Question

求一篇英文资料-关于远程教育的

最近忙毕业设计,论文还好说.就是老师规定必须得翻译一篇和所做题目相关的英文文献-3000字左右.我是学软件工程的,题目是做一个"远程教育系统".只要是有关远程教育的都可以贴上来.我分能给多少就给多少.先放80,以后追加.

Answer 1

英文的：Learner Support Services in Distance Education System (A Case ...
A distance education program must design and applicate effective learner support services and systems. Unfortunately, in many distance education systems, ...
学习支持服务在远程教育系统
(A Case Study of Turkey) （案例研究土耳其）

Dr. Salih USUN博士， Salih usun
Assistant Professor助理教授

Department of Educational Sciences部教育科学
Canakkale Onsekiz Mart University卡雷翁塞基斯沃尔玛大学
CANAKKALE-TURKEY恰纳卡莱-土耳其

INTRODUCTION 导言

A distance education program must design and applicate effective learner support services and systems.远程教育计划必须设计和applicate有效的学习支持服务和系统。 Unfortunately, in many distance education systems, more resources are invested in the technical system at the expense of the learner support system.不幸的是，许多远程教育系统，更多的资源投入在技术体系建立在牺牲学生的支持系统。 Equivalent or more resources should be invested in the learner support system if the distance education enterprise is to be successful (Gunawardena, 1996, 271).相等于或应获得更多资源投入在学习者支持系统，如果远程教育是企业获得成功（贡纳瓦达纳， 1996年， 271 ） 。 Dillon and Blanchard (1991) described four types of support systems:狄龙和布兰查德（ 1991 ）描述了四种类型的支持系统：

1) Learner support and learner needs 1 ）学习者的支持和学习者的需要
2) Learner support and content 2 ）学习者的支持和内容
3) Learner support related to the institutional context, and 3 ）学习支持相关的体制背景下，
4) Learner support and technology. 4 ）学习者的支持和技术。

The aim of this study is to review and determine the applications and important problems of the learner support services and systems and present a number of suggestions to enhance learner support in the Turkish distance education system, Open Education Faculty (OEF).Firstly, let’s review the learner support and support services in distance education;本研究的目的是审查和确定的应用和重要的问题，学习者支持服务，以及系统和目前的多项建议，以提高学习者的支持，在土耳其的远程教育系统，开放教育学院（ oef ） 。首先，让' s检讨学习者的支持和支援服务，远程教育;

LEARNER SUPPORT AND SUPPORT SERVICES IN DISTANCE EDUCATION 学习者的支持和支援服务，远程教育

Garrison and Baynton (1987, 7) define learner support as the resources that learners can access in order to carry out the learning processes.驻军和贝恩顿（ 1987年， 7 ）界定学习者支持的资源，学习者可以访问，以便进行学习的过程。 Garrison (1989, 29) observes that in distance education "support is concerned with a range of human and non-human resources to guide and facilitate the educational transaction".驻军（ 1989年， 29 ）指出，在远程教育“的支持是关注了一系列的人力和非人力资源，以引导和促进教育交易” 。 He observes that these resources may be library facilities, various media and software programs, community leaders, or they could be various socio-economic variables such as student's financial self-sufficiency and capacity to cope with their roles and responsibilities in the family and community.他指出，这些资源可能是图书馆内的设施，各种媒体和软件程序，社区领袖，或他们可以各种社会经济变量，如学生的财政自足和能力，以应付他们的角色和责任在家庭和社区。 Also he determines that the most important form of support in an educational transaction is the teacher, who through guidance and direction can assist the students to achieve their goals and develop control of the educational process.此外，他认定的最重要形式的支持，在教育的交易是老师，谁通过指导和方向，可以帮助学生实现其目标和发展控制的教育过程。 The importance of the role that the teacher plays in distance education systems that use real time interactive television was observed in a study that examined the student support systems in a statewide telecommunications program (Dillon, Gunawardena, and Parker, 1992).作用的重要性，认为教师所起的远程教育系统使用的实时交互式电视，观察在一份研究报告审查了学生支持系统，在全州电讯计划（狄龙，贡纳瓦达纳，和派克， 1992年） 。 The authors observe that when students were asked to name the factors that played an important role in aiding their learning, they cited the teacher.作者观察到，当学生被要求姓名的因素发挥了重要作用，在协助他们的学习，他们列举了教师。 When students were asked to name the significant barriers to their learning experience, they named the teacher.当学生被要求姓名的重大障碍，他们的学习经验，他们命名为老师。 So, the teacher in an interactive distance learning system can either make or break the system, and important consideration must be given to the role the teacher will play in such a system.因此，教师在互动式的远程教学系统可作出或打破系统，和重要的考虑因素，必须考虑到教师的角色将发挥在这样一个制度。

The dominant feature of distance education is the physical and often temporal distance that separates the teacher and learner.主要特点远程教育是身体和时间的距离，往往是分开的教师和学习者。 Because distance students are often placed in a unique situation in which neither teachers nor fellow students are physically present to clarify, discuss, or provide feedback, effective distance education requires a sound learner support system (Gunawardena, 1988).因为距离，学生往往是放置在一个独特的情况，在这既不是教师，也没有同学是实际存在的澄清，讨论，或提供反馈，有效的远程教育，需要一个完善的学习支持系统（贡纳瓦达纳， 1988年） 。 One important means of analyzing the effectiveness of the teaching-learning experience in a distance education system is through the analysis of the learner support system.的一个重要手段分析有效的教学经验，在一个远程教育系统是通过分析学习者支持系统。 "Support systems contribute to the 'process' of a course as do the learning materials" (Hodgson, 1986,56), and support systems developed in recognition of student needs help the distance learner become competent and self-confident in learning, social interactions and self-evaluation (Rae, 1989). “支持系统作出贡献'过程'的一个课程，作为做学习材料” （霍奇森， 1986,56 ） ，并支持开发的系统在承认学生需要帮助的距离，学习者成为称职和自信，在学习，社会互动和自我评价（评审工作， 1989年） 。 Prideaux (1989) observes that the effectiveness of the student support system of open/distance learning has not been adequately evaluated.普里多（ 1989年）指出，有效的学生支持系统的开放/遥距学习方面没有得到充分的评价。

太长了，贴补了。qianguliangzhu.blog.hexun.com/19865890_d.html前面加上http://就是地址。
完整版本。