Accessible elements : teaching science online and at a distance / [edited by] Dietmar Kennepohl and Lawton Shaw.

Publisher's Web site: http://www.aupress.ca.

Includes bibliographical references and index.

Interactions Affording Distance Science Education -- Learning Science at a Distance: Instructional Dialogues and Resources -- Leadership Strategies for Coordinating Distance Education Instructional Development Teams -- Toward New Models of Flexible Education to Enhance Quality in Australian Higher Education Laboratories -- Taking the Chemistry Experience Home: Home Experiments or "Kitchen Chemistry" -- Acquisition of Laboratory Skills by On-Campus and Distance Education Students -- Low-Cost Physics Home Laboratory -- Laboratories in the Earth Sciences -- Remote Control Teaching Laboratories and Practicals Logistics -- Needs, Costs, and Accessibility of DE Science Lab Programs -- Challenges and Opportunities for Teaching Laboratory Sciences at a Distance in a Developing Country -- Distance and Flexible Learning at University of the South Pacific -- Institutional Considerations: A Vision for Distance Education.

Accessible Elements informs science educators about current practices in online and distance education: distance-delivered methods for laboratory coursework, the requisite administrative and institutional aspects of online and distance teaching, and the relevant educational theory. Delivery of university-level courses through online and distance education is a method of providing equal access to students seeking post-secondary education. Distance delivery offers practical alternatives to traditional on-campus education for students limited by barriers such as classroom scheduling, physical location, finances, or job and family commitments. The growing recognition and acceptance of distance education, coupled with the rapidly increasing demand for accessibility and flexible delivery of courses, has made distance education a viable and popular option for many people to meet their science educational goals.

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