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1、MaintainingChoice:ElectronicUniversityEducationandDiversity(下)3.2DistanceLearningDistancelearning,pustostudy,datesbacktoPitmanintheeighteenthcentury(Lockmiller,1996;Pouloudi,etal.,1999).Notporally,distributedanditisalmostinevitablypsychologicallydistantinthatb
2、oththequalityandquantityofstaff-studentinteractionislessthanaryreasonsusedtoexplainthehighstudentdropoutrateindistanceeducation,paredple,MooreandThompson(1997)identified'satisfactionunicationainfactorthataccountedforthedifferencebettheirinstitutionandfromtheir
3、peersandhadlittleopportunityfordirectcontactedthattheyhadnotdevelopedasenseofbelongingtotheinstitutionandthatextraformsofmunicationaintainmotivationandtodevelopcollegialityotivatinginfluenceoflecturersandotherstudentsplementationofasynchronouselectronicseminar
4、discussions.Learningisacollaborativeexperienceand,accordingtoNorman(1998),distancelearningactivitiesneedtobeguidedbyprincipledmodelsofinteraction.Allpeopleareexcellent,heuristicpsychologistsinthatbybothgeicpredispositionandfrombirththeyliveinanintenselysociale
5、interactionsarylessontobeappreciatedoftheresearchdoneinputerSupportedCooperativeoreobviously,veryfeastertheartofediaoraudience.Email,forexample,hasdifferentconventionsfromotherediaandsuffersdifferentproblems,suchasflaming(Sharples,1993).Inaddition,inparisonera
6、llikespeech,requiresfarmorecare,eveninitsmostcasualusage,particularlytopeoplebertonandShurville,2000).Tododistancelearningediatedmunicationandmodernlearningtheories.Matravers(1999),describestheevolutionoflearningtheoriesfromthe1950s,basedonaSkinnerianbehavouri
7、stmodel,throughthecognitivetheoriesofthe1960s,tothemorerecentconstructivistandsocio-constructivisttheoriesentsofbothacquisitionandusage.Needlesstosay,mostacademicshavelittleornounderstandingofsuchtheoriesandtheirpractical,pedagogicconsequences.Nordomostacademi
8、csinvolvedinface-to-faceteachingreallyneedtounderstandthesetheoriesastheirexpertsocialskillsarealreadyinplaceandhighlypractisedsincebirth.Distancelearningmaterialsareextremelyexpen
