原创《英文摘要》：本文是一篇关于英文摘要论文范文，可作为相关选题参考,和写作参考文献。
Making sense of flexibility as a defining element of online learning
John Daniel
Contemporary developments in online learning have their origins in the technology of the industrial revolution, when new methods and machines were used to create better products inexpensively at scale. Now technology has also broken the hold of the "iron triangle" that prevented earlier generations from enjoying wide access to education of quality at low cost. First correspondence education and then multi-media open and distance learning （ODL） brought flexible learning to millions. Today online technologies have brought further flexibility to post-secondary education on various dimensions. Institutions should exploit these new flexibilities purposefully, focusing on opportunities to engage students more deeply in learning leading to useful outcomes.
Keywords： flexible learning； online learning； open and distance learning； quality； cost
Flexibility of online learning revisited： classrooms as “light” assets
Wenge Guo
This article first reviews the evolution of educational methodology from the word-of-mouth age to the hand-writing age and to the age of printing technology and examines how the classroom has become a “heavy” asset in school education. Drawing from Joshua Meyrowitz’s situation theory, it goes on to analyse the challenges of online spaces upon the traditional classroom, the physical context to deliver teaching content and to implement pedagogical dialogs and instructional administration, suggesting a growing transformation into a “light” asset, mobile and flexible to be readily integrated into teaching practice. Finally it posits that instructional design and teachers are still the indispensable factors in instructional delivery to ensure teaching quality though online classrooms provide flexibilities of learning for anyone, anywhere and anytime.
Keywords： classroom； online classroom； light asset； mobility； flexibility； situation theory
Have new technologies improved access to Higher Education?
Anne Gaskell and Roger Mills
New technologies have transformed educational provision and learning in all sectors. But what has been their impact on issues of openness and access to education for all? The answer may appear obvious in that information and communication technologies （ICTs） have provided far greater opportunities to access a very wide range of educational provision, especially in the higher education sector. However, it is not that straightforward； the provision of opportunities, even when scalable, does not necessarily provide real access and openness for many learners. Access to learning has often been interpreted from the viewpoint of providers as something that can be resolved by the creation of educational opportunities. This is essential and some aspects of this provision are relatively easy to measure, for example the increase in enrolments. However it does not take into account the outcomes for students and their successful learning, partly perhaps because outcomes are more difficult to measure. We will argue that the provision of opportunities is not enough： what is important is access for success, which includes many other factors. The concepts of openness and access have also changed since the first “Open Universities” were founded, and even more so since the introduction of ICTs. This article will review the changing nuances and implications of the terms “openness” and “access”. Have all these changes been for the better in terms of student access and success? It will also explore tensions arising between delivering open access to online materials, such as Massive Open Online Courses （MOOCs）, and the provision of high quality distance learning where internet access is limited.
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结论：英文摘要为适合不知如何写英文摘要方面的相关专业大学硕士和本科毕业论文以及关于英文摘要格式论文开题报告范文和相关职称论文写作参考文献资料下载。
