远程教育”无显著差异现象”研究评述

An Analysis to “No Significant Difference Phenomenon” Study in Distance Education

本文对当前美国远程教育界最有争议的”无显著差异现象”研究进行了介绍、分析和评价。此研究的作者罗塞尔在概括了以前355项远程教育比较研究的基础上，指出参加远程学习与面授学习的学生学习成绩不存在显著差异。我们通过分析发现这类研究在设计思想和研究方法上有一定局限性，并建议今后的远程教育教学和研究应该建立起以学生为中心的理念，采用多元评价方法，并正确认识技术媒体在教学中的作用。

The most debatable studies in the field distance education of U.S. ， the “No Significant Difference Phenomenon” study has been introduced， analyzed and evaluated in this paper. Based on his summary of 355 comparative researches on distance education， Dr. Russell（1999）concluded that students who attend distance instruction do not have significant difference in their performances from those attend classroom instruction. Though a critique to this kind of studies， the author suggests that future instruction and research in distance education should build upon an learner─centered framework， adopt multiple evaluation methods， and appropriately recognize the role of technology media.