Comparison of traditional campus education and distance education

Comparison 1: Distance education is a relatively independent emerging branch of pedagogy, is the study of distance education as a new form of education phenomena, laws and nature, to explore as a means or mode of distance education in the human education and training system status, role, principles, methods and characteristics of learning. The research object of distance education is distance education, that is, all aspects of distance education as a socio-historical phenomenon as the object of study, to explore the occurrence and development of this new type of education form of the internal law and its rich manifestations.

The main idea of the above new definition is that: (1) it inherits the original statement about the research object of distance education; (2) it explicitly distinguishes the research content of distance education into two parts, one of which is the truth-seeking research on distance education as an object of scientific inquiry, which is the attribute of social sciences or educational sciences; and the second one is the efficiency-seeking research on the development of distance education as a human practice, which is the attribute of technical disciplines. The second is to study the effectiveness of distance education as a human practice for development and operation, which has the attribute of technical discipline. In the research of truth-seeking and effectiveness-seeking, all forms, phenomena and activities of distance education as a means and mode of education are covered. Therefore, the above definition is clearer and more explicit in the definition of content, and it has a wider vision and wider and stronger adaptability than the distance education that only takes school distance education (distance education in the narrow sense) as the object of study.

Comparison 2: Distance education, cyber school, multimedia communication education, these concepts are emerging terms of our time, what is the difference and connection between them? The essence of distance education and cyber school is actually multimedia communication education. Multimedia communication education enables students to access a large amount of information from a variety of media, to explore this non-linear information learning in their own accustomed way, and also to put their own point of view in a variety of media forms. Multimedia network represents the modern development of teaching technology. It is used in teaching, through a variety of teaching information resources retrieval, design, processing and delivery, is conducive to the design, development, utilization and management of teaching resources.

Comparison 3: Will distance learning replace schools in the real sense? Will not. Distance learning and traditional teaching is a beneficial and complementary relationship. Considering the unbalanced status of teachers' resources in China, the excellent educational resources provided on online schools are useful references and supplements for schools and students in areas with weak teachers. School education is multifaceted, including emotional communication between teachers and students, friendly relationship between students, the environment and atmosphere during the growth process, etc. In this sense, distance learning will not replace school. It is in this regard that the educational resources of the online school should be carefully planned from the perspective of complementary, need to have a variety of talents, carefully integrated to ensure that the quality of teaching and the advantages of distance learning.

Comparison 4: Distance education and network schools relative to the traditional education model is a novelty, then it is inevitable that there are some problems in its establishment and application, these problems are mainly manifested in what aspects? First, the ideological concept is relatively backward, our society today, although people have a more general recognition of learning computers, but many people only stay on the surface, superficial application. At present, our society's concept of the information age is not strong, such as distance education and network schools in foreign countries have long been started, and in the country, the government, with the help of the corresponding educational institutions, there has been great progress. Secondly, the knowledge and level of information education technology is low. This is mainly manifested in the hardware conditions of the obsolete, and the corresponding technical support backward. Some schools and families have purchased computers, but there is no Internet access, which does not talk about online education. At the same time, the corresponding technical software lags behind. Some of the domestic education software is written only by some computer professionals around the syllabus or textbooks written. Not like foreign countries are designed by educationalists, psychologists have a certain educational ideas, a certain relevance, by specializing in the preparation of educational software written by professional computer technicians. Third, the existing ways and means of work are not adapted to the new needs. Our current distance education and network schools, the education and teaching taken is still basically along the original way of working, with the old mindset to the use of new technologies; in the ideological, academic is still a lack of brand-new breakthroughs; the lack of research on the network of information education of the new way of working. Teaching reform is still mainly in the media means to improve, lack of design of teaching content, mode and strategy.

Comparison 5: Characteristics of Distance Education:

First of all, distance education is conducive to improving the opportunities for social personnel to receive education and the popularization rate. The group of people who choose distance education can receive education at any time and any place as far as the equipment allows. And, in the distance education system, does not specify the age of the educated people, gender and other conditions, is a choice and be chosen relationship, the two sides are free and independent selection process. In our scholars and foreign scholars in the definition is not difficult to find, foreign scholars more emphasis on "organized", "plan" and other characteristics, for this, I think it is due to our country and the western countries in the education system of some of the differences caused by. In our country, education is more "politically oriented", is the unified management of the cause by the state, therefore, there is a difference in the level of management with foreign countries.

Secondly, the separation of teachers and students in distance education. Distance education from the initial correspondence education, to the present based on the network, multimedia and other advanced technical means to organize and implement teaching activities, the use of technology breaks through the physical space on the teachers and students between the teaching activities and information exchange, feedback restrictions.

Third, emphasize the design and use of media technology. The use and advancement of media technology is a crucial factor in the distance education system. However, most of the definitions seen deal with the application of media technology, and there is little discussion of methods and instructional materials in the application of media technology. That is to say, there is no relevant conjunction between technology and methodology, which is a shortcoming that can easily lead to the phenomenon of over-exposure to technology.

Fourth, the role of interaction in distance education is emphasized. The effect of interaction between teachers and students and between students and students is another aspect that is mentioned in most definitions. But I think that interaction, as an essential part of the distance education system, should not be a feature of this form of education that distinguishes it from previous traditional education. The reason: no teaching activity can be separated from interaction, it seems inappropriate to distinguish distance education from traditional education by the existence of interaction; secondly, interaction in distance education is under the premise of teacher-student separation and media technology-supported environment, if this condition does not exist, it is difficult to discuss the role of interaction.

Comparison 6:

Traditional Teaching Mode (Teacher-Centered)

Modern Distance Education Teaching Mode (Student-Centered)

Teaching Methods

Teacher Lecture-Based

Students' Inquiry-Based

Teaching Methods

Didactic Teaching

Interactive Teaching

Curriculum

Subject-specific timed learning

Authentic multi-disciplinary integrated learning

Learning behaviors

Collective, impersonal and uniform learning

Individualized and diversified collaborative learning

Learning progression

Uniform teaching progression

Self-paced Learning

Teacher's Role

Teacher as a monopolizer and disseminator of knowledge

Teacher as a helper and guide to learning

Learning Styles

Students' Passive Acceptance of Knowledge

Students' Active Selection of Learning Contents

Evaluation Styles

Evaluation of Single Knowledge and Skills< /p>

Comprehensive behavior-based assessment