By Dietmar Kennepohl, Lawton Shaw
Accessible Elements informs technology educators approximately present practices in on-line and distance schooling: distance-delivered tools for laboratory coursework, the needful administrative and institutional facets 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 delivering equivalent entry to scholars looking post-secondary schooling. Distance supply deals functional possible choices to standard on-campus schooling for college kids constrained through obstacles equivalent to school room scheduling, actual position, funds, or activity and relations commitments. The growing to be acceptance and attractiveness of distance schooling, coupled with the quickly expanding call for for accessibility and versatile supply of classes, has made distance schooling a doable and renowned alternative for lots of humans to fulfill their technology academic objectives.
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Extra resources for Accessible Elements: Teaching Science at a Distance
Koper & C. ), Learning design: A handbook on modelling and delivering networked education and training, (pp. 239–252). Berlin: Springer. Koschmann, T. (1996). CSCL : Theory and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum. J. (1997). The power of mindful learning. Reading, MA : Addison-Wesley. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, uk : Cambridge University Press. , & Anderson, T. (2007). Community of Inquiry and Learning in Immersive Environments.
Students, of course, may engage in dialogues with significant others such as family, friends, or employers. These human resources, however, are not within the domain of instructional systems. Interpersonal dialogue has two distinct classes of outputs: subject-matter oriented and non-subject-matter oriented. One or both types may characterize a message. Earlier studies have found that the extent of interpersonal dialogue is affected to a very large degree by three structural variables: 1. instructional design (Clark, 1983, 1994, 2004; Clark & Choi, 2005; Gorsky, Caspi & Trumper, 2004); 2.
Journal of Asynchronous Learning Networks, 11(4), 35–52. Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–6. E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165–173. D. (2003). Is enough too much? The dilemma for online distance learner supporters. International Review of Open and Distance Learning, 4(1). php/irrodl/article/ view/119/598 National Institute for Education (1984).
Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw