An Investigation of the Use of Telecommunications To Increase Equity and Access to Education in Rural Schools in Western Australia.

Autor/inn/en	Oliver, R.; Reeves, T.
Titel	An Investigation of the Use of Telecommunications To Increase Equity and Access to Education in Rural Schools in Western Australia.
Quelle	(1994), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Computer Uses in Education; Distance Education; Elementary Secondary Education; Equal Education; Foreign Countries; Rural Schools; Telecommunications; Use Studies; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Computernutzung; Distance study; Distance learning; Fernunterricht; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Telekommunikationstechnik; Benutzerschulung; Australien
Abstract	The provision of diverse and specialized educational programs to students in rural schools is hindered by many factors associated with the demography and sociology of the schools. This paper reports on a project in Western Australia called the PCAP (Priority Country Access Program) Project, that used audiographic systems to enhance the equity and access to schooling for students in rural schools. Telematics is a generic term that describes real-time electronic communications; one of the principle strengths of Telematics for distance education programs is its capacity to mimic conventional face-to-face teaching through a blend of interactivity and independence. There are a number of strategies that have been created as a means to judge the potential of telelearning courses that can be applied against Telematics to test its robustness and integrity as an alternate delivery platform. This study used qualitative data from multiple sources, including interviews, questionnaires and documentation. Telematics teaching was judged to have been successful and cost-effective by a large majority of the participating schools, teachers and students in four rural regions. As an instructional delivery platform, it is flexible and efficient, enhancing student interest and motivation, student/teacher and student/student interactivity, student autonomy, and enabling the delivery of specialist programs without a specialist teacher. (Contains 18 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC