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 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 delivering equivalent entry to scholars looking post-secondary schooling. Distance supply bargains sensible possible choices to conventional on-campus schooling for college kids constrained by means of obstacles comparable to school room scheduling, actual situation, funds, or task and family members commitments. The growing to be attractiveness and attractiveness of distance schooling, coupled with the swiftly expanding call for for accessibility and versatile supply of classes, has made distance schooling a manageable and renowned alternative for lots of humans to fulfill their technology academic targets.
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Extra info for Accessible Elements: Teaching Science at a Distance
271–294). Athabasca: Athabasca University Press. ca/ online_book Ashwin, P. (2003). Peer support: Relations between the context, process and outcomes for the students who are supported. Instructional Science, 31, 159–173. , & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: Factors affecting students’ preferences and choices. Journal of Research on Technology in Education, 37, 245–262. S. (1966). Toward a theory of instruction. Cambridge, MA : Harvard University Press. Buber, M. (1965).
In Press). indd 14 • accessible elements 14/12/09 5:39 PM of interaction treatments in distance education. Review of Educational Research. , & Bedient, D. (2003). The effects of teacher presence on student performance and attitudes. WebCT Impact 2003, 5th Annual WebCT User Conference. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. B. ), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Indd 8 • accessible elements 14/12/09 5:39 PM and to engage in effective, integrative, and cohesive activities). This model brings the notions of social constructivism (Vygotsky, 1978; Lave, 1988; Jonassen & Carr, 2000) to distance education. Extensive applications of and studies using the COI model have shown that each of these three presences can be created at a distance. Further, the student-student interaction in paced and cohort-supported models of distance education can lead to the development of social support networks and social capital (West-Burnham & Otero, 2006; Daniel, Schwier & McCalla, 2003).
Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw