2015年12月英语六级阅读预测：仔细阅读（一）

六级仔细阅读预测：

E-Learning and corporate universities appear to be following in the footsteps of business schools. Their paths have been parallel from the first tentative steps to the proliferation (扩散) of programmes available today. And，just as business schools have sought to differentiate themselves by means of accreditation (认证), e-learning and corporate universities appear to be realizing the value of quality control. Corporate universities can now turn to CLIP, the Corporate Learning Improvement Process, as a quality standard.

However, there is cause for concern, as the quality of both the products and the programmes varies widely. To address this, the European Foundation for Management Development, the Swiss Centre for Innovations in Learning at the University of St Gallen, and Spirus Applied Learning Solutions formed a joint initiative, the CEL. The CEL has to some extent been born out of necessity. E-learning has much to recommend it; it is accessible, quick and once established, it is cheap. These benefits have led to its rapid growth. CEL is described by its creators as a "quality management system for e-learning supported programmes in the field of management education".

Eligible programmes are those related to management education and have at least 100 hours of learning. Programmes must also be operated on a durable basis and must end with an assessment or examination. The aim of CEL is to raise the standard of e-learning programmes worldwide.

The Open University (OU) Business School—the distance learning organization—has become the first business school to acquire the CEL—in this case it is the OU's professional diploma in management that has acquired the CEL.

"There is a lot of very poor e-learning around and the introduction of accreditation that gives a quality signal is a very important thing to be doing," says Mark Fenton-O'Creevy, director of programmes and curriculum at the OU Business School. The e-learning products that have crashed and burned, he adds, are those that have based their product on technology, rather than on teaching and learning.

Technology is merely an enabler for e-learning, says Mr. Fenton-O'Creevy; e-learning should be about the teaching and learning processes. The CEL accreditation, he says, looks at the processes by which learning is delivered as well as the institutional support. "Distance education and e-learning are starting to take off, especially in management education, but the quality is variable. We do think it is pretty important to find ways of educating potential students and training organizations about what good e-learning is."

Enrique Dans, professor of information systems at the Instituto de Empresa, Spain, sees many benefits of e-learning. He started teaching on the school's international executive MBA, an online MBA，three-and-a-half years ago and describes it as a very rich medium.

 1. What does the passage say about E-learning and corporate universities in the first paragraph?

A) They try to seek cooperation with business schools.

B) They begin to realize the critical importance of quality control.

C) They turn to CLIP for accreditation of quality standard.

D) They aim to expand their sizes in a tentative way.

2. What do people worry about products and programmes in e-learning and corporate universities?

A) Great variety.         B) Lack of innovation.       C) Quality.         D) Accessibility.

3. According to the passage, what is the aim of the CEL?

A) Recommend e-learning programmes.

B) Examine e-learning programmes on a durable basis.

C) Assess e-learning programmes in the end.

D) Set up the standard of e-learning programmes.

4. Why is it a necessity to introduce accreditation?

A) Because it could evaluate the quality of e-learning.

B) Because it can send a warning signal to the e-learning.

C) Because it is able to deliver technological support for e-learning.

D) Because it is efficient in management education.

5. What should e-learning be about according to Mr. Fenon-O'Creevy?

A) The state-of-the-art technology.

B) The teaching and learning processes.

C) The teaching methodology.

D) The time and place for study.