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

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 considered necessary administrative and institutional elements of on-line and distance instructing, and the appropriate 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 deals useful possible choices to conventional on-campus schooling for college kids restricted by way of obstacles resembling school room scheduling, actual situation, funds, or task and relatives commitments. The becoming 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 manageable and well known choice for plenty of humans to satisfy their technology academic objectives.

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Types of interaction Moore (1989) differentiated three types of interaction which, since they focus on student behaviour, are the most important for educational applications. These are student-teacher, student-content, and student-student interactions. Student-teacher interaction Student-teacher interaction has been hailed by traditional educators and many students as the pinnacle and highest valued of interactive forms. This form of interaction is the basis upon which apprenticeship models of education and training are grounded (Collins, Brown, & Newman, 1989).

K. (1998). A path analysis of the concepts in Moore‘s theory of transactional distance in a videoconferencing learning environment. The Journal of Distance Education, 13(2), 51–65. -J. (2001a). Transactional distance in World Wide Web learning environments. Innovations in Education and Teaching International, 38, 327–338. -J. (2001b). Dimensions of transactional distance in World Wide Web learning environment: A factor analysis. British Journal of Educational Technology, 32, 459–470. E. (1983).

Prescriptive and predictive elements of the theory are not discussed (for an in-depth explication, see Gorsky, Caspi & Chajut, 2007); (2) a review of published empirical research findings that illustrate how Open University students and their campus-based counterparts learn science in terms of dialogues and supporting resources; and (3) current research projects and suggestions for further research. THE THEORY OF INSTRUCTIONAL DIALOGUE: AN OVERVIEW The theory is based on the axiom that instruction is dialogue.

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