Abstract
Distance education courses must cope with the difficulties imposed by delivering a class at a distance whereas most courses only have to pay attention to the cognitive aspects of the class. Distance education classes which emphasize the transmission of knowledge and neglect courses effect on the students do not reach the affective domain teaching goal. This research outlines a way to include the affective aspects of teaching into the distance education. The procedure allows teachers to understand students attitudes within the class and provides instant feedback to the teacher. Learners can also get information about their attitudes and help to reach the Affective Domain teaching goal of the courses. This procedure was implemented and investigated. Comparative assessments were made utilizing a questionnaire. The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goal.
Keywords: | synchronism distance teaching; affective domain teaching object; affective domain teaching |
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