The most significant elements of this type of learning include time, communication, technology, and lesson design. To be most effective with remote learning, a well-defined structure needs to be in place so it can support a well-developed instruction plan. Oftentimes, remote learning is evoked during a time of stress so it is important not to add more duties to teachers and students. The structure of remote learning will determine the success students and teachers will have with the experience. This may pose a challenge to both teacher and learner that can be accommodated for through specific support structures. It is important to note that in remote learning environments, versus virtual learning environments, the learner and teacher are not accustomed to having distance during instruction. Many of the requirements in a traditional classroom environment will be in play for remote learning environments, and the goal is to adhere to as many state and local requirements as possible. Transitioning to remote learning can keep students on track so that when they return to physical school environments, they will not need to complete a lot of make-up work to be ready for any scheduled assessments. Opportunities for remote learning are typically linked to emergency situations that pose a threat to student safety. Remote learning provides an opportunity for students and teachers to remain connected and engaged with the content while working from their homes. eLearning utilizes electronic technologies to access educational curriculum outside of the traditional classroom. It is different from virtual school or virtual learning programs that typically have gone through an official process of establishing a school, adopting an online curriculum, and creating a dedicated structure to support students enrolled in the school. These skills and remote health systems, need to be suited to working in a cross-cultural context serving small, dispersed and often highly mobile populations serving populations with relatively high health needs and a physical environment of climatic extremes.Remote learning is something a district should be able to switch off and on based on need however, the efficiency of transitioning to remote learning is dependent on preparedness, technology tools, or overall student support infrastructure. REMOTER DEFINE PROFESSIONALIts practice in Australia is characterised by geographical, professional and, often, social isolation of practitioners a strong multidisciplinary approach overlapping and changing roles of team members a relatively high degree of GP substitution and practitioners requiring public health, emergency and extended clinical skills. A definition is offered: Remote Health is an emerging discipline with distinct sociological, historical and practice characteristics. None of the single current definitions in the literature adequately reflect all of the characteristics of Remote Health in Australia. The papers offered a variety of definitions of geographical and practice-based approaches to 'remoteness', and definitions of 'remote and rural health'. To develop a definition of the discipline of Remote Health.Ī broad literature search using key words and an Internet search of industry-recognised web sites were carried out.įifty-five relevant citations and nine web sites were reviewed, covering Australia, Canada, New Zealand, the United Kingdom and United States.
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