Network technology is used extensively for homework entry andĪutomatic grading, and student access to their grades for individual activities.Ī class is framed in terms of content, presence, and social context. Plate tectonics to investigate, use the ``Our Dynamic Planet'' CD-ROM to acquire data from its datasets, and writeĪ scienti®c paper based on their investigation. Of a portion of the class is on learning about science by doing science. Oceanography Class is typical with 200☓00 students per quarter, 3 h of lecture, and 2 h of lab per week. With access to large datasets for open-ended problems, and depth of treatment is emphasized over coverage of manyĮxperience gained in large introductory classes is useful in designing eective network environments. Trends in science education are directed toward an emphasis inĪctive learning and group learning, increased reliance on writing, increased use of computers to provide students It is generally agreed that science knowledge is most eectively acquired when students apply a range ofĬognitive processes during the learning process. However, it is important to review overall trends in science teaching practiceĪnd attempt to identify areas where network learning is likely to make strong contributions and where it may be

The internet and worldwide web provide powerful new education and information delivery capabilities which canīe used to achieve educational goals.

Received 30 January 1999 received in revised form 23 March 1999 accepted 23 March 1999 Keeping our focus: a perspective on distance learning andĭepartment of Geological Sciences, University of California, Santa Barbara, CA 93106-9630, USA

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