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題 名 | Broadening the Concepts of Moore's Transactional Distance Theory in the Light of Relevant Adult Education Theories and the New Telecommunications Technologies=從成人學習與電信科技的特性擴展莫爾互動性疏離論的主要概念 |
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作 者 | 陳姚真; | 書刊名 | 成人教育學刊 |
卷 期 | 2 1998.09[民87.09] |
頁 次 | 頁103-125 |
分類號 | 528.3 |
關鍵詞 | 成人學習; 互動性疏離; 對話; 結構; 學習者自主性; 成人教育學; 自我導向的學習; 控制理論; Transactional distance; Dialogue; Structure; Learner autonomy; Andragogy; Self-directed learning; Control theory; |
語 文 | 英文(English) |
中文摘要 | 有鑑於成人學習者已逐漸成為遠距教育的主要對象,以及一九七○年代以來,電 信傳播媒體與科技快速成長,並廣泛應用於遠距教學,而遠距教育的理論基礎並未充分反 映上述學習環境上的變遷,本文以莫爾所提出的「互動性疏離論」為基本架構,探討如何 由成人學習的觀點與電信科技的特性,修正該理論主要概念的內涵。 莫爾的互動性疏離論為遠距教育英文文獻中,第一個有系統地描述遠距學習的理論。 他主張遠距學習環境中,「距離」的概念,非由地理、空間阻隔或時間差距的觀點所界定 ,而是教學者與學習者以及學習者與學習者之間,因理解與知覺上的差異,可能導致的溝 通與心理上的距離。有效的遠距學習有賴於克服此項「互動性疏離」,而「對話」、「結 構」與「學習者自主性」不但為構成遠距學習環境的重要因素,同時也是影響「互動性疏 離」的主要變項。自一九七○年代,莫爾提出此理論以來,上述概念的內涵與彼此的關係 ,向來為遠距教育研究者關注的重點。 透過文獻分析與概念澄清,由成人學習者的特徵、成人教育學的觀點、自我導向的學 習理論以及互動類型、學習社區模式與控制理論等電訊傳播時遠距教學的特性,本文歸結 :在兼具「同步、立即」與「非同步、自發性」雙向溝通等特性的遠距教學環境中,對話 因素的內涵由傳統著眼於師生之間及學習者與學習內容之間的互動,擴展至學習者與學習 者之間、學習者與介面之間兩個向度的互動;結構因素則包含靜態的課程設計與組織、動 態的教學實施與傳送等兩個層面:學習者除具有自我導向、獨立學習的特質之外,也顯現 相互依賴地在群體、小組中學習、尋求支援的需求。 |
英文摘要 | As returning adults constitute a gradually increasing proportion of the population of distance learners and as a variety of telecommunications technologies have been applied to distance learning since the 1970s, the theoretical basis for distance education needs to be articulated to reflect the changes of such a learning environment. This article is an attempt to move in that direction by redefining the constituent concepts of Moore's Transactional Distance Theory from the perspectives of adult learning and the characteristics of telecommunications technologies. One of the attempts in English to write a theory of distance education and its constituent elements was made in 1972 by Michael Moore. He argues that " transactional distance", a distance of understandings and perceptions that may lead to a communication gap or a psychological distance between instructors and learners, has to be overcome if effective, deliberate learning is to occur. He also identified three elements of distance education determining the extent of transactional distance:1) learner independence, or autonomy; 2) interaction between learner and instructor, which he terms dialogue; 3) certain characteristics of course design, which together he designated as structure. Moore later named his theory the Transaction Distance Theory. Since 1972, the conceptualizations of these concepts and the relationships among them have been a common concern of distance education theorists. Broader meanings of dialogue, structure, and learner autonomy are concluded in the light of the characteristics of adult learner, the perspective of Andragogy, the theory of selfdirected learning, and the characteristics of telecommunications technologies--interaction and the learning-community- approach distance education--and the theory of control. Distance learning in a telecommunication era allows for both synchronous/realtime and asynchronous, therefore, spontaneous two-way interactions. Within such a learning environment , four dimensions measure the concept of dialogue instructor-learner, learner- learner, learner-content, and learner-interface interactions. Besides course design such as assignments, testings, grading that characterized the structure of traditional instruction, the dimension of course delivery marks the flexibility of structure. Going beyond the emphasis on independence, the concept of learner autonomy includes the dimension of interdependence, that is, learners' tendency to retain dependency needs for help, for approval and support, for leadership from others, and for sharing efforts and responsibility . |
本系統中英文摘要資訊取自各篇刊載內容。