對(duì)于那些沒有機(jī)會(huì)進(jìn)入大學(xué)等高等教育機(jī)構(gòu)的學(xué)生來說,想要為其提供世界范圍內(nèi)各種各樣的教育,遠(yuǎn)程教育是最受歡迎的教育形式之一。像贊比亞這樣的發(fā)展中國家,在沒有足夠的基礎(chǔ)教育設(shè)施的情況下滿足日益增長的人口對(duì)于教育的需求,遠(yuǎn)程教育無疑成了最佳的選擇。 贊比亞大學(xué)作為高等教育機(jī)構(gòu)之一,提供遠(yuǎn)程教育已有35年的歷史。近幾年,贊比亞大學(xué)接受遠(yuǎn)程教育的學(xué)生經(jīng)歷了一個(gè)快速的增長時(shí)期,從贊比亞大學(xué)遠(yuǎn)程教育辦公處得到的信息表明接受遠(yuǎn)程教育的學(xué)生從1996/7學(xué)年度的314人到2003/4學(xué)年度的1165人。因此學(xué)校的管理者已經(jīng)采取了一系列的措施,旨在提高遠(yuǎn)程教育服務(wù)的能力,以便緩解日益增長的遠(yuǎn)程教育服務(wù)的壓力。但是,這些改革的措施并沒有把圖書館的服務(wù)包括在內(nèi)。 因此本論文通過調(diào)查研究指出贊比亞大學(xué)(UNZA)圖書館在遠(yuǎn)程教育服務(wù)存在的問題,其應(yīng)起的作用,并給出了圖書館在贊比亞遠(yuǎn)程教育中能為信息資源共享、物理資源共享、信息素質(zhì)教育等方面提供支持的建議,為遠(yuǎn)程教育的發(fā)展提供參考。 Lusaka負(fù)責(zé)此調(diào)查研究的數(shù)據(jù)收集。66個(gè)調(diào)查者中,46個(gè)調(diào)查者為贊比亞大學(xué)各學(xué)院的工作人員,20個(gè)調(diào)查者為遠(yuǎn)程教育者。

【文章頁數(shù)】：94 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Table of Acronyms
中文摘要
Abstract
CHAPTER 1 INTRODUCTION AND BACKGROUND INFORMATION
    1.1 Distance Education in Zambia
        1.1.1 Establishment of Distance Education at UNZA
    1.2 Directorate of Distance Education at UNZA
        1.2.1 Residential School
    1.3 Importance of Libraries in Distance Education
    1.4 The University of Zambia Library
        1.4.1 UNZA Library Collection
        1.4.2 In-House Local Database
        1.4.3 Short Loan Collection
        1.4.4 Serials Section Management
        1.4.5 UNZALIBS
        1.4.6 Access to Information Recourses
CHAPTER 2 STATEMENT OF THE PROBLEM,PURPOSE,THEORETICAL FRAMEWORK AND OBJECTIVES OF THE STUDY
    2.1 Statement of the Problem
    2.2 Purpose of the Study
    2.3 Theoretical Frame work
    2.4 Objectives of the Study
        2.4.1 General Objective
        2.4.2 Specific Objectives
    2.5 Research Questions
CHAPTER 3 LITERATURE REVIEW
    3.1 The Role of Academic Libraries in Distance Education
    3.2 Library Services to Distance Education Students
    3.3 Lending Policy to Distance Education Students
    3.4 Academic Libraries' Use of Information Technology in Distance Education
    3.5 Library Collaboration with Other Stakeholders in Distance Education
    3.6.Lecturers' and Students' Attitudes towards Library Services
    3.7.Library Cooperation
CHAPTER 4 METHODOLOGY
    4.1 Sample Size
        4.1.1 Sampling Units
        4.1.2 Sampling Procedure and Justification
        4.1.3 Sapling Frame and Justification
    4.2 Data Collection Techniques and Justification
CHAPTER 5 DATA COLLECTION AND ANALYSIS
    5.1 Findings and Interpretation
    5.2 Conclusion
    5.3 Recommendations
    5.4 Limitations of the Study
    5.5 Problems Encountered during the Research
    5.6 Achievement of the Study
    5.7 Suggestions for Further Research
Acknowledgements
References
Appendices



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