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 points 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 bargains sensible choices to standard on-campus schooling for college students constrained by means of obstacles akin to lecture room scheduling, actual position, funds, or activity and kin commitments. The turning out to be acceptance and popularity of distance schooling, coupled with the swiftly expanding call for for accessibility and versatile supply of classes, has made distance schooling a workable and renowned choice for plenty of humans to satisfy their technology academic ambitions.

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8 Hovy, E. (2006). An intelligent discussion-bot for answering student queries in threaded discussions. International Conference on Intelligent User Interfaces IUI-2006. , 8 Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15, 7舑23. , 8 Shale, D. (1990). A new framework and perspective. R. Garrison 8 D. ), Education at a distance: From issues to practice (pp. 123舑133). Malabar, Florida: Robert E.

Although our selection is not exhaustive, we have also tried to find examples from different disciplines among the natural and physical sciences, and in some cases discussions within the chapters have touched slightly on other fields such as health sciences, computing sciences, and engineering. While this is arguably academically open in theory, there is also a very practical component to our interpretation of openness. Consistent with promoting a collegial atmosphere and in the spirit of sharing knowledge, we also want to freely share our work.

Secondly, science teachers do not necessarily always have sufficient technological savvy or logistical support to create their courses. The myth of free multimedia resources that can be created out of thin air is alive and well. To make matters worse, many teachers still want to go it alone with a sort of 舖lone ranger舗 attitude. While this might be okay for a chalk talk in the classroom, many modern courses with multimedia resources really do require a team approach to develop. Thirdly, the literature available specific to online and distance delivery of science courses (especially the laboratory component) has appeared in widely scattered sources.

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