遠隔高等教育におけるメディア利用の動向 : カナダの生涯学習に関する調査研究から
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This paper examines the current state of media utilization for the distance education courses offered by Canadian universities, in which a wide range of lifelong learning opportunities are provided for part-time adult learners. The content analysis of the course guides collected from 22 English language universities was carried out in terms of program types (degree, certificate, and non-credit) as well as media-based delivery modes (print, audio tapes, television broadcasts, videotapes, etc.). In addition, in-person interviews were conducted with 15 selected experts and practitioners to seek additional information. The following were the main findings of this study: 1) Of the 28 universities initially selected for the study, 22 institutions were offering a total of 1,296 degree courses via distant delivery modes, most of which were in the fields of social sciences and humanities. Several universities did offer a number of distance education courses in natural and applied sciences, wherever such delivery modes were applicable. 2) Among 7 media-based delivery modes, 34% of the 1,296 cuorses were provided via "print" only, 20% via "audio tapes", 13% via "television broadcasts", 12% via "independent study" 4% via "audio teleconferencing", 3% via "videotapes", 1% via "computer", respectively. About 13% were provided through the combination of 2 or more media. However, except for audio teleconferencing, "interactive" communications media such as interactive television and videoconferenchng were not utilized at all by the 22 universities, probably due to the expensive cost implications. 3) While a wide variety of certificate and non-credit courses were available for the adult learners via face-to-face education, not many distance education courses were offered in these programs. This reflects the increasing needs of degree courses via distant delivery modes by the part-time adult learners. 4) Several successful models of distance higher education in Canada were found in the development, production and broadcast of telecourses through "collaborations" by the participating institutions. Such collaborations could result in the maximum use of financial, physical and human resources, and thus lead to cost-efficiency and cost-effectiveness. Finally, some implications and applications of the Canadian experience were discussed for the improvement of lifelong learning opportunities through distance higher education in Japan.
- 放送大学の論文
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