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本研究探讨了美国、加拿大等国远程教育专业人员的角色及能力结构。研究对103名从事远程教育的专家进行了调查访问,并对他们关于角色和能力的观点进行了两轮Delphi检验。研究结果包括远程教育专业人员能力的结构模型,并用图表的形式描述了10种专业能力和11种专业角色。本文列出的另一表格,阐明了远程教育中的个体角色、角色得以发挥所需的能力以及行为表现等。这10种能力为:(1)人际交流能力;(2)策划能力;(3)协作能力;(4)英语水平;(5)写作水平;(6)组织能力;(7)反馈能力;(8)远程教育专业知识;(9)基础技术水平;(10)运用技术的能力。本研究提出的能力结构模型可作为远程教育专业人员培训开发与认证的基础。
This study explores the role and capacity structure of distance education professionals in the United States, Canada and other countries. The study conducted a survey of 103 distance learning specialists and conducted two rounds of Delphi tests of their roles and abilities. The findings include a structural model of distance education professionals’ abilities and graphically illustrate 10 specialized abilities and 11 professional roles. The other table in this article illustrates the individual roles, the ability and the performance of the role to play in distance education. The 10 competencies are: (1) interpersonal skills; (2) planning skills; (3) collaboration skills; (4) English proficiency; (5) writing skills; 8) distance education expertise; (9) basic technical level; (10) the ability to use technology. The competency structure model proposed in this study can be used as the basis for the training and certification of distance education professionals.