Thematische Bibliographien / Distance teaching of geography

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Auswahl der wissenschaftlichen Literatur zum Thema „Distance teaching of geography“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Distance teaching of geography"

Kontvainas, Rimantas, und Marina Radčenko. „Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography“. Pedagogika 109, Nr. 1 (26.03.2013): 118–26. http://dx.doi.org/10.15823/p.2013.1841.

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XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education. In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.

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Mironowicz, Izabela, und Martina Schretzenmayr. „Is This Distance Teaching Planning That Bad?“ disP - The Planning Review 56, Nr. 4 (01.10.2020): 107–21. http://dx.doi.org/10.1080/02513625.2020.1906064.

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Berezhnaya, G. S. „Improving the teaching of economic geography in geography departments of universities for sustainable development“. E3S Web of Conferences 291 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129105014.

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The paper considers the major aspects of improving the teaching of economic and geographical courses for students of the field 05.03.02 “Geography” in the interests of sustainable development. The study of the course “Economic and social Geography of Russia” is considered in detail as an example. Based on the analysis of documents regulating the learning process, scientific and pedagogical literature and generalization of the experience in teaching the course, current trends in selection of academic content, organization of educational process, system of evaluation of students’ achievements were revealed. Attention to the issues of sustainable development in the capture of all topics, an integrated approach to the study of industries and regions, the activation of students’ cognitive activity in all types of classes, the appropriate use of electronic, including distance teaching methods, ensuring evaluation transparency and accounting of students’ learning achievements meets the interests of sustainable society development.

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ÜSTÜN DUMAN, Gül Banu, und Yalçın YURDAKUL. „EDUCATORS’ ATTITUDE AND PERSPECTIVES TOWARDS THEIR USAGE OF MATERIALS AND THE TECHNOLOGICAL INFRASTRUCTURE IN DISTANCE EDUCATION OF TEACHING TURKISH AS A FOREIGN LANGUAGE“. Zeitschrift für die Welt der Türken / Journal of World of Turks 13, Nr. 1 (15.04.2021): 419–38. http://dx.doi.org/10.46291/zfwt/130121.

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Distance education, rapidly developing with the developments in global communication advances, has become widespread due to Covid-19 pandemic. Teaching Turkish as a Foreign Language synchronously via distance education has been conducted across a wide geography both in and outside Turkey. With the sudden appearance of the pandemic, educators have had to switch into distance education without having sufficient preparations. A successful distance education period is solely possible with the sufficient technological, curricular, and pedagogical preparedness. In this study, educators’ attitude and perspectives towards their usage of materials and the technological infrastructure in distance education of Teaching Turkish as a Foreign Language are being under examination. A questionnaire with open and closed ended questions is applied and the results are evaluated in the study. The problems regarding the usages of the materials and infrastructure are being identified and the solutions are offered to improve the period of distance education. Keywords: teaching Turkish to foreigners, distance education, material use, technological infrastructure

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Sulovska, Monika, Miroslava Tomaskova und Alica Vancova. „ANALYSIS OF THE CURRENT STATE OF TEACHING THE SUBJECT OF GEOGRAPHY OF PUPILS WITH MILD INTELLECTUAL DISABILITY“. Slavonic Pedagogical Studies Journal 10, Nr. 1 (Februar 2021): 69–77. http://dx.doi.org/10.18355/pg.2021.10.1.6.

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The article maps the current state of learning the subject geography for pupils with a mild degree of mental disability in the condition of special classes and special primary schools in Slovakia. The aim of the research was to identify, describe and analyze the needs of teachers of geography in these two educational environments. The data was obtained from 78 teachers of geography by using the questionnaire method. The analysis of data revealed the biggest shortcomings not only in the methodological support of this subject but also in the absence of teacher´s education. Statistically based research results point not only to the absence of digital educational content but also to the more frequented use of digital technologies, to which a new form of distance education has contributed to a large extent.

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Meagher, Michael E. „The Challenge of Distance Learning“. Journal of Interdisciplinary Studies 32, Nr. 1 (2020): 137–52. http://dx.doi.org/10.5840/jis2020321/28.

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This essay explores the sudden shift from residential higher education to remote learning in the United States, a consequence of the novel coronavirus. It is a personal account of experiences as a professor at a Midwestern university. Many instructors had no training in online teaching. For university faculty, Covid-19 meant having to transform courses from in-person instruction to a remote platform practically overnight. Among the student comments I received were that I managed the online transition well. Over the next academic year, 2020-21, universities face challenges in resuming on-campus teaching, and the possibility that a new outbreak of the virus might bring a repeat of the Spring 2020 semester. Although that possibility sounds dire, there is hope that the shift to remote learning may offer a silver lining in the form of expanding course offerings beyond geographic areas and reaching a wider audience. For liberal arts institutions that are struggling financially, a rise in the use of remote learning and online education may offer a new beginning, and for public universities, potential new revenue given declining state support, a silver lining.

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Moja, Teboho, und Chika Trevor Sehoole. „Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa“. African and Asian Studies 2, Nr. 4 (2003): 475–96. http://dx.doi.org/10.1163/156920903773004022.

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AbstractThe purpose of this paper is to analyse the pedagogical and gender issues embedded in distance and cyberspace education. Pedagogical issues to be addressed relate to access, teaching and learning, quality, and research within distance and cyberspace education. The paper will further analyse the gender dimension in cyberspace education in South Africa. Our paper limits itself to cyberspace teaching and learning as a process that takes place using the Internet or the World Wide Web, or uses some digital information and communications technology (ICT). We understand ICT to be a broad concept that includes all forms of electronic communications in both digital and analogue forms. Pedagogical issues in this paper are covered in a broader context, but our analyses of gender issues is limited to cyberspace education. Some literature refers to latter modes of learning as "e-learning" (Bates 2001). Different people have defined the concept, and the more common definition is that cyberspace is the total interconnectedness of human beings through computers and telecommunications without regard to physical geography. William Gibson is credited with inventing or popularising the concept in his novel.

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Rijcke, Izaak de. „Survey Law Education Through Distance Learning“. GEOMATICA 66, Nr. 1 (März 2012): 51–53. http://dx.doi.org/10.5623/cig2012-008.

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After many months of research and course design, an initial distance learning course offering was delivered in early 2011 called, “Introduction to Canadian Common Law for Land Surveyors”. The course was designed to expose foreign trained professional land surveyors to the study of boundary law. Many present candidates for articles and licensing in professional land surveying have been welcomed to Canada as permanent residents as part of an immigration screening process that recognizes foreign education and credentials. In meeting its obligation to offer learning opportunities for such candidates to gain admission to the practice of professional surveying in Ontario, AOLS undertook the development of adult learning courses in all disciplines, including survey law. This presentation will describe the issues surrounding development and delivery of survey law learning. The challenges are usually daunting enough when the subject matter is law. What has made the development of this series of courses novel is the use of a Learning Management System (LMS) which allows for the integration of reading resources, external references, video vignettes, and a replay of past learning sessions. The course design has been internet based and allows for learner participation from a distance through the internet. For adult learners who are working, have families, and live away from the teaching venue, these courses offer new opportunities in the education of the geomatics professional. For existing members looking for professional development, the full suite of courses promises to be a rich resource for staying current and in touch with new developments in boundary law.

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Izagirre-Olaizola, Julen, und Jon Morandeira-Arca. „Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance“. Sustainability 12, Nr. 23 (04.12.2020): 10137. http://dx.doi.org/10.3390/su122310137.

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The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

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Rosales-Asensio, Enrique, Carlos Sierra, Clara Pérez-Molina, Jesús Romero-Mayoral und Antonio Colmenar-Santos. „Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education“. Sustainability 13, Nr. 18 (18.09.2021): 10437. http://dx.doi.org/10.3390/su131810437.

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This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.

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Dissertationen zum Thema "Distance teaching of geography"

Kennedy, Claire Anne. „How do students learn about distant places? : a critical analysis of how students' perceptions of Ghana change over a unit of work“. Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/270725.

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This thesis draws upon poststructuralist theory, case study methodology, and multiple research methods to explore children’s representations of distant places, particularly African places such as Ghana. It investigates the ways in which a particular group of children’s representations of Ghana can be understood as exemplifying an ‘exoticist’ way of thinking explored by Edward Said in his seminal studies Orientalism (1978) and Culture and Imperialism (1993), and it explores how and to what extent these representations shifted over the course of a unit of geography teaching on Ghana. The research agenda presented here thus focuses (as Said puts it) on the ‘ideas, ... forms, ... images and imaginings’ of contemporary geographies of otherness, and considers geography education furthermore as a form of ‘struggle over geography’ in which different approaches to distant places come into contact, with some approaches becoming more dominant than others. The findings from this thesis therefore help to illuminate contemporary challenges in geographical education regarding distant places, and African distant places in particular.

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Ko, Leong. „Teaching interpreting by distance mode /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17664.pdf.

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DiMartino, Michael. „A curriculum guide for teaching world geography /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1607.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: James Snaden. " ... in partial fulfillment of the requirements for the degree of Master of Social Sciences in Geography." Includes bibliographical references (leaves 115-118).

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Volungevičienė, Airina. „Designing Distance Learning/ Teaching Curriculum Quality Reflective Assurance“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080328_114816-20736.

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Lifelong learning became a must skill in Europe and all over the World that are affected by rapid social, technological and economical changes in nowadays. Qualitative training and learning process is influenced by many factors that should be carefully examined during the curriculum design phases, as well as during the learning/ teaching process. Distance learning and teaching is the efficient means to implement strategic aims of the system of education: to create learning possibilities for all society members, to contribute to designing effective learning/ teaching process, as well as to ensure more flexile organization of learning activities. While new distance learning/ teaching forms are getting more and more popular, they should be reviewed regularly applying a consistent quality evaluation methodology based on quality criteria and indicators, and distance learning/ teaching curriculum quality should be examined before each learning/ teaching process. There are some examples of quality assessment methodology prepared for distance learning/ teaching curriculum assessment in Lithuania on practical level allowing assessing distance learning/ teaching curriculum quality before accreditation procedure, however, such factors as analysis of other existing resources for realisation of curriculum online, effectiveness of chosen curriculum design and factors, influencing learning/ teaching process having the current design options, are not assessed at all. Quality assessment... [to full text]
Sparčių socialinių, technologinių ir ekonominių pokyčių veikiamoje Europoje mokymasis visą gyvenimą tapo būtinybe. Nuotolinis mokymas(-is) (NM) puikiai sprendžia strateginių švietimo sistemos siekių įgyvendinimą, sukuriant mokymosi galimybes ir efektyvesnį mokymo(-si) procesą, užtikrinant lankstesnį mokymo(-si) veiklos organizavimą. Naujai atsirandančioms NM formoms turi būti taikoma kokybės kriterijų bei rodiklių sistema, o NM turinio kokybė turi būti įvertinama prieš kiekvieną mokymo(-si) organizavimą. Lietuvoje parengtos NM turinio kokybės vertinimo metodikos leidžia įvertinti jo kokybę prieš jo akreditaciją, tačiau pasirinktų NM turinio realizavimo formų ir NM turinio projektavimo strategijos efektyvumas ir poveikis mokymo(-si) organizavimo procesui lieka neįvertinti. Mokymo(-si) turinio kokybės vertinimo proceso metu neužtikrinama konstruktyvaus mokymo(-si) samprata, nes nėra įvertinama, ar NM turinys leis mokymo(-si) organizatoriams savarankiškai veikti individualiose, nenumatytose situacijose mokymo(-si) organizavimo metu. Tačiau kokybės vertinimo metodika negali būti parengta kol nėra nustatyti ir apibendrinti veiksniai, įtakojantys NM turinio kokybę Disertacijoje projektuojamas NM turinio kokybės reflektyvus vertinimo modelis sujungia NM turinio projektavimo ir mokymo(-si) organizavimo procesus. Tyrime nagrinėjamos NM turinio projektavimo teorijos, identifikuojamos turinio kokybės vertinimo dimensijos, operacionalizuojami kokybės vertinimo veiksniai, kurių... [toliau žr. visą tekstą]

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Knipping, Lars. „An electronic chalkboard for classroom and distance teaching“. [S.l. : s.n.], 2005. http://www.diss.fu-berlin.de/2005/44/index.html.

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陳淑英 und Suk-ying Eva Chan. „Teachers' conceptions of geography teaching and learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.

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Chan, Suk-ying Eva. „Teachers' conceptions of geography teaching and learning“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.

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Chow-Kambitsch, Felix C. „Location and distance in economics“. Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:edf567a8-b1ab-4866-a4d9-789a8bfa0af2.

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In this collection of essays, I explore three topics where space and distance plays a fundamental role in international economics. Not only do spatial considerations affect the pattern of trade, the frictions that arise from distance also determine where and how goods are produced and where people live. In Chapter 1, I show that human made locational characteristics can determine the spatial allocation of economic activity. I take the standard core-periphery model and add endogenous housing to its forward-looking dynamic adjustment process. By introducing a model of adjustment with an extra state variable, which I interpret as housing, I show that the distribution of housing allows the model to converge to a unique spatial equilibrium. This explains the observed persistence and robustness of economic agglomerations in the data. Chapter 2 is a theory of task assignment in the production of final goods and across countries. By allowing for tasks to differ in their suitability of being used in the production of multiple goods, my model endogenizes the allocation of tasks in the production of goods that use them. The resulting equilibrium task allocation defines the pattern of off-shoring. Tasks that are used in only one good concentrate in the country with a specialization in production of that good. Tasks used in many goods are allocated across countries, with the more substitutable tasks located in the country with the larger overall output. Gains from off-shoring are derived from a better mix of allocation of tasks into goods as well as larger scale of production. Finally in Chapter 3, I study how real exchange rate fluctuations determine the size and composition of the export sector. Using the methodology set out in Dixit and Pindyck (1994) in a heterogeneous firms model, I determine the set of trigger real exchange rates for entry and exit into exporting. My primary result of this chapter is that exchange rate uncertainty coupled with sunk cost of entry causes hysteresis in the number and productivity of exporting firms. I then extend the model to allow free entry of firms. This explains the stylized fact of the existence of non-exporting firms with higher productivity than some exporting firms.

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De, La Ossa Jessica Lauren. „The Politics of Proximity and Distance: The US-Mexico Border-as-Parallax-Object“. Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/566257.

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This dissertation examines the role of affect and emotion in contemporary citizenship practices along the US-Mexico border. Drawing from mixed qualitative methods, this dissertation employs inter-subjective research practice to understand the entanglement between the state, objects, citizen, and non-citizen along the border. This study presents two interrelated findings: 1) state security objects "impress" and mediate citizen movements, and 2) a dual masculinity of offensive and defensive emerges around compassionate actions toward or distancing actions from migrants in need of aid or assistance. Drawing on Slavoj Žižek, this dissertation explores the border-as-parallax-object to reveal the ways that the border is inscribed beyond the material fence. In this way, this dissertation connects disparate literature within human geography concerning materiality and psychoanalytic theory. By psychoanalytically reading and coding research interviews, this dissertation also develops the concepts of the face-of-the-state and ambivalent citizenship to elucidate the impact of security objects on citizen practices. The findings build toward a new subfield in political geography: emotional border studies.

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Sullivan, Ian W., und n/a. „Explanation in human geography : some implications for teaching“. University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.

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As a teacher of the New South Wales Higher School Certificate Geography Syllabus in the 1970s, I became aware of problems of interpretation and implementation of syllabus documents dealing with models and theories of human aggregate behaviour. A positivistic underpinning allowed explanation in human geography to employ deductive - nomological methodology. This field study investigates a defined literature of academic geography including journals, and both secondary and tertiary documents to identify the extent and quality of nomothetic and idiographic traditions from the late 19th century to the mid 1970s. The literature prior to the late 1950s revealed a dominant regional tradition and idiographic methodology with an emphasis on description of uniqueness of areal phenomena. But underlying currents of a nomothetic nature, running parallel to this regionalidiographic tradition,exerted a noticeable challenge to gain acceptance in geographic circles. This kind of nomothetism was in the form of environmental determinism which held that physical laws operating in nature were also at work to shape and direct human societies. Environmental determinism contained generalised assertions, enjoyed some appeal, but lacked rigorous justification. Even within regional frameworks, authors used environmentally induced determinants to explain the unique character of regions. Not until the 1930s did environmental determinism lose its appeal, after which time the regional - idiographic tradition strengthened as an explanatory mode of human behaviour. Nomothetism emerged in the late 1950s in Australia in the application of models and theories explaining human behaviour. Normative theory was supported by an increased use of quantification and by the growing preference for systematic studies in geography. Neither mode of explanation exists at the total exclusion of the other; so that while nomothetism enjoyed widespread appeal in academic geography from the late 1950s, significant challenges were mounted against it because of its inadequacies as a mode of explaining human aggregate behaviour. Nomothetic explanation in human geography can be seen at the research level and in education circles. Many normative models and theories found their way into senior geography courses to the extent they promoted a systems approach. Teachers would have been aware of normative theory in geography from their university studies and teacher training courses during the late 1950s and throughout the 1960s. The tension between associated explanatory modes in systematic and regional geography becomes apparent in the analysis of the N.S.W. H.S.C. Geography Syllabus in which confusing statements raise problems for teachers interpreting and implementing this prescriptive document. Given these tensions and problems of explanation in human geography, the adoption of a critical rationalist viewpoint as propounded by Karl Popper is suggested as a possible solution for geography teachers when interpreting a syllabus such as that of the N.S.W. H.S.C. Falsification rather than verification should be the node of inquiry towards explanation of human aggregate behaviour.

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Bücher zum Thema "Distance teaching of geography"

Distance and direction. 2. Aufl. Leamington Spa: Scholastic, 1995.

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Khan, Inayat. Distance teaching. Delhi: Amar Prakashan, 1993.

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Rüeger, J. M. Electronic Distance Measurement: An Introduction. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990.

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Gersmehl, Phil. Teaching geography. New York: Guilford Press, 2008.

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Holmberg, Bo rje. Distance teaching of modern languages. Hagen: FernUniversita t, 1990.

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Holmberg, Bo rje. Distance teaching of modern languages. Hagen: Zentrales Institut fu r Fernstudienforschung, 1989.

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Dennis, Tinkler, und Fairclough Chris, Hrsg. Distance. London: Black, 1992.

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ill, Tinkler Dennis, und Fairclough Chris ill, Hrsg. Distance. Milwaukee: Gareth Stevens Pub., 1995.

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Simonson, Michael R. Teaching and learning at a distance: Foundations of distance education. 5. Aufl. Boston: Allyn & Bacon, 2012.

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Teaching and learning at a distance: Foundations of distance education. Charlotte, North Carolina: Information Age Publishing, 2014.

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Buchteile zum Thema "Distance teaching of geography"

Strobl, Josef. „UNIGIS - Networked Learning over a Distance“. In Teaching Geographic Information Science and Technology in Higher Education, 383–94. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch24.

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Unwin, David J. „Experiences in ‘e’ and ‘Distance-’ Learning: A Personal Account“. In Teaching Geographic Information Science and Technology in Higher Education, 439–49. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch28.

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Kellerman, Aharon. „Distance in the Internet“. In SpringerBriefs in Geography, 51–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33804-0_4.

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Guri-Rosenblit, Sarah. „Distance Teaching Universities“. In The International Encyclopedia of Higher Education Systems and Institutions, 299–304. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_324.

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Guri-Rosenblit, Sarah. „Distance Teaching Universities“. In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_324-1.

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Garivaldis, Filia. „Transcending “Distance” in Distance Education“. In Tertiary Online Teaching and Learning, 137–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_12.

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Fortuijn, Joos Droogleever. „Teaching Feminist Geography“. In Routledge Handbook of Gender and Feminist Geographies, 501–10. Names: Datta, Anindita, 1968- editor. Title: Routledge handbook of gender and feminist geographies/ edited by Anindita Datta, [and four others]. Description: Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9781315164748-50.

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Shattuck, Kay. „Teaching Online“. In Handbook of Distance Education, 428–42. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-33.

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Duplass, James A. „Geography Education“. In The Essence of Teaching Social Studies, 129–36. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-16.

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Straight, Nathan. „Distance as Substance“. In Interdisciplinary Approaches to Distance Teaching, 11–38. New York, NY : Routledge, 2016.: Routledge, 2015. http://dx.doi.org/10.4324/9781315694412-2.

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Konferenzberichte zum Thema "Distance teaching of geography"

Zamyatina, Irina Vitoldovna. „APPLICATION OF DISTANCE EDUCATION TECHNOLOGIES IN TEACHING GEOGRAPHY“. In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-186.

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Luferov, A. N., und D. N. Luferov. „Innovation and technological learning in teaching of elective courses "The geography of medicinal plants" in the I.M. Sechenov First Moscow State Medical University“. In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-128.

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The article shows that the traditional approaches to the teaching of elective "Geography of medicinal plants" (lectures, practical training, excursions) are actively complemented by elements of electronic education based on information and electronic technologies (distance learning, the use of electronic textbooks, plant photos ("Virtual herbarium"), video lectures, remote testing). Knowledge gained by students in the classroom "Geography of medicinal plants" during classroom sessions and on excursions, as well as independently as a result of distance interactive learning, will make a significant intellectual contribution to the development of modern specialists-pharmacists.

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Lehmann, Tine, Veit Wohlgemuth und Annette Ammeraal. „Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11135.

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Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad. Teams from the home and the host country of the firms work together in these collaborations. We conclude that the framework is helpful for HEIs. Administrative distances seem to be the most crucial aspect in selecting the right partners for teaching collaborations, whereas geographic and economic distances are manageable. Cultural distances had less of an impact in our setting, but we expect a stronger impact for other projects. The teaching community can learn from the insights of the illustrated collaborations to avoid specific challenges and successfully set up cross-country teaching collaborations.

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Novikov, A. N., und M. S. Novikova. „МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ“. In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.35735/tig.2019.20.67.004.

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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

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Randall Spaid, M., Sumitra Himangshu und Stuart Fleischer. „Preservice Teachers Learning Science Inquiry: eMentors Using Web 2.0 Learning Tools to Foster Student Inquiry“. In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3303.

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In this descriptive study, the authors examined the online interactions of 45 teams of American International Schools (AIS) middle school students conducting science fair investigations with their distance mentors. Forty-five preservice teachers in a methods of teaching science college course served as “eMentors” using Blackboard™ and the 2.0 Learning Tools (wiki and blog) as their individually assigned teams planned their projects, shared outcomes of their experiments, and analyzed their data. eMentoring, as defined for this project, is the use of “computer conferencing systems to support a mentoring relationship when a face-to-face relationship would be impractical" (O'Neill, Wagner, & Gomez, 1996, p. 39). The Near East South Asia Virtual Science Fair (NVSF) was designed to implement a science fair that encompasses hundreds of students, distance mentors, judges and teachers from eighteen American International Schools crossing geographic and geopolitical zones. Recognizing that today’s middle schoolers are growing up in a dynamic digital environment, students easily master the technologies of chat, instant messaging, blogs, and a “virtual” science fair using Internet technologies and digital tools.

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Tammaro, Rosanna, Iolanda Sara Iannotta und Concetta Ferrantino. „THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.

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Bujdosó, Gyöngyi, Erzsébet Jász, Zsuzsa M. Császár, Andrea Farsang, János Kapusi, Ernő Molnár und Károly Teperics. „VIRTUAL REALITY IN TEACHING GEOGRAPHY“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0215.

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Vojteková, Jana, Karina Pitoňáková und Matej Vojtek. „VIRTUAL REALITY IN GEOGRAPHY TEACHING“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0940.

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Vojteková, Jana, Matej Vojtek und Michaela Žoncová. „GEOGRAPHY TEACHING IN PRE-PRIMARY EDUCATION“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0937.

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Berichte der Organisationen zum Thema "Distance teaching of geography"

Lynch, Paul, Tom Kaye und Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, Juni 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.

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Means, Barbara, und Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, Juli 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.

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THE MODEL OF TOURISTIC EDUCATION AMONG STUDENTS-SPORTSMEN USING INFORMATION TECHNOLOGIES (BY THE EXAMPLE OF “REGIONAL GEOGRAPHY” AND “GEOGRAPHY” COURSES TEACHING). Kotlyarova O. V., September 2015. http://dx.doi.org/10.14526/01_1111_30.

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