Ware S K, Olesinski R L, Cole C M, Pray M L
Department of Clinical Sciences, University of Kentucky Center for Rural Health, Hazard 41701, USA.
J Allied Health. 1998 Fall;27(3):137-41.
The University of Kentucky Center for Rural Health has used interactive video (IAV) instruction for place-committed students since 1991. Without adequate planning and training, new IAV instructors are likely to underestimate the differences between IAV and traditional instruction. This paper focuses on problems encountered in early stages of IAV implementation. The problems related to preparation and delivery of course materials, instructional coordination, student-faculty interaction, instructional technique, and equipment. Instructors initially emphasized control of IAV technology rather than adopting appropriate instructional methods or graphics, and misjudged the time needed to prepare and deliver course materials. Team teaching diminished student-faculty interaction, and faculty interacted more with local-site than remote-site students. Traditional teaching methods were less effective when applied to IAV. Equipment failures forced development of contingency plans. Recommendations for the avoidance or minimization of such problems are provided. Methods for the evaluation of student mastery of course content are briefly described.
自1991年以来，肯塔基大学农村健康中心一直为不能到校上课的学生采用交互式视频（IAV）教学。如果没有充分的规划和培训，新的IAV教师很可能会低估IAV教学与传统教学之间的差异。本文着重探讨IAV教学实施初期所遇到的问题。这些问题涉及课程材料的准备与交付、教学协调、师生互动、教学技巧以及设备等方面。教师们最初强调对IAV技术的控制，而不是采用合适的教学方法或图形，并且错误判断了准备和交付课程材料所需的时间。团队教学减少了师生互动，而且教师与本地学生的互动多于远程学生。传统教学方法应用于IAV教学时效果较差。设备故障迫使制定应急计划。文中提供了避免或尽量减少此类问题的建议。还简要描述了评估学生对课程内容掌握程度的方法。
