41. Read This: Learning To Teach And Teaching To Learn Mathematics The heart of this text lies in its handson, how to instructions for running these sessions designed to help instructors become more effective teachers. http://www.maa.org/reviews/lttl.html

Read This! The MAA Online book review column Learning to Teach and Teaching to Learn Mathematics Resources for Professional Development by Matt DeLong and Dale Winter Reviewed by George Ashline According to Matt DeLong and Dale Winter, their purpose in writing this book is to "describe a set of tools and experiences for helping mathematicians to develop and enhance their instructional skills". They address the challenges encountered by every mathematics department in teaching classes, especially at the introductory level, with students of varying abilities and needs. This text is intended for departments with accomplished teachers not necessarily trained in instructor development and other teachers in need of that development (such as graduate student instructors, new/visiting faculty, or part time/adjunct faculty). In this review, I will offer some of my impressions of the abundant professional development resources that this text has to offer. To begin, it may be helpful to mention the authors' background that frames their writing. Both DeLong and Winter were graduate student instructors trained in the professional development program of the Michigan Calculus Project, and both became instructor trainers at the end of their graduate student careers. Some details about the Michigan Mathematics Introductory Program can be found in Appendix B of this text and online at http://www.math.lsa.umich.edu/undergrad/introprogram/index.shtml

42. Using Data Home Global Data Sets to teach Earth Processes provides powerpoints presentations and full references on topics including effective teaching practices, evaluation http://serc.carleton.edu/NAGTWorkshops/usingdata/

Using Data to Teach Earth Processess Topical Resources Cutting Edge Topics Using Data in the Classroom Using Data Home Using Data in the Classroom Every scientist knows the power of engaging students in working with real data. Working with data derived from observations in the field, experiments, analyses, remote sensing or modeling lies at the core of being a geoscientist and is one of the most exciting things we do. This site provides resources to help faculty teach with data more effectively and more easily. Pedagogy and Practice Effective use of data in our teaching is difficult. Students can become overwhelmed in the morasse of data with no guidance or lose interest if an activity is too prescribed. The Program Guide from the 2002 workshop on Using Global Data Sets to Teach Earth Processes provides powerpoints presentations and full references on topics including effective teaching practices, evaluation strategies, and research on how students learn from data. New examples and presentations from Using Data to Teach Earth Processes: An Illustrated Community Discussion at the 2003 GSA Conference in Seatle are now available on the web. Additional references are available in our

43. Teachernet, Effective Teaching & Behaviour Management effective teaching and behaviour management. How effective is your teaching? Take a fresh look at some of the most effective strategies for teaching maths. http://www.teachernet.gov.uk/professionaldevelopment/nqt/behaviourmanagement/

Skip Navigation Home Professional development Newly qualified teachers ... Text too small? Effective teaching and behaviour management Professor Reynolds believes that teaching methods, rather than school-level policies, should be at the forefront of national debate. His recent research has focused on what makes for good teaching, and the articles below are based on a review of the worldwide literature on teacher-effectiveness. Full information can be found in the book he co-authored with Daniel Muijs on the topic, Effective Teaching (Paul Chapman, 2001). Click on the links below to read the 10 articles: Managing behaviour in your classroom Good classroom and behaviour management is essential for your lesson to run smoothly. Find out how to anticipate and manage problems, and ensure that students spend maximum time on task. Creating a good classroom climate Create a positive learning climate: be aware of the impact on students of both the physical environment of your classroom and your own expectations and attitudes. Whole-class teaching Get to grips with whole-class teaching: find out how to present students with a clear picture of the structure of your lesson and its content.

44. Teaching IT, Computer Use, And Web Skills, Can Be An Entry Point For Christian E teaching IT skills touches people with the Gospel. teaching English has long been a major point of contact and way in for missionaries in many countries. http://www.gospelcom.net/guide/resources/teach-it.php

We hope that you are finding this resource guide useful. If you may wish to return, please bookmark this page or the Email if you need help on any topic in the Guide, have suggestions and comments, or can help by reporting a page bug. Vital resources directly to your mailbox Like to try our twice-monthly email newsletter Web Evangelism Bulletin ? It will give you a unique range of evangelism strategies and news (for Web, church, and beyond), plus webmaster and page promotion tips: Close this once-only message box Home Communicating > Teaching IT < YOU ARE HERE KEY: FAQs Green link = offsite page Blue link = site page Site search Meaning of life? Help Teaching IT skills touches people with the Gospel Teaching English has long been a major point of contact and 'way in' for missionaries in many countries. In Japan, for instance, a majority of Christians first came into contact with the Gospel via English lessons. (It is now possible to teach English online as a form of sensitive outreach.) Around the world, there is now a big hunger by people who want to learn how to use computers and gain IT and Web skills - a genunine practical felt need . They see it as a major part of their education and a means of employment advancement. There is thus a big doorway open for local churches and mission agencies to teach these skills. It can have dramatic results, as these recent reports show:

45. Effective Search Engines For Teachers effective Search Engines For Teachers. Seven (7) qualities have been identified that characterize effective search engines 1. More sites mean more variety. http://www.teach-nology.com/tutorials/search_engines/effective/

Best Sites Curriculum Daily History Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Tutorial Categories: Teaching Teaching With Technology Home ... Search Engines: A Foreign Object to Teachers Email This Tutorial Print This Tutorial Search Engines: A Foreign Object to Teachers Effective Search Engines For Teachers Seven (7) qualities have been identified that characterize effective search engines: 1. More sites mean more variety. This is true of most search engines that have a history. 2. A good search engine lets you filter any content that may be offensive and inappropriate. This is a new feature that seems to be catching on and is proving to be effective. 3. A search engine should return only web sites that are relevant to what you are searching for. 4. A good search engine finds high quality sites. Although it is an overwhelming task to evaluate each individual site, certain search engines evaluate sites by popularity. " Direct Hit directhit.com

46. British HCI Group S HCI Educators Workshops it and why; and indeed how can we best apply what we teach to how we teach. Are we making most effective use of new learning technologies to help us meet these http://www.hcie2003.org/

British HCI Group's HCI Educators' Workshops The British HCI Group holds two HCI Educators' Workshops each year - a two-day event in the spring (held in 2003 in Edinburgh), and a one-day event at the annual HCI conference in September (in Bath in 2003). Dates are being discussed for the 2004 Spring Workshop - two days in late March or early April in Preston University of Central Lancashire (chair: Barbara McManus). Materials from the most recent workshops are listed here, with archives of the calls for papers etc below Sept 2003: Summary of outcomes (-draft- Word document ~33kB) Powerpoint Presentation (~2MB) HCI Learning Objects - draft usage scenarios (Word document ~30kB) Mar/Apr 2003: Proceedings (published by LTSN-ICS - links available here to earlier years' proceedings as well) Archive of Past Workshops' Webpages September 2003 workshop at HCI2003 in Bath Participants are now invited for "Making Learning Standards Invisible", a workshop to be held at HCI2003 in Bath, England, on September 9th 2003. OVERVIEW The workshop considers the role of learning standards from an HCI perspective. Participants will focus on some of the issues surrounding the development and reuse of learning objects and will go on to apply some techniques deriving from HCI practice to the problem of conceptualising a software product that supports the development of standards-compliant reusable learning objects.

47. ProTeacher! Teaching Practices For Elementary School Teachers In Grades K-6 Incl These games are great sponge activities also source. Some Quickies on What Works Quick ideas for effective teaching strategies in different subject areas. http://www.proteacher.com/020000.shtml

Quick Jump to.. BUSYBOARD PRIMARY K-3 GRADES 4-6 THE VENT ARCHIVE MAIN INDEX Child Dev. Class Mgt Humanities Mathematics Reading LA Soc Studies Science T Supplies Teaching P Classroom Library HELP! Grades 4-6 ] 5 Replies New YorK THEME IDEAS PLEASE BusyBoard ] 4 Replies quick and easy science fair project?!?! BusyBoard ] 4 Replies How do you integrate socst/science and use reading basal? Primary Themes ] 4 Replies New Student - a bit long The VENT ] 4 Replies Computer grading program The VENT ] 4 Replies Parent driving me crazy The VENT ] 4 Replies The Race has begun! The VENT ] 4 Replies teacher site BusyBoard ] 3 Replies New Teacher Committee BusyBoard ] 3 Replies School Policy on Tardies BusyBoard ] 3 Replies Book sets for Science Primary Themes ] 3 Replies What do you want? Primary Themes ] 3 Replies Ocean poetry and songs Primary Themes ] 3 Replies Navajo The VENT ] 3 Replies Curious The VENT ] 3 Replies How to teach cross curricular Grades 4-6 ] 3 Replies public education issues Grades 4-6 ] 3 Replies summer camp BusyBoard ] 2 Replies 1st grade reading tutor ideas Primary Themes ] 2 Replies Teaching Practices Grouping Lesson Planning Assessment Substitute Teachers ... ProTeacher Archive - A growing collection of tens of thousands of ideas shared on ProTeacher over the years by teachers from across the United States and around the world.

48. Untitled Document Student teaching Option effective Fall 2002, CalStateTEACH is also offering a traditional teacher preparation track. Candidates http://www.calstateteach.net/

49. Heinemann: Workshops effective teaching of Systematic Phonics, Spelling, and Vocabulary, K3 A Workshop for Teachers. Grand Rapids, MI, 11/29/2004, Carl http://www.heinemann.com/workshops.asp

Welcome to Heinemann Search Advanced Search Browse New Titles first hand Reading ... View All Topics >> Professional Development Planning Services Heinemann Workshops Institutes Heinemann Speakers ... Heinemann Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... EMAIL this page to a friend To make the most of your limited inservice time, spend a day with Heinemann Workshops. Engage in professional dialog with Heinemann's celebrated authors and colleagues to get answers to your most urgent teaching questions. Also, get CEU credit and a comprehensive resource packet designed to help you implement strategies from the workshop. Workshop Schedule Listed by Author Listed by Region Register Location Date Author Workshop Oakland, CA Sharon Taberski Balanced Literacy: A Menu, Not a Checklist San Diego, CA Sharon Taberski Balanced Literacy: A Menu, Not a Checklist Denver, CO Sharon Taberski Systematic Teaching: Connecting the Components of a Balanced Literacy Program for Effective Instruction, Grade K-3 Tampa, FL Lucy McCormick Calkins Units of Study Across the Year in a Primary Writing Workshop: Grades K-2 Atlanta, GA

50. Heinemann: Workshops Newark, NJ, 12/7/2004, Irene C. Fountas Gay Su Pinnell, effective teaching of Systematic Phonics, Spelling, and Vocabulary, K3 A Workshop for Teachers. http://www.heinemann.com/regions.asp

Welcome to Heinemann Search Advanced Search Browse New Titles first hand Reading ... View All Topics >> Professional Development Planning Services Heinemann Workshops Institutes Heinemann Speakers ... Heinemann Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... EMAIL this page to a friend Heinemann Workshops is coming to your area. Click on a region to learn more about the workshops near you. Northeast Register Location Date Author Workshop Boston, MA Regie Routman Writing Essentials Portland, ME Sharon Taberski Balanced Literacy: A Menu, Not a Checklist Nashua, NH Nancie Atwell Lessons That Change Writers, Grades 5-9 Newark, NJ Irene C. Fountas Gay Su Pinnell Effective Teaching of Systematic Phonics, Spelling, and Vocabulary, K-3: A Workshop for Teachers Saratoga Springs, NY Irene C. Fountas Gay Su Pinnell Professional Development to Help Teachers Implement Systematic Phonics, Spelling and Vocabulary Lessons K-3: Preparation for School and District Staff Saratoga Springs, NY Irene C. Fountas Gay Su Pinnell Good First Teaching: Guided Reading, Interactive Writing, and Phonics Lessons in a Reading and Writing Workshop, K-2 Saratoga Springs, NY Irene C. Fountas

51. Teaching/Learning Evidence-based Medicine Systematic Review of Effectiveness of teaching Critical Appraisal (ICRF/NSF Centre for Statistics in Medicine) download FREE Acrobat Reader; Bibliographies. http://www.ebmny.org/teach.html

Home About Databases Publications ... Evidence-based Medicine Resource Center Teaching/Learning Evidence-based Medicine Teaching EBM (Centre for Evidence-based Medicine, Canada) Users' Guides to the Medical Literature (Centres for Health Evidence) Evidence-based Medicine Courses on the Web Clinical Epidemiology for Effective Clinical Practice: Online Tutorial (Children's Hospital, Boston MA) An Introduction to Information Mastery (Michigan State University) Evidence-based Medicine (University of Massachusetts Medical School) Evidence-based Medicine: Finding the Best Clinical Literature (UIC Library of the Health Sciences Peoria) Evidence-based Medicine Course (SUNY HSC Brooklyn) Evidence-based Medicine Toolkit (University of Alberta) Introduction to Evidence-based Medicine (Duke University Medical Center Library) How to Find the Evidence - the Basics (ScHARR) The Systematic Literature Review: What it is and How IT can Help University of Leeds Teaching Tools Teaching Materials (Centre for Evidence-based Medicine) Teaching Tools (WISDOM) Cochrane Library Training (University of York) Slide Presentation (Available to Download) EBM: The Introductory Talk (EBM Resource Center) Obstacles to EBM in Developing Countries (Centre for Evidence-based Medicine) Medical Informatics Courses on the Web Basic Computer Notions (McGill University) Systematic Review of Effectiveness of Teaching Critical Appraisal (ICRF/NSF Centre for Statistics in Medicine)

52. EPAA Vol. 10 No. 37 Laczko-Kerr & Berliner: The Effectiveness Of "Teach For Amer students and be a successful teacher. This group of scholars rejects the idea that effective teaching can be learned on the job. http://epaa.asu.edu/epaa/v10n37/

This article has been retrieved times since September 6, 2002 other vols. abstracts editors board ... Education Policy Analysis Archives Volume 10 Number 37 September 6, 2002 ISSN 1068-2341 A peer-reviewed scholarly journal Editor: Gene V Glass College of Education Arizona State University EDUCATION POLICY ANALYSIS ARCHIVES Permission is hereby granted to copy any article if EPAA is credited and copies are not sold. EPAA is a project of the Education Policy Studies Laboratory. Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education The Effectiveness of "Teach for America" and Other Under-certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy Ildiko Laczko-Kerr Arizona Department of Education David C. Berliner Arizona State University Education Policy Analysis Archives (37). Retrieved [date] from http://epaa.asu.edu/epaa/v10n37/. Abstract In Arizona, a state with a strong commitment to standards based reform, policies were needed to ensure that quality teachers would be available for students to meet the new and more rigorous mandated standards.  Thus the Arizona Educator Proficiency Assessment (AEPA) was developed as a tool in the state certification process to ensure the quality of new teachers.  One part of the test purports to measure teachers' professional knowledge, including pedagogy, teaching methods, and educational theory.  The second part of the test covers content knowledge, either elementary content, or for secondary teachers, a subject specific content area.  A passing score on the test, clearance by the police of any criminal record, and an accredited university's recommendation that a person is prepared to work as a classroom teacher earns a regular certificate to teach from the State.Â

53. The Penn State Teacher II Matching Methods to Objectives teaching with the Lecture Method effective ExplanationsJohn P. Lowe; Commonly Asked Questions about teaching with the Lecture http://www.psu.edu/celt/PST/pst.shtml

54. Seven Principles That Promote Effective Distance Education professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an http://www.agron.iastate.edu/nciss/kingsat2.html

Seven Principles of Good Teaching Practice Dr. James W. King University of Nebraska-Lincoln Principle 1: Good Practice Encourages Student- Faculty Contact Principle 2: Good Practice Encourages Cooperation Among Students Principle 3: Good Practice Encourages Active Learning Principle 4: Good Practice Gives Prompt Feedback Principle 5: Good Practice Emphasizes Time on Task Principle 6: Good Practice Communicates High Expectations Principle 7: Good Practice Respects Diverse Talents and Ways of Learning Principle 1: Good Practice Encourages Student- Faculty Contact Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans. Regular Classroom Post office hours, open-door policy (with family's approval, publish home phone number) Personalize feedback on student assignment -Ask questions Solicit information from student Create campus "visibility" Use e-mail access Help students network with other faculty -Let them know of options, research, etc. of other faculty

55. LCB - Developing Effective Teaching Skills Developing effective teaching Skills. Developing effective teaching skills is a significant focus in the doctoral program because http://lcb.uoregon.edu/departments/mgmt/phd_teaching.html

welcome students faculty alumni ... Management / Teaching Management Department Welcome About Faculty Class Schedule Academic Programs: Undergraduate Masters Doctoral - Coursework ... - Dissertation See also: - Ph.D General info - Admission - Financial Support - Application Forms Related Sites: Alumni Events Environment Developing Effective Teaching Skills Significant resources are available in the college and on the University of Oregon campus to improve teaching effectivness. The UO Teaching Effectiveness Program, for example, regularly offers workshops on teaching, testing, group projects, grading, and other related topics. In addition, they are available to video tape instructors in the classroom and gather feedback from students on their perception of how a course is going. Department faculty are also available to observe classes and provide feedback. The emphasis in such efforts is on development rather than on evaluation. In past years, Management Department doctoral students have won top teaching awards for their classroom performances. Contact us How to get here

56. PRAC109-0804: Effective Teaching & Training Work - Continual Education - VIN PRAC1090804 effective teaching Training Work. INSTRUCTOR Thomas E. Catanzaro, DVM, MHA, FACHE Diplomate, American College of Healthcare Executives. http://www.vin.com/CE/PRAC109-0804.htm

Main Course Catalog OPEN FOR REGISTRATION Remembering The Zebras Enroll Now ABVP Module B Enroll Now ... Enroll Now Have a question about VIN CE? Need help with course access? INSTRUCTOR: Thomas E. Catanzaro, DVM, MHA, FACHE Diplomate, American College of Healthcare Executives DATES: Interactive Sessions: Tuesdays, 8/3, 8/10, 8/17; 9:30 - 11:30 PM ET (US) COURSE DESCRIPTION Overview: MESSAGE BOARD DISCUSSIONS: Discussions will begin on the start date of the course and will continue for 7 days following the last real time session. CE HOURS: TUITION: Member/ $86, Non-Member/$141 by July 20th; Member/ $96, Non-Member/$156 after July 20th; TO REGISTER: Enroll now Or call 1-800-700-INFO (4636) or email CEonVIN@vin.com , and list the course title, your full name, and your preferred method of payment (credit card, check). For More Information on VIN's Upcoming CE Courses, check out http://www.VIN.com/CE/Catalog.htm Note: "This course has been submitted (but not yet approved) for 6 hours of continuing education credits in jurisdictions which recognize AAVSB's RACE approval; however participants should be aware that some boards have limitations on the number of hours accepted in certain categories and/or restrictions on certain methods of delivery of continuing education. Call VIN for further information." (Attendees are encouraged to check with their licensing jurisdiction(s) for information regarding recognition by the board.)

57. You Can Be A More Effective Teacher 6. Use a variety of effective teaching methods. Use the most effective and developmentally appropriate teaching methods for your age group. http://sundayschool.ag.org/01Teachers/t_el_0305MoreEffective.cfm

Home About Us LIFE Vision Contact Us ... Return You Can Be a More Effective Teacher We have made several moves during our married life. Each time we looked for a good church in the area before we made our move. We realized the important influence the church would have on our family. We knew that if our children were strong spiritually, they could handle the challenges of life and would choose the right path in whatever situation they found themselves. The importance of Christian education in the lives of children cannot be overemphasized and is more important than ever as we look to the future. Here are 10 suggestions to help you increase the effectiveness of your teaching ministry. 1. Understand the value of the teaching ministry in the church. Spirit-led teaching is essential for the growth and development of all believers in the local church. This is especially true for children who are in the formative years of their lives. While not everyone has the gift of teaching, everyone can support teachers as they help build the body of Christ through this ministry (Ephesians 4:11-13). 2. Develop your teaching gift (2 Timothy 2:15, NIV).

58. Teachers.Net - TEACHERS.NET GAZETTE - Teachers.Net Gazette Provides News From Te COLUMNS. New at Teachers.Net. effective teaching by Harry Wong. Schoolhouse Views by Beth Bruno. effective teaching by Harry and Rosemary Wong Your First Day http://teachers.net/gazette/JUN00/covera.html

Click here Will Your Retirement Income Be Enough? Many annuities offer guaranteed first year returns of 9%. Annuities also offer great financial advantages including tax-deferred growth and freedom from probate hassles. Request a free quote from AnnuiWeb - Your #1 Retirement Planning Resource. TEACHERS.NET GAZETTE JUNE 2000 Volume 1 Number 4 COVER STORY FEATURES Help with Kid Writing Keeping New Teachers I Teach, Therefore I... Teachers.Net Teachers Do London COLUMNS New at Teachers.Net Effective Teaching by Harry Wong Schoolhouse Views by Beth Bruno 4 Blocks by Cheryl Sigmon ... Gazette Back Issues Gazette Home Delivery: About Harry and Rosemary Wong... Harry and Rosemary Wong are teachers. Harry is a native of San Francisco and taught middle school and high school science. Rosemary is a native of New Orleans and taught K-8, including working as the school media coordinator and student activity director. Harry Wong has been awarded the Outstanding Secondary Teacher Award, the Science Teacher Achievement Recognition Award, the Outstanding Biology Teacher Award, and the Valley Forge Teacher's Medal. Rosemary was chosen as one of California's first mentor teachers and has been awarded the Silicon Valley Distinguished Woman of the Year Award. Harry Wong is the most sought after speaker in education today. He has been called "Mr. Practicality" for his common sense, user-friendly, no-cost approach to managing a classroom for high-level student success.

59. Teachers.Net - TEACHERS.NET GAZETTE - Teachers.Net Gazette Provides News From Te COLUMNS. effective teaching by Harry Wong. Promoting Learning by Marv Marshall. effective teaching by Harry and Rosemary Wong The First Five Minutes Are Critical http://teachers.net/gazette/NOV00/wong.html

Click here Will Your Retirement Income Be Enough? Many annuities offer guaranteed first year returns of 9%. Annuities also offer great financial advantages including tax-deferred growth and freedom from probate hassles. Request a free quote from AnnuiWeb - Your #1 Retirement Planning Resource. TEACHERS.NET GAZETTE NOVEMBER 2000 Volume 1 Number 9 COVER STORY Yes, you CAN write a book and teach at the same time! This month's cover story by successful author and teacher Marjan Glavac explains how he was able to get published directly from the classroom. COLUMNS Effective Teaching by Harry Wong Promoting Learning by Marv Marshall A Chat with Alfie Kohn Jan Fisher Column ... School Psychologist by Beth Bruno ARTICLES Write A Book and Teach Interview with Joe Pickett Wake up Sleepyhead! When We Care for Children ... Visually Impaired Experience in School REGULAR FEATURES Letters to the Editor Poll: What About Homework? Archives: Alfie Kohn New in the Lesson Bank ... Gazette Back Issues Gazette Home Delivery: About Harry and Rosemary Wong... Harry and Rosemary Wong are teachers. Harry is a native of San Francisco and taught middle school and high school science. Rosemary is a native of New Orleans and taught K-8, including working as the school media coordinator and student activity director.

60. ED436528 1999-12-00 Effective Teaching In Distance Education. ERIC Digest. DC. effective teaching in Distance Education. ERIC Digest. THIS assignments. effective teaching AND LEARNING WITH DISTANCE EDUCATION. Distance http://www.ed.gov/databases/ERIC_Digests/ed436528.html

ERIC Identifier: Publication Date: Author: Mielke, Dan Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Effective Teaching in Distance Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC WHAT IS DISTANCE EDUCATION? FORMS OF DISTANCE EDUCATION In its original form, teachers using distance education traveled to remote sites and taught a class, or corresponded with students through mail, telephone, or fax machine. Individualized study has been a method of reaching the remote student for some time. Detailed course instructions are sent to the learner who performs the assigned tasks and returns the completed work to the teacher for evaluation and reassignment if necessary. Technology has raised the quality of individualized distance instruction. The use of various forms of electronic media increases time effectiveness and improves the delivery of information. Video, audio, and computer-based applications may enhance the product received by the independent learner. Electronic delivery can occur using synchronous communication, in which class members participate at the same time, or asynchronous communication where participants are separated by time (Romiszowski, 1993).

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