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 points of on-line and distance educating, and the correct 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 students constrained via obstacles similar to school room scheduling, actual place, funds, or task and family members commitments. The turning out to be popularity and recognition of distance schooling, coupled with the speedily expanding call for for accessibility and versatile supply of classes, has made distance schooling a workable and well known choice for plenty of humans to fulfill their technological know-how academic pursuits.

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Perhaps the most commonplace and effective way to “increase access to the log” has been through converting student-teacher interaction to student-content interaction, to which we next turn. indd 5 • Chapter One • 5 14/12/09 5:39 PM into text of oral stories and teachings. Historically, biblical scrolls and other sacred writings illustrate this type of interaction. Furthermore, student-content interaction still defines much learning activity today as students routinely part with hundreds of dollars annually in the university bookstore.

1965). Client-centered therapy. London: Constable. Rogers, C. (1969). Freedom to learn. Columbus: Merrill Publishing Co. , & Archer, W. (1999).

2007). Design of virtual tutoring agents for a virtual biology experiment. , and resources for interpersonal dialogue such as tutorials, telephone counselling, synchronous and asynchronous conferencing, and email. Given this diversity, we analyzed some aspects of Open University students' dialogic behaviour (what they did as they studied, how, and with whom) as they studied physics and chemistry courses. In addition, we compared these findings with those obtained from campus-based college and university students studying similar courses.

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