Asselmeyer H
University of Hildesheim, Organization Studies.
Int J Comput Dent. 2004 Apr;7(2):145-57.
A glance at the history of distance learning shows that there is a long tradition of using contemporary technical resources for learning and teaching purposes. For some, the holy grail of distance learning is the concept of the industrialization (mass production) of teaching and learning. Although reality has time and again caught up with technological promise, the scope for using new information and communication technologies in teaching has frequently been disregarded. In the future, learning will entail handling organized knowledge resources in demand-specific, organized communities formed for finding solutions to distinct problems and generating new knowledge about learning processes within the problem solving process. The development of the potential of "e-learning" (and actually, it bears contemplating whether this term puts too much emphasis on conventional learning organized in temporally-limited courses or similar, to the detriment of intelligent management of knowledge in its own working context) will depend upon the extent to which organizations succeed in promoting the development of a learning and working culture, for example, by incentive systems, team promotion, and free access to knowledge resources. The Masters degree in Organization Studies is presented against this background as an example of teaching using a combination of resources, leading to undreamed of learning success.
回顾远程教育的历史可以发现，利用当代技术资源进行教学有着悠久的传统。对一些人来说，远程教育的圣杯是教学和学习的工业化（大规模生产）概念。尽管现实一次又一次地跟上了技术承诺，但在教学中使用新信息通信技术的空间却常常被忽视。未来，学习将需要在为解决特定问题而形成的、有需求针对性的、有组织的社区中处理有组织的知识资源，并在解决问题的过程中生成关于学习过程的新知识。“电子学习”潜力的发展（实际上，值得思考的是，这个术语是否过于强调在时间有限的课程或类似课程中组织的传统学习，从而损害了在其自身工作环境中对知识的智能管理）将取决于组织在多大程度上成功地促进学习和工作文化的发展，例如，通过激励系统、团队促进以及对知识资源的免费获取。组织研究硕士学位就是在这样的背景下作为一个利用多种资源进行教学的例子呈现的，它带来了意想不到的学习成功。
