Publisher's Synopsis
This book explores the particular challenges of teaching and learning science at a distance. It discusses the principles of instructional design, informed by studies of the ways in which conceptual and process-based skills are developed by science learners, and suggests how structural issues in the selection of course content may be addressed. Focusing mainly on examples drawn from undergraduate teaching, successive chapters illustrate a wide range of instructional media and techniques and show how multiple media courses can be assembled to form a coherent whole.
The issues of student assessment, course evaluation and quality audit are also examined.
