Teaching Russian Via Distance Learning, the EdNet Experience.

Autor/inn/en	Zsiray, Stephen W., Jr.; und weitere
Titel	Teaching Russian Via Distance Learning, the EdNet Experience.
Quelle	(1995), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Distance Education; Educational Practices; High School Students; High Schools; Higher Education; Interactive Television; Multimedia Instruction; Rural Education; Russian; Second Language Instruction; Student Attitudes; Television Teachers + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungspraxis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multimediales Lernen; Ländliche Erwachsenenbildung; Russisch; Fremdsprachenunterricht; Schülerverhalten; Unterrichtsfernsehen
Abstract	In Utah, the statewide distance education network (EdNet) enables students from five rural and suburban high schools to learn Russian and earn college credits. Courses in Russian are offered through a partnership involving the Cache County School District, Utah State University, and the Utah State Office of Education. Classes are taught on one high school campus by a university approved teacher and are broadcast to four other schools via EdNet's televised interactive system. The instructor uses the Elmo multimedia delivery system, and students also have access to videotape sequences and interactive computer software. An outline of key elements of distance learning systems lists expectations related to student behavior, motivation, and participation; expectations for teacher training, teacher skills and flexibility, teaching methods, and teacher support networks; and features of the classroom environment. Based on 2 years of operation, findings are outlined for various operational issues: cost, hardware (communication lines and equipment), personnel needs, training and development, instructional delivery, teacher-student communication, linkage with other distance learning systems, and organization of the school day. Also included are a distance learning teacher's detailed description of an instructional sequence, and a summary of course evaluations by first- and second-year students in the Russian classes. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC