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Six critical dimensions: A model for widening participation in open, online and blended programs
Australasian Journal of Educational Technology ( IF 3.730 ) Pub Date : 2019-12-28 , DOI: 10.14742/ajet.5683
Sarah R Lambert

Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities in Internet use. First, the proposed model is introduced with definitions for the six dimensions (course purpose, technology, social support, autonomy, learning materials and skills) and research propositions for how the dimensions enable and constrain learning. A qualitative synthesis of empirically tested open and online programs (including massive open online courses) is used to clarify how the six critical dimensions interact to enable and constrain diverse learners in distance and blended modes. Results support the model with new definitions for each dimension in light of unexpected findings: courses designed to enable particular groups; breadth of learner supports; technology amplifying other dimensions; and aspects of the model designed to empower disadvantaged learners. This model should assist course design research and practice at higher education institutions where open and online provision for diverse and educationally disadvantaged learners is the current or approaching reality.

中文翻译:

六个关键方面:扩大参与开放,在线和混合计划的模型

从开放和在线学习的角度出发,以扩大高等教育的参与范围,本文提出了一种新的概念模型,以指导从业人员和研究人员最大程度地促进使能者,并将对基础学生在线基础学习的限制最小化。该模型改编自社会融合研究技术,以解决互联网使用中的持续不平等现象。首先,引入所提出的模型,并为六个维度(课程目的,技术,社会支持,自主性,学习材料和技能)定义,并就这些维度如何实现和约束学习的研究命题进行介绍。对经过实践检验的开放式和在线课程(包括大规模开放式在线课程)进行定性综合,以阐明这六个关键方面是如何相互作用的,从而使远程学习者和混合学习者能够接受和约束各种学习者。鉴于意外发现,结果为模型提供了每个维度的新定义,从而为模型提供了支持。学习者支持的广度;技术扩大了其他方面;旨在增强弱势学习者能力的模型的各个方面。该模型应有助于高等教育机构的课程设计研究和实践,在这些机构中,当前和即将到来的面向各种受教育和弱势学习者的开放和在线提供的环境。鉴于意外发现,结果为模型提供了每个维度的新定义,从而为模型提供了支持。学习者支持的广度;技术扩大了其他方面;旨在增强弱势学习者能力的模型的各个方面。该模型应有助于高等教育机构的课程设计研究和实践,在这些机构中,当前和即将到来的面向各种受教育和弱势学习者的开放和在线提供的环境。鉴于意外发现,结果为模型提供了每个维度的新定义,从而为模型提供了支持。学习者支持的广度;技术扩大了其他方面;旨在增强弱势学习者能力的模型的各个方面。该模型应有助于高等教育机构的课程设计研究和实践,在这些机构中,当前和即将到来的面向各种受教育和弱势学习者的开放和在线提供的环境。
更新日期:2019-12-28
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