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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.8
- 수록면
- 23 - 37 (15page)
- DOI
- 10.26857/JLLS.2012.08.8.2.23
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초록· 키워드
오류제보하기
Distance learning makes an essential contribution to lifelong learning. Media-facilitated courses offer access to (higher) education for people who are, for instance, unable to combine studies at traditional universities with family and/or work commitments. As in the past, innovations driven by media technology continue to play a key role in enabling learning as a social process in distance learning to be structured efficiently and to benefit from flexibility in time and space. Ubiquitous, networked and mobile computers in their diverse forms are the backbone of modern distance learning. The digital code in the form of software makes it possible to create individual (learning) worlds on digital platforms. Access to the tools needed for this is open. Contents can be created and exchanged on a cross-linked and networked basis. Algorithms support the supply and demand with regard to individual study contents. These options of the ‘long tail’ cater to the Bologna process at European universities. The declared objective is to orient the qualification goals of the individual study programmes to the competences (output) that graduates should possess following completion of their studies, rather than to focus on teaching knowledge (input) as used to be the case. A partial consequence of this, for distance learning too, is a shift from transferring mass-media-reproduced knowledge content towards promoting individual competence through individual contents. This article shows and reflects upon how the FernUniversität in Hagen (Germany) is using educational technology to respond to the challenge of lifelong learning in the long tail age, with a few selected examples drawn from teaching and research.
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