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 elements 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 offering equivalent entry to scholars looking post-secondary schooling. Distance supply bargains useful possible choices to conventional on-campus schooling for college kids constrained by means of limitations reminiscent of school room scheduling, actual position, funds, or activity and relations commitments. The transforming into attractiveness and attractiveness of distance schooling, coupled with the speedily expanding call for for accessibility and versatile supply of classes, has made distance schooling a practicable and renowned alternative for plenty of humans to fulfill their technology academic objectives.
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This ebook is a complicated textbook that gives a one-stop moment (or even 3rd) direction in Electromagnetic (EM) thought. After a few speedy revision topic, the book's center fabric hyperlinks uncomplicated EM strategies with relativity and box idea, introducing the main thought of tensors and tensor calculus.
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Additional resources for Accessible Elements: Teaching Science at a Distance
2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15, 7–23. , & Shale, D. (1990). A new framework and perspective. R. Garrison & D. ), Education at a distance: From issues to practice (pp. 123–133). Malabar, Florida: Robert E. Krieger Publishing Company. J. (1989). Interaction strategies and emerging instructional technologies: Psychological perspectives. Canadian Journal of Educational Communication, 18(3), 167–179.
81). Despite this universal endorsement, the efficacy and pedagogy of lab-based education has been criticized for a number of shortcomings, including triviality, repetitive, rote ‘recipe’ following, inadequate supervision, and a poor return on student time invested (Kirschner & Meester, 1988). The logistical problems associated with developing and delivering lab experiences at a distance further exacerbate these challenges. However, distance educators are nothing if not inventive and persistent, and they have developed a variety of techniques and designs (see chapters in this volume) to address these problems while maintaining high levels of accessibility — the raison d’être for distance education programming.
Similar findings were noted when comparing students participating in remote videoconferencing with students attending on-ground lectures (Lou, Bernard & Abrami, 2006). The fact that all instructional resources are available for online and on-ground learners implies that there is nothing unique about online instruction per se and the subsequent learning that occurs or not. indd 29 • Chapter Two • 29 14/12/09 5:39 PM Second, some initial and tentative practical implications vis-àvis the relationship between perceived course difficulty and dialogic behaviour have emerged.
Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw