Download Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw PDF

By Dietmar Kennepohl, Lawton Shaw

Accessible Elements informs technological know-how educators approximately present practices in on-line and distance schooling: distance-delivered equipment for laboratory coursework, the considered necessary administrative and institutional features of on-line and distance instructing, and the suitable academic theory.

Delivery of university-level classes via on-line and distance schooling is a technique of supplying equivalent entry to scholars looking post-secondary schooling. Distance supply deals functional possible choices to standard on-campus schooling for college kids restricted through boundaries comparable to lecture room scheduling, actual place, funds, or activity and family members commitments. The growing to be reputation and reputation of distance schooling, coupled with the quickly expanding call for for accessibility and versatile supply of classes, has made distance schooling a workable and well known alternative for lots of humans to satisfy their technological know-how academic targets.

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Extra resources for Accessible Elements: Teaching Science at a Distance

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Conformational interaction traditionally takes place between student and teacher, but is also provided generally by feedback from the environment provided through experience, and while working through content presented in computer-assisted tutorials or as “answers in the back of the book” and from peers in collaborative and problem-based learning. 4. Navigation: This function prescribes and guides the way in which learners interact with each other and content. Its function becomes more important as we begin to appreciate and utilize the hundreds of thousands of learning objects and experiences provided on the Net.

Indd 27 • Chapter Two • 27 14/12/09 5:39 PM for large-scale studies. In our fourth study (Caspi & Gorsky, 2006), this questionnaire was distributed via e-mail to 3,512 students at the Open University of Israel, and 521 completed questionnaires were returned. Here, participating students represented all faculties and disciplines, not just physics and chemistry. Findings from the smaller-scale qualitative studies were replicated. In other words, the dialogic behaviour of distance education students from all disciplines, not just the exact sciences, was similar.

References Anderson, P. (2007). 0? Ideas, technologies and implications for education. JISC Technology and Standards Watch. jisc. pdf Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rational for interaction. International Review of Research in Open and Distance Learning, 4(2). php/ irrodl/article/view/149/708 Anderson, T. (2003b). Modes of interaction in distance education: Recent developments and research questions. G. G. ), Handbook of Distance Education (pp. 129–144).

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