在一起的时代，人们以戏剧性的新方式传输和处理信息，开展业务，开展研究合作以及参与社会和政治话语（Kapor，1998; Wriston，1996）。 。在这种情况下，许多教育者正在寻找一种经济有效的方式来开发可以有效满足其学生需求的技术基础设施。当他们的搜索产生令人鼓舞的结果时，试图建立这样的基础设施的教育者可能会被官僚主义的规范和历史价值所扼杀，或者被其机构内部的政治和经济交叉潮流所挫败。此外，必须以最高的经济效率在高等教育机构中实施新技术，即几乎永远集中在财务和资金上的环境。新技术的发展还必须满足学生群体多样化需求的需求，这些学生群体的特征正在不断变化，超越了传统学生的需求（Dalziel，1997）。例如，许多当代学生因为工作和上学而需要灵活的课程安排和访问和分发信息的替代方式。对于这些学生来说，远程教育通常被认为是一种很好的方式，可以帮助他们获得高等教育的好处，同时平衡他们的非传统角色和责任。然而，具有讽刺意味的是，非传统和未来主义之类的远程教育课程所带来的潜在利益可能会因其融合了与社会变化的教育需求不一致的教学技术和传统而受到损害。如果远程教育课程仅需要上载和分发教学讲课，测验和论文作业，那么它们可能无法满足为希望成为现代社会的成功成员的当代学生提供服务的潜力。当今高度互动的社会要求其公民进行批判性思考，解决问题并看到传统范式结构之外的事物（Cox，1997年; Frazier，1997年; Boetcher，1997年），教育工作者应以与需求和需求相一致的方式为学生做准备。他们社会的要求。远程教育尤其需要提供与新的全球社会一致的互动类型和程度。但是问题是：远程教育课程实际上是否可以与满足快速发展的，技术辅助的，信息驱动的社会需求的教学实践相适应？

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