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The first virtual grade school in Alberta, Canada appeared during the 1993-1994 school year. During the six years that followed, more virtual grade schools surfaced and drew increasing numbers of students. This book is an inquiry into the relationship between virtual grade schools and the people who took part in them. Drawing from the metaphor of technology compared to the manner of an ocean, the topic is addressed by calling upon the experiences of the writer, tracing etymological sources of terminology, using close observation, consulting research literature, and obtaining descriptions from 51 participants. As virtual grade schools evolved, educators began to alter the use of pedagogical practices that were originally designed for traditional classroom settings. Thus, the presence of virtual grade schooling and its influence on public education has led proponents to celebrate, while opponents lament. This book outlines the development of virtual grade schools, describes patterns of student enrolment, and explains three emergent themes. An understanding of these perspectives will benefit educators and students alike as they prepare to engage in online teaching and learning.