网络教师培训的参与式设计探索 中英两国国际合作过程研究PDF电子书下载

Chapter 1 Introduction 1

1.1 ABOUT THE RESEARCH 1

1.2 DISTANCE EDUCATION 3

1.2.1 A brief history of distance education globally 3

1.2.2 History of distance education in China 5

1.2.3 Teachers and teacher training in distance education 8

1.3 THE STUDY 10

1.3.1 The context of the study 10

1.3.2 The purpose of the study 14

1.3.3 The significance of the study 16

1.4 OVERVIEW OF THE BOOK 17

Chapter 2 Literature Review 18

2.1 INTRODUCTION 18

2.2 PARTICIPATORY DESIGN 19

2.2.1 Why PD? 19

2.2.2 Challenges for PD 21

2.2.3 Implementation of PD 25

2.2.3.1 PD in software design 25

2.2.3.2 PD in education 27

2.2.3.3PD in e-learning 29

2.2.4 Influential factors of PD 32

2.2.4.1 Collaboration and cooperation in team work 32

2.2.4.2Types of teams and team roles 38

2.2.4.3 Team work strategies 40

2.2.4.4 Culture and team work 44

2.2.4.5 Intercultural communication competence and team work 49

2.2.5 Summary 53

2.3 E-TUTOR TRAINING 54

2.3.1 e-Tutors as teachers 54

2.3.1.1Theory basis for teacher education 54

2.3.1.2Models in teacher edueation 61

2.3.1.3Theories and models for teacher education in China 64

2.3.1.4 Distance teacher education 65

2.3.2 e-Tutors and e-learning 68

2.3.2.1 e-Learning 68

2.3.2.2 e-Learning design:process and pedagogy 71

2.3.23 e-Learning in teacher education 74

2.3.3 e-Tutor training 76

2.3.3.1 Roles and competences of e-tutors 76

233.2 e-Tutor training models and pedagogies 79

2.3.4 Culture and pedagogy 81

2.3.4.1 Authority and autonomy 82

2.34.2 Harmony and critieality 83

2.3.4.3 Collectivism and individualism 84

2.4 THE THEORETICAL FRAMEWORK 85

2.5 SUMMARY 86

Chapter 3 Research Methodology 88

3.1 INTRODUCTION 88

3.2 CHOICE OF RESEARCH METHODOLOGY 89

3.2.1 Theoretical paradigms 89

3.2.2 Research approach 91

3.3 RELIABILITY AND VALIDITY 95

3.4 RESEARCH CONTEXT 98

3.4.1 Phase 1 e-ELT Training Project—informing methodology 98

3.4.2 Phase 2 e-Educator Training Project—the main study 101

3.5 DISCUSSION OF MY ROLE 103

3.6 RESEARCH DESIGN 106

3.6.1 Research questions 106

3.6.2 Subjects 107

3.6.3 Research process 108

3.6.4 Research instruments 109

3.6.4.1Biographical information questionnaire 109

3.6.4.2Interview 109

3.6.4.3 Reflective journal 112

3.6.4.4 Workshop audio recording 113

3.6.4.5 EB Questionnaire 114

3.6.5 Changes to the research design 116

3.7 DATA ANALYSIS 120

3.7.1 A brief history of AT 121

3.7.2 Implementation of AT 124

3.7.3 Use of AT in this study 125

3.8 ETHICAL ISSUES 126

3.9 SUMMARY AND CONCLUSION 127

Chapter 4 Understanding the Context 128

4.1 INTRODUCTION 128

4.2 THE ORGANIZATION OF THE PROJECT 131

4.2.1 Project structure 131

4.2.2 Curriculum of the e-Educator training module 132

4.2.3 Approach of participants collaboration 135

4.2.4 Building and maintaining a community within the project team 136

4.3 MEETING THE PARTICIPANTS 137

4.3.1 The project team 137

4.3.1.1 The UKU participants 137

4.3.1.2 The ChUB participants 139

4.3.1.3 Summary 140

4.3.2 Theme groups 141

4.3.2.1 Biographical/background information about participants in groups 141

4.3.2.2 Motivation 144

4.3.2.3 ICC 145

4.3.2.4 Beliefs in teachingand learning 153

4.3.2.5 EB 175

4.3.2.6 Summary and prediction 183

Chapter 5 The PD Process and the Influential Factors 190

5.1 INTRODUCTION 190

5.2 SUBJECT 192

5.2.1 Expertise and status 192

5.2.2 Motivation 195

5.2.2.1 Personal motivation 195

5.2.2.2 Professional motivation 198

5.2.2.3 Demotivating factors 200

5.2.3 Beliefs and approaches 202

5.2.4 ICC 205

5.2.4.1 Group A 205

5.2.4.2 Group B 206

5.2.4.3 Group D 207

5.2.4.4 Group E 209

5.2.5 Personality and culture 209

5.3 INSTRUMENTS 213

5.3.1 Asynchronous communication methods 213

5.3.1.1 Email 214

5.3.1.2 Discussion forum 215

5.3.2 Synchronous communication methods 216

5.3.3 Rapid prototyping methods 218

5.4 OBJECT 221

5.4.1 Understanding the project objectives 221

5.4.2 Understanding the target users 223

5.4.3 Understanding reason for being involved 225

5.5 RULES 226

5.5.1 Cultural/institutional norms 226

5.5.2 Ground rules 228

5.6 COMMUNITY 231

5.6.1 Working mode 232

5.6.2 Atmosphere 237

5.6.3 Team work strategies 240

5.6.3.1 Task completion 241

5.6.3.2 Social aspect 246

5.7 DIVISION OF LABOUR 252

5.7.1 Defining roles 252

5.7.2 Roles within groups 253

5.7.3 Role of technologists 256

5.8 SUMMARY AND FURTHER DISCUSSION 260

5.8.1 Summary of predictions and actual performance 260

5.8.2 Further discussion of AT framework 266

5.9 CONCLUSION 270

Chapter 6 e-Tutor Training Pedagogy from PD Process 272

6.1 INTRODUCTION 272

6.2 PROCESS AND OUTCOME OF GROUP DESIGN 273

6.2.1 Designs as a result of similar beliefs in teaching and learning 275

6.2.1.1 Design principle 1:Experiential learning 275

6.2.1.2 Design principle 2:Reflective learning 280

6.2.1.3 Design principle 3:Social constructivist approach 283

6.2.1.4 Design principle 4:Personalized learning 285

6.2.1.5 Design principle 5:Interactive and visual learning 287

6.2.2 Designs as a result of negotiation of different beliefs 291

6.2.2.1 Beliefs in teaching and learning and its influence 291

6.2.2.2 EB and its influence 309

6.2.3 Summary and discussion 314

6.3 SUMMARY AND CONCLUSION 318

Chapter 7 Conclusions 319

7.1 INTRODUCTION 319

7.2 SUMMARY OF MAJOR FINDINGS 320

7.2.1 Influences on the PD process 320

7.2.1.1 Rules 322

7.2.1.2 Community 326

7.2.2 About e-tutor training 328

7.3 CONTRIBUTIONS OF THIS RESEARCH 330

7.4 IMPLICATIONS FOR FUTURE USE OF PD FOR THE DEVELOPMENT OF E-LEARNING 332

7.5 LIMITATIONS OF THE STUDY AND RECOMMENDATIONS FOR FUTURE RESEARCH 337

7.5.1 Possible limitations in relation to research methodology 337

7.5.2 Recommendations for further research 340

7.6 CONCLUSION 342

References 344

Appendices 371

Appendix 3.1 Biographical/Background Information 371

Appendix 3.2 Interview Guide:Beliefs in Teaching and Learning 373

Appendix 3.3 Epistemological Beliefs Questionnaire 375

Appendix3.4 Reflective Journal Guide 381

Appendix3.5 Group InterviewGuide 383

Appendix3.6 Interviews with Technologists 384

Appendix 3.7 Interviews with ChUB Coordinators 385

Appendix 3.8 International Profiler Descriptor 386

Appendix 4.1 Schedule for Workshop in March,2006 389

Appendix4.2 Schedule for Workshop in August,2006 390