Network Curriculum, Teacher Video Learning Guide The Design And Application

Instruction is a unity of learning and teaching process. So we should think much of not only learner's principle part but also instructor's leading role. Online instruction is not an exception. Having interviewed autonomous learner online, reviewed current situation of online courses in China and read relative literature, however, the instructor's leading role is not attached enough importance to. As a result, the learning guide is necessary to an online course. In this paper, an idea of instructor' s video learning guide, which integrates video, text and hypertext with streaming multimedia technology, just like streaming media coursewares, is proposed as an independent module based on the analysis of latent components and forms of learning guide in online courses. And hypertexts in the learning guide can jump to the relative parts of the online course. Also its meaning to autonamous learners online is dissertated from distance education theory, Ausubel's learning theory, network communication theory, psychology of affective instruction and instructional design theory.The author develops detailed principles of selection of learning guide strategies according to learner analysis and learning objective analysis, and produces the instructor' s video learning guide on one of chapters- Video Media ?in Modem Educational Technology. During the following instruction online, there is no significant difference to be proved between scores of students online and in classroom by several mathematical and statistical methods, including F-test, t-test, model of unilateral and bi-directional assess table, model of multi-factor compositor assess table, etc. This conclusion is practical and meaningful to the porpularity of higher education in China. From questionares on autonomous learning of students online, we are convinced that instructor's video learning guide can strengthen the instructor's leading role effectively, decrease the negative influence to a certain extent in both cognitive and affective domain, which the separation of instructors and students may lead to, do good to helping students adapt to the online learning mode gradually, and improve learning effects.