By Dietmar Kennepohl, Lawton Shaw
Accessible Elements informs technological know-how educators approximately present practices in on-line and distance schooling: distance-delivered tools for laboratory coursework, the needful administrative and institutional features 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 functional possible choices to conventional on-campus schooling for college kids constrained through obstacles akin to lecture room scheduling, actual place, funds, or activity and relations commitments. The becoming attractiveness and popularity of distance schooling, coupled with the quickly expanding call for for accessibility and versatile supply of classes, has made distance schooling a plausible and well known choice for lots of humans to satisfy their technological know-how academic targets.
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Extra info for Accessible Elements: Teaching Science at a Distance
31, 71–87. , & Tuvi-Arad, I. (2004). Use of instructional dialogue by university students in a distance education chemistry course. Journal of Distance Education, 19(1), 1–19. Holmberg, B. (1989). Theory and practice of distance education. Routledge, London. Laurillard, D. (2002). Rethinking university teaching. A conversational framework for the effective use of learning technologies. London: Routledge. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based metaanalysis of empirical literature.
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. We are, however, seeing the dawn of a new paradigm of distance edcuation in which self-paced learners use “social software” to work co-operatively, for short time periods, in ‘study buddy’ or study groups, thereby gaining the benefits associated with rich student-student interaction.
And of course, immersive environments provide rich forms of student-student interaction that is enhanced by the social presence afforded by avatar body language, gestures, and sounds (McKerlich & Anderson, 2007). The next frontier in distance education programming is providing rich student-student interaction in unpaced, continuous enrolment programs. At Athabasca University we are developing tools and a research program that uses the new genre of social software to allow self-paced students to meet each other and work co-operatively on short-term projects in addition to forming optional study buddy and study group relationships with other students.
Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw