US Distance Higher Education Investigation Report
US Distance Higher Education Investigation Report
Wen Zhongduan
From September 24 to October 14, 2003, the Central Radio and TV University organized a financial teaching and training group to visit, visit, study and inspect the United States. In addition to understanding the current economic and social situation in the United States and learning from the experience of higher education in the United States, we also take into account the situation of distance education between American universities and industry associations as an important task.
I. Overview of Distance Higher Education in the United States Among the five universities visited, 4 have conducted distance education. Among them, the University of Maryland College was the most successful, Boston University did a good job, San Diego State University was generalized, and Columbia University failed.
The University of Maryland College has a distance education program for 30 years. It has 11 colleges, 2,300 faculty and staff, and more than 160 teaching sites in the world and around the world. The number of students this year will exceed 100,000. Although Boston University has a long time to conduct distance education, the scale is also small, but it is stable and stable, and the effect is obvious. The graduation rate is as high as 90-95%.
According to experts, most colleges and universities in the United States carry out distance education to varying degrees. For example, the University of Phoenix, its distance education is more famous than the University College of Maryland; American University uses online exams to enroll students, applicants can take the test online at any time, and can also take multiple exams, select the best results from the test center Send it to school.
Some industry associations in the United States also engage in distance education. For example, the American Association of Registered Bankers is the use of distance education to continue education for members. There are two modes of so-called "semi-electronic means" and "all-electronic means." The former allows students to concentrate on lectures and complete homework online. Teachers correct, rate, answer questions, and supervise learning online; the latter allows students to arrange online reading, practice, and test time.
Second, the main experience of distance education in universities such as the University of Maryland
1. Equipped with sufficient qualified teachers. University of Maryland College, whether in classroom or online, each student is under the control of 25 students. To this end, the school recruits teachers around the world to ensure that the faculty reaches the appropriate scale. Boston University is more rigorous, with a teacher-student ratio of 1:15-20. While meeting the quantitative needs, Maryland also places great emphasis on teacher qualifications. The school provides 5 weeks of intensive training for new teachers, so that they can understand the particularity of online teaching, learn to apply the school's online teaching software, and improve the quality of online teaching.
2. Provide rich teaching resources. Students in Maryland can choose to attend face-to-face or online study. All of the 550 courses in 18 master's degrees and 17 university degrees have one-to-one correspondence. Boston University is not only rich in online teaching resources, but also pays attention to improving production techniques in order to “catch” the students’ attention and become dull and boring.
3. Develop a full range of learning support services. Maryland proposes: 24 hours of service as long as students are online. Their learning support services include textbooks, information, teaching files, face-to-face tutoring, teaching facilities, etc. They also use the Internet to accept admission applications, review admission qualifications, collect tuition fees, hold graduation ceremonies, award diplomas, and provide The convenience of course selection and course registration, training in learning skills, communication channels with department heads and teachers, job search consultation, etc., are very comprehensive and in place.
4. Conduct a follow-up survey of the learning situation. Maryland has conducted job evaluations and questionnaires on the third weekend and the seventh weekend to understand and analyze the actual situation of students in view of the problems of poor mathematics, busy work, and family problems. Difficulties, so as to provide more effective and effective assistance in time to complete the school successfully.
5. Focus on the interaction and interaction between teaching and learning. Maryland has established such an “interactive model”: teachers and students, students and students use two-way video conferencing systems and other electronic means to communicate; strict control of the class, so that teachers have enough time to guide students, teacher-student interaction Get up; set up study groups to make discussions and mutual help between students possible. Boston University has frequent interactions between teachers and students online, with a Q&A or study tips every 7-10 minutes. Moreover, according to the different hobbies of students in hearing and visual, the teaching aids loaded by different media are provided for students to choose, and the purpose is to make the teachers and students move.
6, the implementation of credit exchange. Maryland allows credits earned from distance certificate education to be converted into credits for degree education. San Diego State University allows students who are pursuing a bachelor's degree to study for two years at the school, and two years at other schools or even other countries to "take away" credits. These flexible policies are undoubtedly an encouragement for students to participate in distance learning.
Third, some experiences
1, accurate positioning to receive the effect. The University of Maryland College is an American second- and third-rate school that was independently established in 1970. The school aims to develop adult education and part-time education, and has turned its attention to the in-service scholars of the country and the world, and developed transnational distance education on the basis of providing educational resources for the US military abroad during the Cold War. Therefore, it can be bigger and stronger. In addition to the government's financial support, it may have something to do with it, and it is not related to the competition between famous universities. On the contrary, as a well-known research university, Columbia University's school strength is definitely better than Maryland, but it invested $25 million to build a set of distance education facilities and 4,000 hours of MBA online courses, trying to work with Stanford, Chicago, etc. The same is the first-class colleges and publishers to cooperate in distance education, but failed, and finally found that the demand for distance education for master's courses is not as big as expected. This may be both a mistake in the prediction of the education market and a deviation in the functional orientation of the school. This point should have a certain meaning for China.
2, focus on quality to establish a brand. The University of Maryland attaches great importance to the quality of online distance education. It is committed to making online teaching and classroom teaching at the same level. It has established the knowledge and teaching ability of teachers, the enthusiasm of students, and the teaching interaction between teachers and students. , teaching plan arrangement, educational technology and information resource support services, teacher evaluation of students and students' feedback on teaching, academic completion, online teaching and classroom teaching comparative evaluation system, solidly grasp the teaching process Management, and thus quality is recognized by society. In 1997, only 4% of students voluntarily participated in online learning, and by 2002, online education had 63% of participants, showing that Maryland has established its own distance education brand. Because of this, they can win a large market share without spending money on advertising. Boston University has always been known for its quality of teaching. Its online education focuses on maintaining the seriousness of academics. The goal of teaching is good, quality is not lower than face-to-face teaching, and student satisfaction is the ultimate goal. Therefore, there is no "old signboard" of famous schools. And it has established a new brand of distance education in famous schools, which is also a very good inspiration for us.
3. Moderate scale can continue to develop. There is no benefit without scale. However, the scale must be moderate, and “acute expansion” will inevitably lead to extensive teaching, weak management, and poor quality. The two universities in Maryland and Boston are determined to keep teachers and students closer than this. They will not overload teachers. If there are not so many people, they will not do so much. This practice of “seeing food and eating, tailoring” reflects the modest guiding ideology. Some schools in our country started to carry out distance education. They were engaged in "sports and horses". In the end, there were shortages of staff and inadequate facilities. Things did not work well and fell into bad reputation, which hindered their own development. This positive and negative experience is worth learning.
4, the valuation is correct to learn the income. This time, we went to the United States for training. Our investigation of modern distance education in American colleges and universities is just a matter of time, and it is too late to conduct in-depth investigations and research. Despite this, we feel that it is still very rewarding. Comparing what we have seen and what we have seen with China's current situation, we find that after more than 20 years of development, China's distance higher education has approached the level of developed countries in terms of information technology development and hardware construction. The gap is mainly in terms of management, policy, software, and teaching resources. Therefore, as soon as we want to enhance our confidence, we must not be arrogant; second, we must find the gap and learn from each other's strengths.
October 21, 2003
Wen Zhongduan
From September 24 to October 14, 2003, the Central Radio and TV University organized a financial teaching and training group to visit, visit, study and inspect the United States. In addition to understanding the current economic and social situation in the United States and learning from the experience of higher education in the United States, we also take into account the situation of distance education between American universities and industry associations as an important task.
I. Overview of Distance Higher Education in the United States Among the five universities visited, 4 have conducted distance education. Among them, the University of Maryland College was the most successful, Boston University did a good job, San Diego State University was generalized, and Columbia University failed.
The University of Maryland College has a distance education program for 30 years. It has 11 colleges, 2,300 faculty and staff, and more than 160 teaching sites in the world and around the world. The number of students this year will exceed 100,000. Although Boston University has a long time to conduct distance education, the scale is also small, but it is stable and stable, and the effect is obvious. The graduation rate is as high as 90-95%.
According to experts, most colleges and universities in the United States carry out distance education to varying degrees. For example, the University of Phoenix, its distance education is more famous than the University College of Maryland; American University uses online exams to enroll students, applicants can take the test online at any time, and can also take multiple exams, select the best results from the test center Send it to school.
Some industry associations in the United States also engage in distance education. For example, the American Association of Registered Bankers is the use of distance education to continue education for members. There are two modes of so-called "semi-electronic means" and "all-electronic means." The former allows students to concentrate on lectures and complete homework online. Teachers correct, rate, answer questions, and supervise learning online; the latter allows students to arrange online reading, practice, and test time.
Second, the main experience of distance education in universities such as the University of Maryland
1. Equipped with sufficient qualified teachers. University of Maryland College, whether in classroom or online, each student is under the control of 25 students. To this end, the school recruits teachers around the world to ensure that the faculty reaches the appropriate scale. Boston University is more rigorous, with a teacher-student ratio of 1:15-20. While meeting the quantitative needs, Maryland also places great emphasis on teacher qualifications. The school provides 5 weeks of intensive training for new teachers, so that they can understand the particularity of online teaching, learn to apply the school's online teaching software, and improve the quality of online teaching.
2. Provide rich teaching resources. Students in Maryland can choose to attend face-to-face or online study. All of the 550 courses in 18 master's degrees and 17 university degrees have one-to-one correspondence. Boston University is not only rich in online teaching resources, but also pays attention to improving production techniques in order to “catch” the students’ attention and become dull and boring.
3. Develop a full range of learning support services. Maryland proposes: 24 hours of service as long as students are online. Their learning support services include textbooks, information, teaching files, face-to-face tutoring, teaching facilities, etc. They also use the Internet to accept admission applications, review admission qualifications, collect tuition fees, hold graduation ceremonies, award diplomas, and provide The convenience of course selection and course registration, training in learning skills, communication channels with department heads and teachers, job search consultation, etc., are very comprehensive and in place.
4. Conduct a follow-up survey of the learning situation. Maryland has conducted job evaluations and questionnaires on the third weekend and the seventh weekend to understand and analyze the actual situation of students in view of the problems of poor mathematics, busy work, and family problems. Difficulties, so as to provide more effective and effective assistance in time to complete the school successfully.
5. Focus on the interaction and interaction between teaching and learning. Maryland has established such an “interactive model”: teachers and students, students and students use two-way video conferencing systems and other electronic means to communicate; strict control of the class, so that teachers have enough time to guide students, teacher-student interaction Get up; set up study groups to make discussions and mutual help between students possible. Boston University has frequent interactions between teachers and students online, with a Q&A or study tips every 7-10 minutes. Moreover, according to the different hobbies of students in hearing and visual, the teaching aids loaded by different media are provided for students to choose, and the purpose is to make the teachers and students move.
6, the implementation of credit exchange. Maryland allows credits earned from distance certificate education to be converted into credits for degree education. San Diego State University allows students who are pursuing a bachelor's degree to study for two years at the school, and two years at other schools or even other countries to "take away" credits. These flexible policies are undoubtedly an encouragement for students to participate in distance learning.
Third, some experiences
1, accurate positioning to receive the effect. The University of Maryland College is an American second- and third-rate school that was independently established in 1970. The school aims to develop adult education and part-time education, and has turned its attention to the in-service scholars of the country and the world, and developed transnational distance education on the basis of providing educational resources for the US military abroad during the Cold War. Therefore, it can be bigger and stronger. In addition to the government's financial support, it may have something to do with it, and it is not related to the competition between famous universities. On the contrary, as a well-known research university, Columbia University's school strength is definitely better than Maryland, but it invested $25 million to build a set of distance education facilities and 4,000 hours of MBA online courses, trying to work with Stanford, Chicago, etc. The same is the first-class colleges and publishers to cooperate in distance education, but failed, and finally found that the demand for distance education for master's courses is not as big as expected. This may be both a mistake in the prediction of the education market and a deviation in the functional orientation of the school. This point should have a certain meaning for China.
2, focus on quality to establish a brand. The University of Maryland attaches great importance to the quality of online distance education. It is committed to making online teaching and classroom teaching at the same level. It has established the knowledge and teaching ability of teachers, the enthusiasm of students, and the teaching interaction between teachers and students. , teaching plan arrangement, educational technology and information resource support services, teacher evaluation of students and students' feedback on teaching, academic completion, online teaching and classroom teaching comparative evaluation system, solidly grasp the teaching process Management, and thus quality is recognized by society. In 1997, only 4% of students voluntarily participated in online learning, and by 2002, online education had 63% of participants, showing that Maryland has established its own distance education brand. Because of this, they can win a large market share without spending money on advertising. Boston University has always been known for its quality of teaching. Its online education focuses on maintaining the seriousness of academics. The goal of teaching is good, quality is not lower than face-to-face teaching, and student satisfaction is the ultimate goal. Therefore, there is no "old signboard" of famous schools. And it has established a new brand of distance education in famous schools, which is also a very good inspiration for us.
3. Moderate scale can continue to develop. There is no benefit without scale. However, the scale must be moderate, and “acute expansion” will inevitably lead to extensive teaching, weak management, and poor quality. The two universities in Maryland and Boston are determined to keep teachers and students closer than this. They will not overload teachers. If there are not so many people, they will not do so much. This practice of “seeing food and eating, tailoring” reflects the modest guiding ideology. Some schools in our country started to carry out distance education. They were engaged in "sports and horses". In the end, there were shortages of staff and inadequate facilities. Things did not work well and fell into bad reputation, which hindered their own development. This positive and negative experience is worth learning.
4, the valuation is correct to learn the income. This time, we went to the United States for training. Our investigation of modern distance education in American colleges and universities is just a matter of time, and it is too late to conduct in-depth investigations and research. Despite this, we feel that it is still very rewarding. Comparing what we have seen and what we have seen with China's current situation, we find that after more than 20 years of development, China's distance higher education has approached the level of developed countries in terms of information technology development and hardware construction. The gap is mainly in terms of management, policy, software, and teaching resources. Therefore, as soon as we want to enhance our confidence, we must not be arrogant; second, we must find the gap and learn from each other's strengths.
October 21, 2003
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