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Relative Proximity Theory: Measuring the Gap between Actual and Ideal Online Course Delivery, American Journal of Distance Education, 28:4, 222-240, DOI: 10.1080/08923647.2014.924721. Tait, A. (2017) European Figures in Distance and e-Learning. Journal of Learning for Development Vol 4, No 1
Stephen Downes publishes Web-Based Courses: The Assiniboine Model in the Online Journal of Distance Learning Administration. The University of South Australia launches its web-based online learning platform, UniSAnet in March 1999. UniSAnet was developed over 9 months in 1998 and 1999, following a paper to its Academic Board in May 1998.
Some schools faced challenges in adapting assessments and exams to the new learning environment. [10] In a study by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic, students struggled to adapt to online learning in subjects like mathematics, as they were unprepared for the unfamiliar digital platforms.
A number of other terms (distributed learning, e-learning, m-learning, online learning, virtual classroom, etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning.
Audiovisual materials make learning more permanent since students use more than one sense. It is important to create awareness for the state and federal ministry of education as policymakers in secondary schools of the need to teach audiovisual resources as the main teaching pedagogy in curricula.
A study found that basic interactive books that simply read a story aloud and highlighted words and phrases as they were spoken were beneficial for children with lower reading abilities. Children have different styles of learning, and interactive media helps children with visual, verbal, auditory, and tactile learning styles. [7]
Enjoy a classic game of Hearts and watch out for the Queen of Spades!
Collaborative learning is a situation in which two or more people learn or attempt to learn something together. [1] Unlike individual learning, people engaged in collaborative learning capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.).