Theory and Practice of Distance EducationRoutledge, 25 ¡.¤. 2005 - 264 ˹éÒ Distance education is practised in all parts of the world and in recent years, its scope has developed enormously and rapidly. It has become an intrinsic part of many national educational systems and an academic discipline in its own right. Research into the area has produced a body of theory which is now being used to improve its practice. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 1 - 5 ¨Ò¡ 20
... Cognitive levels 5 Stages of workbased learning 6 Series ofdrawings with explanatory texts 7 Movementofa correspondence lesson 8 Open University exampleof specifiedquestioning of students' attitudes 9 An exampleofthe 'mapping sentence ...
... cognitive learning,mainlyinarts subjects.Through the useofaudio and videorecordings,laboratory kits,computer programs, telephonecontacts,andothermedia, agreatnumberof other subject areas haveshownthemselves teachable and learnable at a ...
... cognitive,affective and psychomotor domains, courses developed can easily,andtogreatfinancial advantage, be usedby great numbers of students. Distance education can be, andoften is, a form ofmass communication. This union of ...
... cognitive structure, via guided learning and problemsolving, to the training of knowledgeable andwelladapted professionals or examinees. Each of these aims meansmorethan merelyconveying information orimparting knowledge. To thepresent ...
¤Ø³¶Ö§¢Õ´¨Ó¡Ñ´¡ÒôÙ˹ѧÊ×ÍàÅèÁ¹ÕéáÅéÇ.
à¹×éÍËÒ
àÅ¢Êèǹà¹×éÍËÒ 5 | |
àÅ¢Êèǹà¹×éÍËÒ 6 | |
àÅ¢Êèǹà¹×éÍËÒ 7 | |
àÅ¢Êèǹà¹×éÍËÒ 8 | |
àÅ¢Êèǹà¹×éÍËÒ 14 | |
àÅ¢Êèǹà¹×éÍËÒ 15 | |
àÅ¢Êèǹà¹×éÍËÒ 16 | |
àÅ¢Êèǹà¹×éÍËÒ 17 | |
àÅ¢Êèǹà¹×éÍËÒ 18 | |
àÅ¢Êèǹà¹×éÍËÒ 19 | |
àÅ¢Êèǹà¹×éÍËÒ 20 | |
àÅ¢Êèǹà¹×éÍËÒ 21 | |
àÅ¢Êèǹà¹×éÍËÒ 9 | |
àÅ¢Êèǹà¹×éÍËÒ 10 | |
àÅ¢Êèǹà¹×éÍËÒ 11 | |
àÅ¢Êèǹà¹×éÍËÒ 12 | |
àÅ¢Êèǹà¹×éÍËÒ 13 | |
àÅ¢Êèǹà¹×éÍËÒ 22 | |
àÅ¢Êèǹà¹×éÍËÒ 23 | |
àÅ¢Êèǹà¹×éÍËÒ 24 | |