利用互联网（WebCT）或交互式电视（ITV）对远程学习课程中的互动质量进行评估。

Assessment of the quality of interaction in distance learning programmes utilising the Internet (WebCT) or interactive television (ITV).

作者信息

Mash R J, Marais D, Van Der Walt S, Van Deventer I, Steyn M, Labadarios D

机构信息

Department of Family Medicine and Primary Care, Stellenbosch University, Tygerberg, South Africa.

出版信息

Med Educ. 2005 Nov;39(11):1093-100. doi: 10.1111/j.1365-2929.2005.02315.x.

DOI:10.1111/j.1365-2929.2005.02315.x

Abstract

INTRODUCTION

This study focuses on the quality of interaction in interactive TV (ITV), WebCT bulletin boards (BBs) and chat rooms (CRs) and addresses the question of how effectively new collaborative electronic technologies have been married with new pedagogical ideas to create effective learning for distance education students.

METHODS

Fifteen (out of 68) BB, 14 (out of 32) CR and 13 (out of 25) ITV conversations were randomly selected for coding using a modified exchange structure analysis. The roles that students and lecturers took in the conversations were determined from this.

RESULTS

The percentage of turns made by lecturers as opposed to students was 51% in CRs, 14% in BBs and 68% in ITV. The percentage of turns spent on actual coursework was 73% in CRs, 89% in BBs and 82% in ITV. Comparisons between tutors' and students' roles within as well as between ITV, BBs and CRs were all statistically significant with P < 0.05. In CRs the main roles of both students and lecturers were those of elaborators, inquirers and explainers. In BBs the main roles of students and lecturers were those of explainers and evaluators. In ITV sessions students' main roles were those of elaborators and explainers, whereas lecturers' main roles were those of lecturers, elaborators, inquirers and evaluators.

CONCLUSION

In terms of creating a constructivist and active learning community that can operate within a distance learning paradigm, WebCT appears superior to ITV.

摘要

引言

本研究聚焦于交互式电视（ITV）、WebCT公告板（BBs）和聊天室（CRs）中的互动质量，并探讨新的协作电子技术与新的教学理念有效结合，从而为远程教育学生创造有效学习方式的问题。

方法

从68个BBs中随机选取15个、32个CRs中随机选取14个以及25个ITV对话中随机选取13个，使用改良的交流结构分析进行编码。由此确定学生和讲师在对话中所扮演的角色。

结果

在CRs中，讲师与学生发言轮次的占比为51%，在BBs中为14%，在ITV中为68%。用于实际课程作业的发言轮次占比在CRs中为73%，在BBs中为89%，在ITV中为82%。ITV、BBs和CRs内部以及之间导师和学生角色的比较均具有统计学意义（P < 0.05）。在CRs中，学生和讲师的主要角色都是阐述者、询问者和解释者。在BBs中，学生和讲师的主要角色是解释者和评估者。在ITV课程中，学生的主要角色是阐述者和解释者，而讲师的主要角色是授课者、阐述者、询问者和评估者。

结论

就创建一个能够在远程学习模式下运作的建构主义和主动学习社区而言，WebCT似乎优于ITV。