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

By Dietmar Kennepohl, Lawton Shaw

Accessible Elements informs technology educators approximately present practices in on-line and distance schooling: distance-delivered equipment for laboratory coursework, the needful administrative and institutional elements of on-line and distance instructing, and the proper academic theory.

Delivery of university-level classes via on-line and distance schooling is a technique of offering equivalent entry to scholars looking post-secondary schooling. Distance supply bargains useful choices to standard on-campus schooling for college students constrained by means of limitations akin to school room scheduling, actual situation, funds, or activity and kinfolk commitments. The growing to be attractiveness and popularity of distance schooling, coupled with the swiftly expanding call for for accessibility and versatile supply of classes, has made distance schooling a workable and renowned alternative for plenty of humans to fulfill their technological know-how academic pursuits.

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Extra info for Accessible Elements: Teaching Science at a Distance

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The student reads the corrected exercises and understands the source of his mistakes. The assigned exercise is a structural resource for both intrapersonal and interpersonal dialogue. The dialogue is intrapersonal as the student solves the exercises. It becomes interpersonal when the student submits the completed exercise to the instructor, thereby closing the loop — instructor to student, student to instructor. An additional interpersonal link occurs when the instructor returns the corrected exercise to the student.

Unfortunately, group-paced models of distance education are associated with major restrictions of learner freedom (Paulsen, 1993), the two most critical being the time when learning can commence (enrolment dates) and the pacing or the length of time used to complete the course or program of studies. It is sometimes impossible for non-traditonal students and those with major work, family, or community obligations to synchronize their time with that of a cohort of students and the teacher. Thus, until recently they were forced to engage in educational models that required and supported only individualized learning with no student-student interaction.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row. , & McCalla, G. (2003). Social capital in virtual learning communities and distributed communities of practice. , 29(3). php/cjlt/ article/view/85/79 Eklund, J. (1995). Cognitive models for structuring hypermedia and implications for learning from the world-wide web. In Proceedings of AusWEB 95: AusWEB . , & Hovy, E. (2006). An intelligent discussion-bot for answering student queries in threaded discussions.

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