Leadership in Distance Education

教育領導之探討－以遠距教育為例

10.29950/JHKUM.200407.0007

楊飛(Jack Fei Yang)

遠距教育 ； 教育領導 ； 教育品質 ； Distance Education ； Educational Leadership ； Educational Quality

興國學報

3期（2004 / 07 / 01）

85 - 92

英文

遠距教育的發展是以推廣高品質的教育，或是注重學生的數量及課程利潤？遠距教育提供了彈性、多元化的學習環境、及更多的學習機會給社會大眾，但在過去教育資源有限、教育機會不平等的時空環境下，只有少數的社會精英能接觸到高品質的教育機會，但隨著經濟成長、教育科技的發展，教育不再受到時間、空間、或資格上的限制，進入到終身學習的新紀元。本研究討論現今遠距教育如何兼顧教育品質和教育平等的落實，並分析東西方教育領導者，在遠距教育理念上及應用上之差異，進而探討未來遠距教育領導者如何在不同的文化、經濟、社會環境中、提供高品質的遠距教育給社會大眾。

Are distance educational leaders looking for developing a quality educational service for many people? Or, are developers looking for quick profits with students who have not had access to traditional education? This paper advocates that ”quality” distance education needs to show evidence of increasing achievement and size of the middle classes. Many less advantaged individuals in the world do not have the resources to participate Criteria for evaluating distance education for serving large populations require long-term data studies on class issues that may be impacted by education. Distance learning entrepreneurs, leaders, and governments are challenged to take a broad and long-term view of distance learning as a promising major tool for global social class mediation. Some implications are described on Eastern and Western values on quality distance education.

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