Distance learning

A series of open leaming/distance learning books which covers all of the major analytical techniques and their application in the most important areas of physical, life and materials science. 

In Europe, the Practical Experimentation by Accessible Remote Learning (PEARL) project aims to develop a system to enable students to conduct real-world experiments as an extension of computer-based learning. To use the PEARL system, teachers must be familiar with how to provide tutor-student and student-student interactions for discussion, reflection, and experiment activities. This distance learning with technology also opens an avenue for learning lab work in science. 

More in-depth treatments include Ultraviolet and Visible Spectroscopy (second edition) by Michael Thomas, Wiley, Chichester, 1997. This book was written as part of a distance-learning course within the Analytical Chemistry by Open Learning (ACOL) series, so it contains a good number of examples and sample questions. Its typical ACOL format will probably annoy some readers. 

Hands-On Chemistry activities that allow students to experience chemistry outside a formal laboratory setting. These activities can be performed using common household ingredients and equipment. Most chapters have two or three Hands-On features, which lend themselves well to distance learning or to in-class activities. 

On the other hand, if you completed your undergraduate degree through distance learning, you may never have had to collaborate with other students to do your coursework. You might not have any experiences to support or refiite that claim so it may be better for you to choose another topic. Moreover, you might not feel strongly one way or another about this issue, in which case, it would also probably be better for you to choose the other topic. 

Pojasek, Robert is president of Pojasek Associates, a management consulting firm specializing in process improvement and performance measurement. He is also an adjunct professor at Harvard University, where he teaches a distance-learning course on the path to sustainable development. 

The USAMRICD television course Medical Response to Chemical Warfare and Terrorism has been viewed (at least in part) by about 3,500 military personnel who registered for the course. The institute has also developed several distance learning products in this area. 

Kaplan, I.P. Patton, L.R. Hamilton, R.A. Adaptation of different computerized methods of distance learning to an external Pharm.D. degree program. Am. J. Pharm. Educ. 1996, 60, 422-425. 

Stratton, T.P. Bartels, C.L. Miller, S.J. Carter, J.T. Distance learning via Lotus Notes Learning Space in a nontraditional Pharm.D. program A preliminary report. Am. J. Pharm. Educ. 1999, 63, 328-333. 

In all of the project partner countries, Moodle-based Virtual Training Centers have been founded. The aim of these centers was to create a community of people interested in the project as well as provide a space where courses for teachers could be carried out. On one hand the courses allow teachers to get familiar with the methodology of the project and the manner of implementation of didactic research and on the other to present teachers with the operation of the Moodle and with the methodology of distance learning as well as to train them to use this form of learning in order to improve their own qualifications. 

In Poland, on the distance learning platform E-education ZDCH (Fig. 2) set up by the Department of Chemical Education an e-leaming course Moodle Step by Step has been published within the l Teach Innovative Teacher project (http // zdch.amu.edu.pl/moodle/Fig. 3.). 

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