Download Accessible Elements. Teaching Science Online and at a by Dietmar Kennepohl, Lawton Shaw PDF

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 elements of on-line and distance educating, and the proper 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 deals useful choices to standard on-campus schooling for college students restricted through limitations equivalent to lecture room scheduling, actual place, funds, or activity and kin commitments. The turning out to be attractiveness and attractiveness of distance schooling, coupled with the speedily expanding call for for accessibility and versatile supply of classes, has made distance schooling a achievable and renowned alternative for lots of humans to fulfill their technology academic targets.

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Extra resources for Accessible Elements. Teaching Science Online and at a Distance

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Interaction in science-based distance education Since the development of 舖modern舗 forms of distance education in the 1960s, distance science educators have struggled with the means to provide experience and training that has traditionally taken place in the science laboratory. Kirschner and Meester (1988) claim that 舠a university study in the natural sciences, devoid of a practical component such as laboratory work is virtually unthinkable舡 (p. 81). Despite this universal endorsement, the efficacy and pedagogy of lab-based education has been criticized for a number of shortcomings, including triviality, repetitive, rote 舖recipe舗 following, inadequate supervision, and a poor return on student time invested (Kirschner 8 Meester, 1988).

Besides the capacity to support unique new forms of student-content interaction, the social nature of these environments affords development of informal and formal co-operative and collaborative science learning activities. docid=4594846425520495909, provides a fascinating overview of student-content interaction in Net-based immersive environments. These environments promise to augment student-content interaction with engaging new contexts and techniques not accessible in any environment, including the traditional science laboratory.

Koper 8 C. ), Learning design: A handbook on modelling and delivering networked education and training, (pp. 239舑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. , 8 Anderson, T. (2007).

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Accessible Elements. Teaching Science Online and at a Distance by Dietmar Kennepohl, Lawton Shaw


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