CAJ | 학술논문

本文将首先回顾远程教育的经典定义及基本理论，如Otto Peters的远程教育工业化理论等。这类经典远程教育的实践代表首推广泛使用印刷和广播技术的英国开放大学。传统的远程教育成本．效益分析，是基于媒体无差异论的假设和规模经济潜能而展开的。媒体无差异论的假说使得远程教育的成本．效益分析很大程度上变成了成本分析。成本分析可以构建各种远程教学的成本结构，井基于成本因子进行数学建模。早期的开放与远程学习最突出的缺点是师生交互的困难。新的数字技术在这个方面可以实现两种不同的应用：一种更加类似于传统的面授教学（如远程课堂，虚拟讨论等），另一种则充分利用了数字技术的潜能。增强了学习者和学习内容的交互（如虚拟现实）。两类应用中，新技术的成本结构是很不相同的。实时技术或异步虚拟讨论强调师生之间的交互，因此，它在边际成本和学生的数量之间，建立了一个固定对应的关系。同样，新技术可以优化基于资源的教学模式，这种模式的成本结构与传统远程教育相似，其开发成本可能很高，那么为了降低平均成本，就必须扩大招生的数量。但是，大多数学者认为教育质量和师生交互是息息相关的，提供充分交互的远程教学模式才能有生命力。这就意味着新形式的远程学习成本将会提高，而这种远程教学由于成本高昂，很可能让传统远程教育市场上的学生敬而远之。远程教育如何挽回一些由于师生交互需求的增加而损失的效益（损失是因为新技术对传统远程教育成本结构的影响）？有两种方法可以考虑：协作和使用学习对象。远程与开放学习作为一个学习系统，其所有要素并不需要完全属于一个组织。这就可以通过降低任何一个组织的开发、教学、开辟新市场的成本．从而实现协同优势。学习对象不仅可以应用在一门课程的生命周期中，还可以在多个不同课程中使用。这就不仅可以在一门课程的选修者中分散开发的固定成本，而且可以在多门不同课程的总体选修学生中分散成本。本文將首先迴顧遠程教育的經典定義及基本理論，如Otto Peters的遠程教育工業化理論等。這類經典遠程教育的實踐代錶首推廣汎使用印刷和廣播技術的英國開放大學。傳統的遠程教育成本．效益分析，是基于媒體無差異論的假設和規模經濟潛能而展開的。媒體無差異論的假說使得遠程教育的成本．效益分析很大程度上變成瞭成本分析。成本分析可以構建各種遠程教學的成本結構，井基于成本因子進行數學建模。早期的開放與遠程學習最突齣的缺點是師生交互的睏難。新的數字技術在這箇方麵可以實現兩種不同的應用：一種更加類似于傳統的麵授教學（如遠程課堂，虛擬討論等），另一種則充分利用瞭數字技術的潛能。增彊瞭學習者和學習內容的交互（如虛擬現實）。兩類應用中，新技術的成本結構是很不相同的。實時技術或異步虛擬討論彊調師生之間的交互，因此，它在邊際成本和學生的數量之間，建立瞭一箇固定對應的關繫。同樣，新技術可以優化基于資源的教學模式，這種模式的成本結構與傳統遠程教育相似，其開髮成本可能很高，那麽為瞭降低平均成本，就必鬚擴大招生的數量。但是，大多數學者認為教育質量和師生交互是息息相關的，提供充分交互的遠程教學模式纔能有生命力。這就意味著新形式的遠程學習成本將會提高，而這種遠程教學由于成本高昂，很可能讓傳統遠程教育市場上的學生敬而遠之。遠程教育如何輓迴一些由于師生交互需求的增加而損失的效益（損失是因為新技術對傳統遠程教育成本結構的影響）？有兩種方法可以攷慮：協作和使用學習對象。遠程與開放學習作為一箇學習繫統，其所有要素併不需要完全屬于一箇組織。這就可以通過降低任何一箇組織的開髮、教學、開闢新市場的成本．從而實現協同優勢。學習對象不僅可以應用在一門課程的生命週期中，還可以在多箇不同課程中使用。這就不僅可以在一門課程的選脩者中分散開髮的固定成本，而且可以在多門不同課程的總體選脩學生中分散成本。
본문장수선회고원정교육적경전정의급기본이론，여Otto Peters적원정교육공업화이론등。저류경전원정교육적실천대표수추엄범사용인쇄화엄파기술적영국개방대학。전통적원정교육성본．효익분석，시기우매체무차이론적가설화규모경제잠능이전개적。매체무차이론적가설사득원정교육적성본．효익분석흔대정도상변성료성본분석。성본분석가이구건각충원정교학적성본결구，정기우성본인자진행수학건모。 조기적개방여원정학습최돌출적결점시사생교호적곤난。신적수자기술재저개방면가이실현량충불동적응용：일충경가유사우전통적면수교학（여원정과당，허의토론등），령일충칙충분이용료수자기술적잠능。증강료학습자화학습내용적교호（여허의현실）。량류응용중，신기술적성본결구시흔불상동적。실시기술혹이보허의토론강조사생지간적교호，인차，타재변제성본화학생적수량지간，건립료일개고정대응적관계。동양，신기술가이우화기우자원적교학모식，저충모식적성본결구여전통원정교육상사，기개발성본가능흔고，나요위료강저평균성본，취필수확대초생적수량。단시，대다수학자인위교육질량화사생교호시식식상관적，제공충분교호적원정교학모식재능유생명력。저취의미착신형식적원정학습성본장회제고，이저충원정교학유우성본고앙，흔가능양전통원정교육시장상적학생경이원지。 원정교육여하만회일사유우사생교호수구적증가이손실적효익（손실시인위신기술대전통원정교육성본결구적영향）？유량충방법가이고필：협작화사용학습대상。원정여개방학습작위일개학습계통，기소유요소병불수요완전속우일개조직。저취가이통과강저임하일개조직적개발、교학、개벽신시장적성본．종이실현협동우세。학습대상불부가이응용재일문과정적생명주기중，환가이재다개불동과정중사용。저취불부가이재일문과정적선수자중분산개발적고정성본，이차가이재다문불동과정적총체선수학생중분산성본。
The paper starts by going back to the classical definition of distance education and its theoretically most influential conceptualization as ＂most industrialized form of teaching and learning＂ by Otto Peters. The most salient realizations of this form of distance education have been open universities using print and broadcast technologies. The cost-effectiveness of distance education was based on the media-equivalence hypothesis （ with respect to outcomes ） and the potential for scale economies （ with respect to costs ）. In fact , accepting the media-equivalence hypothesis allowed distance educators to largely collapse cost-effectiveness analysis （ CEA ） to cost-analysis. Cost-analysis allows to capture the cost-structure of distance teaching （ i.e. the relative weight of fixed and variable cost per student in the total cost equation） and to mathematically model the cost impact under various circumstances. The weak point of traditional ODL was certainly the responsiveness of the communication between teacher and students （ teacher-student interaction）. The new digital and Interact-based technologies （ referred to later as ＂new technologies＂） allow now to realize two different types of learning scenarios ： one which is more akin to traditional oncampus teaching （e. g. remote classroom; virtual seminar） and one which exploits the digital capabilities to enhance learner-content interactivity （ e. g. simulations ）. In both cases the impact o the new technologies on the coststructure is different. Synchronous technologies or asynchronous virtual seminars put more emphasis on teacherstudent interaction, thus re-establishing a lock-step relation between increasing costs and number of learners （ a linkage distance education has prided itself to have broken ）. On the other hand new technologies also allow to making use of resource-based teaching approaches , a line of development which is in principle in line with the traditional cost-structure of ODL though probably increasing the up-front costs of development, which means that, in order to bring average costs down to standard level, even larger enrollment numbers are required. However, given that for most educators quality of education is strongly linked to student-teacher interaction the responsive forms of distance teaching will gain momentum. This poses the thread that the costs of distance learning will raise and that the new forms of distance education will price themselves out of the traditional market distance education of students from the lower income brackets. How can distance education re-capture some of the lost efficiencies （ lost because of the impact of new technologies on the cost-structure of traditional distance education ） given that the demand for responsiveness of teacher-learner interaction is here to stay？ Two main options are considered ：cooperation and the use of learning objects. While ODL has been seen as a system, it is clear that not all components of the system need to be hosted at the same organization. This can create synergies by reducing either development or teaching costs or open new markets. Learning object management is trying to use developed material not only along the lifetime of a course but also across different courses. This allows distributing fixed costs of development not only over the students of a specific course but also over students in different courses.