Erfolg und MiBerfolg von Fernunterricht im 'Wissenszeitalter' = Success and Failure of Distance Education in the 'Age of Knowledge.' Ziff Papiere 115.

Autor/in	Lehner, Helmut
Institution	Fern Univ., Hagen (Germany). Inst. for Research into Distance Education.
Titel	Erfolg und MiBerfolg von Fernunterricht im 'Wissenszeitalter' = Success and Failure of Distance Education in the 'Age of Knowledge.' Ziff Papiere 115.
Quelle	(2000), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	deutsch; englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1435-9340
Schlagwörter	Stellungnahme; Academic Freedom; Active Learning; Adult Education; Cognitive Style; Developed Nations; Distance Education; Educational Environment; Foreign Countries; German; Independent Study; Knowledge Level; Learning Theories; Postsecondary Education; Program Effectiveness; Success; Teacher Student Relationship; Theory Practice Relationship; Germany + Suchen Sie Ihr Suchwort? Akademische Freiheit; Aktives Lernen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cognitive styles; Kognitiver Stil; Developed countries; Industriestaat; Industrieland; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Deutscher; Selbststudium; Wissensbasis; Learning theory; Lerntheorie; Post-secondary education; Tertiäre Bildung; Erfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Deutschland
Abstract	Our increasingly knowledge-based economy and business enterprises depend on education to produce experts who combine knowledge with depth of understanding. Current teaching methods produce students with superficial verbal and technical knowledge, but who may lack the insight of experts. To become experts, learners must have the opportunity to be active and independent. Independent learning can be fostered by an institutional environment characterized by freedom and order, not leading; by problem, not result orientation; by cooperation, not competition. Institutions can create barriers to deeper understanding through the forms of their organization, and assumptions about learning and assessment. Distance education institutions may 'expect independence' (the institution controls the aims and process of learning; teachers are results- and competition-oriented) or 'further independence' (the student is actively involved in developing his or her own program of studies; the institution provides advisors and resources to support the learner). Students who experience institutions that 'further independence' will demonstrate greater motivation, better understanding, more strongly integrated knowledge, and greater creative potential. (Both German and English language versions are provided. There are 54 references.) (YLB/CG)
Anmerkungen	FernUniversitt, ZIFF, Postfach 940, D - 58084 HAGEN, Germany, Fax: 49 2331 880637, Web site: http://www.fernuni-hagen.de/ZIFF (DM 20). For full text: http://www.fernuni-hagen.de/ZIFF/lehner1.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC