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 tools for laboratory coursework, the considered necessary administrative and institutional points of on-line and distance instructing, and the correct 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 sensible possible choices to standard on-campus schooling for college kids restricted through limitations reminiscent of school room scheduling, actual position, funds, or activity and relatives commitments. The transforming into reputation and recognition of distance schooling, coupled with the swiftly expanding call for for accessibility and versatile supply of classes, has made distance schooling a potential and renowned choice for plenty of humans to fulfill their technological know-how academic pursuits.

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In our fourth study (Caspi & Gorsky, 2006), this questionnaire was distributed via e-mail to 3,512 students at the Open University of Israel, and 521 completed questionnaires were returned. Here, participating students represented all faculties and disciplines, not just physics and chemistry. Findings from the smaller-scale qualitative studies were replicated. In other words, the dialogic behaviour of distance education students from all disciplines, not just the exact sciences, was similar. In addition, several correlations between students’ self-reported characteristics and their corresponding dialogic behaviour were found.

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Intrapersonal dialogue Intrapersonal dialogue mediates learning (Gorsky, Caspi & Chajut, 2007). indd 20 • accessible elements 14/12/09 5:39 PM as texts or instructional web sites, provided within any given course). This approach enables us to quantify students’ study/learning behaviours in terms of media choice (which resources were utilized, when, and where), utilization rates, “time on task,” instructional outcomes and efficiencies. Students, of course, may utilize subject matter materials other than those offered by the course.

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