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 needful 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 sensible possible choices to standard on-campus schooling for college kids constrained by means of obstacles comparable to lecture room scheduling, actual place, funds, or task and relations commitments. The becoming acceptance and popularity 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 lots of humans to fulfill their technology academic ambitions.
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Extra resources for Accessible Elements: Teaching Science at a Distance
Third, the correlation between “prior acquaintance with peers” and dialogic behaviour seems straightforward and meaningful: students who know other students speak with them. If so, and if such relationships help students learn as several educational theories contend and research findings have supported (Anderson, 2004; Ashwin, 2003; Garrison & Anderson, 2003), then organizational steps may be taken by both campus-based and distance education universities to help students become acquainted with each other prior to, or at the start of a course or program.
However, many authors have noted the lack of social interaction and the higher attrition rates associated with self-paced study and have linked this to a sense of student isolation (Morgan & McKenzie, 2003; Anderson, Annand, & Wark, 2005). One of the solutions envisioned to the lack of social interaction is to stimulate both synchronous and aysnchronous student-student interactions, thus creating a socialized form of distance education that Garrison and Shale (1990) defined as “education at a distance” rather than distance education.
Interpersonal dialogue Interpersonal dialogue facilitates learning. This is supported historically by leading philosophers and educationists of the previous century (Dewey, 1916; Buber, 1965; Bruner, 1966; Rogers, 1965, 1969; Vygotsky, 1978). More up-to-date findings also support this claim (Wells, 1999; Laurillard, 2002; Garrison & Anderson, 2003). To summarize, Rogers (1965) wrote: “We cannot teach another person directly; we can only facilitate his learning” (p. 389). indd 21 • Chapter Two • 21 14/12/09 5:39 PM human resources (instructors and/or students).
Accessible Elements: Teaching Science at a Distance by Dietmar Kennepohl, Lawton Shaw