By Michael Nelkon, Philip Parker
This is often the 7th variation of a textual content for A-Level Physics.
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Even today, with availability of powerful and intuitive ‘what-you-see-is-what-you-get’ (WYSIWYG) word processors and web editors, there remains a tradition of using third-party computer-based resources. With the growth in the internet, there are many more externally produced resources to use, and it is easier to locate and tailor suitable material for e-learning. jorum. org) in Canada, increase the ease with which suitable educational resources can be found. So, although it is now easier to make your own online or computer-based material, this remains an unusual approach in the face of the greater quantity and higher quality of third-party resources available for reuse or repurposing.
Uk). Unlike Duke and Ulster (where there is one multi-site institution), UHI has been formed from many separate institutions. Collaboration has helped to secure viable numbers across their degree programmes. Learners use a variety of means of electronic communication, from their homes, outreach centres and college campuses. Students at some locations may be asked to accept e-learning as a means of accessing an otherwise scarce resource. The learning is based upon a stand-alone, wholly e-learning package designed to be studied independently.
The combination of conventional teaching approaches and e-learning elements within a single course or programme is commonly referred to as ‘blended learning’, but we can also think of it as blended e-learning. The blend refers to the proportion of e-learning content within the course. It can be a strong blend (almost exclusively e-learning) or a weak blend (virtually none). It is also possible to think of blends in terms of the media blend or the activity blend. For example, a course could be a media blend of audio and video (webcast or otherwise), and print resources or readings with face-toface lectures.
Advanced Level Physics by Michael Nelkon, Philip Parker