The concept of open and distance learning

The needs of visually impaired people have been succinctly encompassed within the objective expressed by the WBU: the right to the same material, at the same time and on the same terms as those enjoyed by people without such impairment. Equally the concept of access through technology is relatively easy to grasp.

關於視覺障礙者的需要，可以用世界盲人聯盟所陳述的目標簡要涵蓋：在資料內 容、時間與條件上，和不具有這種障礙者享有相同權利。同樣地，藉由科技而取用的 概念，也是相當容易掌握。

Not so with the idea of distance learning. While generally understood to be a relatively new concept, the term is applied to a range of educational and learning processes that is extremely diffuse. The term distance learning and a number of variants thereof are applicable to very different education structures. A full analysis of the field far exceeds the scope of this study. What will be attempted here is an introduction to some of the terminology and features of education as facilitated by technology to illustrate some of the changes from the traditional publicly funded classroom environment.

不過，遠距學習的觀念則不是這麼容易掌握。雖然大體來說這是一個相當新的概 念，但是這個詞彙被運用在一些極為不同的教育及學習過程。遠距學習的詞彙與許多 衍生詞彙，被用於非常不同的教育結構。對於這個領域的完整分析超出了本研究範圍。

此處所要處理的是，針對科技所促成的教育方式，提供某些術語及特徵的導論，以顯 示與傳統公立教室環境的差異。

The term “open and distance learning” and its definition are relatively new in the field of education, having gained prominence only in the past 15 to 20 years. The language and terms used to describe distance learning activities can still be confusing, and geographical differences in usage — for example, between North America and Europe — can add to the confusion. The following are examples of learning structures that are commonly referred to under the general heading of distance learning:

「開放式遠距學習」的詞彙及其定義，在教育領域上相當新穎，在過去十五至二 十年間才開始具有重要性。用於描述遠距學習活動的語言及詞彙依然混亂，而用法上 的地區差距－如北美與歐洲之間－更增添了混亂。以下例子，是在遠距學習大標題下 所通常指涉的學習結構：

“Correspondence education,” “home study” and “independent study” are terms and distance learning methods that are well over a century old, based on stand-alone, often print-based self-study materials. Learners do not have to leave their homes to study. They can use a variety of means for tutor–learner contact, including the postal system, telephone, video and audio cassettes, electronic mail and television and radio broadcasts.

「通訊教育」(correspondence education)、「在家學習」(home study)及「獨立學 習」(independent study)，都是超過百年以上的遠距學習詞彙與方式，以單機式且往往 是印刷式的自習教材為基礎。學習者不需要離家學習。他們可以使用一些管道進行師 生接觸，包含郵政、電話、影片、錄音帶、電子郵件、電視與廣播。

Many university programmes in North America have, in the last 15 years, renamed their correspondence programmes to more current titles such as “open and distance learning” or

“independent study.”

在過去十五年間，許多北美大學課程將他們的通訊課程改為更新潮的名稱，例如

「開放式遠距學習」或「獨立學習」。

The term “external studies” applies to instruction that takes place somewhere other than on a central campus, such as a classroom remote from campus and includes a variety of delivery options like audio, video or computer conferences or home study.

「外部學習」(external studies)的詞彙用於中心校園以外場所的教導，例如校園偏 遠地區的教室，並包括一些傳送方式，如錄音、影片或電腦會議，或在家學習。

The term “continuing education” usually applies to non-credit education, and refers to courses that can be delivered on campus or at a distance and has varied meanings.

「繼續教育」(continuing education)的詞彙通常用於無學分的教育，而可以指稱校 園內或遠距課程，並且有各種不同含意。

The term “self-instruction” refers to a process in which materials take learners step-by-step through an instructional process. Self-assessment exercises are a central feature;

instruction can be paper-based or computer-based. As an example of this, many language schools offer self-instructional packages that consist of print materials and audio cassettes.

「自我教學」的詞彙指稱學習者在教學過程中使用階段性教材的程序。自我評量 習題是一項核心特點；教導可以是紙本式或電腦式。這種例子之一是，許多語言學校 提供含有印刷教材與錄音帶的自我教學套件。

The term “adult education” emphasises the principles of adult learning, often known as

“andragogy,” as compared to “pedagogy,” or child-centred learning.

「成人教育」(adult education)的詞彙強調成人學習的原則，通常稱為「成人教育 學」(andragogy)，而有別於「教育學」(pedagogy)或以兒童為主的學習。

The term “technology-based education” refers to systems of teaching and learning in which a technology other than print has a major role and takes two major forms: stand-alone (for example, computer-assisted learning and computer-managed learning) and conferenced (for example, audio, video or computer).

「科技式教育」(technology-based education)的詞彙指稱以科技而非印刷品為主的 教學與學習系統，主要有二種型態：單機式（如電腦輔助學習與電腦管理學習）及會 議式（如視聽或電腦會議）。

In “learner-centred education,” integrity and freedom of the individual is primary.

Therefore, the teaching and learning process provides:

在「學習者為中心的教育」(learner-centred education)，個人的人格完整性與自由 是首先要務。因此，教學與學習程序提供了：

– flexible sequences of study;

– 彈性學習次序；

– negotiated objectives and content;

– 自訂目標與內容；

– negotiated learning methods;

– 自訂學習方法；

– negotiated methods of assessment; and

– 自訂評量方法；且

– a choice of support mechanisms.

– 有支援機制可供選擇。

The educational philosophy of open learning emphasises giving learners choices about:

開放式學習的教育哲學強調由學習者選擇：

– medium or media, whether print, on-line, television or video;

– 媒介或媒體，如印刷品、線上、電視或影片；

– place of study, whether at home, in the workplace or on campus;

– 學習地點，如家庭、職場或校園；

– pace of study, whether closely paced or unstructured;

– 學習步調，如密集式或鬆散式

– support mechanisms, whether tutors on demand, audio conferences or computer-assisted learning;

– 支援機制，如輔導教師、音訊會議或電腦輔助學習；

– entry and exit points.

– 入學與離開時點。

The term “flexible learning” emphasises the creation of environments for learning that have the following characteristics:

「彈性學習」(flexible learning)的詞彙強調創造具有以下特點的學習環境：

– convergence of open and distance learning methods, media and classroom strategies;

– 集合開放性遠距教學的方法、媒體與教室策略；

– learner-centred philosophy; recognition of diversity in learning styles and learners’ needs;

– 學習者為中心的哲學；承認學習風格與學習者需要的多樣性；

– recognition of the importance of equity in curriculum and pedagogy;

– 承認課程與教法因個案而定的重要性；

– use of a variety of learning resources and media;

– 使用各種學習資源與媒體；

– fostering of lifelong learning habits and skills in learners and staff

– 促進學習者與教員的終身學習習慣與技巧

The term “distributed learning” emphasises the learning itself rather than the type of technology used or the separation between teacher and learner. It makes learning possible beyond classrooms and when combined with classroom modes, becomes “flexible learning.”

「分散式學習」(distributed learning)的詞彙強調學習本身，而非所使用的科技類 型，或是強調教師與學習者的分隔。分散式學習使教室外學習成為可能，而當它合併 了教室模式之後，就變成了「彈性學習」。

As can be seen from the above, there is no one definition of “open and distance learning.” Rather, there are many approaches to education which can be referenced under the single term. Most of these approaches, however, have certain common characteristics including:

如以上所見，「開放式遠距學習」並沒有一個定義。毋寧是，有許多教育方式可 以歸於這個單一詞彙之下。不過，這些方法大部分具有共通的特徵，包括：

– separation of teacher and learner in time or place, or in both time and place;

– 教師與學習者在時間上或空間上的分隔；或時間與空間二者都分隔；

– institutional accreditation, that is, learning is accredited or certified by some institution or agency. This type of learning is distinct from learning through one’s own effort without the official recognition of a learning institution;

– 機構認證，亦即由某機構或機關進行認證或認可。這種學習類型，有別

於個人自行努力，而沒有學習機構的正式承認。

– use of mixed-media courseware, including print, radio and television broadcasts, video and audio cassettes, computer-based learning and telecommunications. Courseware tends to be pre-tested and validated before use;

– 使用混合媒體課程資料，包括印刷品、無線電與電視廣播、視聽磁帶、

電腦式學習與電信。課程資料通常是在使用前已經完成有效測試；

– two-way communication allows learners and tutors to interact as distinguished from the passive receipt of broadcast signals. Communication can be synchronous or asynchronous;

– 雙向溝通使學習者與輔導教師有所互動，有別於被動接收廣播訊號。溝

通可以是同步性或非同步；

– possibility of face-to-face meetings for tutorials, learner–learner interaction, library study and laboratory or practice sessions;

– 可能安排與輔導教師面對面會談、學習者彼此互動、圖書館研習與實驗

室或實作課程；

– use of industrialised processes; that is, in large-scale open and distance learning operations, labour is divided and tasks are assigned to various staff who work together in course development teams.

– 使用產業化程序；亦即大規模的開放式遠距學習作業，在課程發展團隊

中，勞力得以分攤，而任務可分派給一起工作的各個人員。

Time and place continuum 時間與空間連續性

Open and distance learning programmes fall somewhere along two continua: the continuum of time and the continuum of place. The place continuum has at one end all learners and their tutor or instructors gathered at the same place, and at the other end all learners and their tutor or instructor in different places. The time continuum has at one end all learners and their tutor or instructor interacting in ‘real time’, that is, at the same time, and at the other end all learners and their tutor or instructor interacting at different times.

開放式遠距學習課程處在二個連續性上的某一點：時間連續性與空間連續性。空 間連續性的一端是所有學習者與輔導教師或教導者在同一地點集合，而另一端則是所 有學習者與輔導教師或教導者在不同地點。時間連續性的一端是所有學習者與輔導教 師或教導者「即時」亦即同時互動，而另一端則是所有學習者與輔導教師或教導者在 不同時間互動。

2. The advantages of open and distance learning