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Accessible Elements: Teaching Science at a Distance - download pdf or read online

By Dietmar Kennepohl, Lawton Shaw

ISBN-10: 1897425473

ISBN-13: 9781897425473

Accessible Elements informs technology educators approximately present practices in on-line and distance schooling: distance-delivered equipment for laboratory coursework, the considered necessary 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 supplying equivalent entry to scholars looking post-secondary schooling. Distance supply bargains sensible choices to standard on-campus schooling for college kids restricted by way of obstacles akin to school room scheduling, actual situation, funds, or task and relations commitments. The growing to be popularity and reputation of distance schooling, coupled with the speedily expanding call for for accessibility and versatile supply of classes, has made distance schooling a conceivable and renowned choice for plenty of humans to satisfy their technological know-how academic ambitions.

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We hope to map students’ dialogic behaviour as a function of age, gender, academic discipline, socio-economic background, etc. 2. The cross-cultural aspects of dialogic behaviour. We have found that western students, both distance and campus-based, tend to study and learn alone. Students turned to interpersonal dialogue in order to resolve some specific difficulty. From informal meetings with colleagues, it seems that eastern cultures adhere to group learning. We suggest comparing the dialogic behaviour of students from diverse cultures and backgrounds in order to discover, what, if any, aspects of learning are universal.

These research questions are all interrelated in a single unified theory that assumes instruction is dialogue. To conclude, we’re talking about building working models for all instructional systems in the cognitive domain based on dialogues and resources. We believe that such an endeavour, based on valid qualitative and quantitative research, will advance our field to new levels. indd 32 • accessible elements 14/12/09 5:39 PM REFERENCES Anderson, T. (2004). Teaching in an online learning context.

Such materials are not “structural resources” since they are not specifically designated by the teacher. The type, extent, and quality of intrapersonal dialogue that occurs in any given course or instructional system is related to variables that characterize learners (age, prior knowledge, motivation, learning styles, perceived course difficulty, and other possible variables that define the student’s predisposition toward learning) and variables that characterize structural resources, especially their usability and quality.

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Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw


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