Minasian-Batmanian Laura C
School of Biomedical Sciences, Faculty of Health Sciences, University of Sydney, PO Box 170, Lidcombe, NSW 1825, Australia.
Med Teach. 2002 Nov;24(6):645-7. doi: 10.1080/0142159021000063998.
In the academics' quest for curriculum implementation of flexible learning and flexible delivery methods, the tendency is simply to reformat subject materials and learning strategies to fit the technology and present them thus online. Attention is too often focused on the technology rather than the educational underpinnings, which eventually leads to compromising both the students and the subject. A multifaceted approach, integrating technological, disciplinary and pedagogical expertise, was found essential in solving this problem. Using this approach and the experience gained during the conversion of a subject taught face-to-face through an online distance mode, this paper aims to focus on the processes that characterize the design and development of educationally sound online subjects. The guidelines include: identifying the target group, consideration of the five stages of developmental cycles, implementation of the subject, and evaluation. Favourable responses from participants, together with a 10% increase in graded passes, suggest that the guidelines are sound.
在学者们寻求实施灵活学习和灵活授课方式的课程时，往往倾向于简单地重新编排学科材料和学习策略以适应技术，并将其在线呈现。人们常常过于关注技术而非教育基础，这最终会对学生和学科都造成损害。事实证明，采用一种整合技术、学科和教学专业知识的多方面方法对于解决这个问题至关重要。本文运用这种方法以及在将一门面对面授课的课程转换为在线远程模式过程中获得的经验，旨在关注那些体现设计和开发具有教育意义的在线课程的过程。指导方针包括：确定目标群体、考虑发展周期的五个阶段、课程实施以及评估。参与者的积极反馈，以及及格率提高10%，表明这些指导方针是合理的。
