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File:NZ-Handbook-2018.pdf: Difference between revisions
(New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learni...) |
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== Summary == | == Summary == | ||
New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. | New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. | ||
This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018]) presents an overview of this | |||
research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas | This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018] ) presents an overview of this research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas where future research is needed. | ||
== Licensing == | == Licensing == | ||
{{CC BY 4.0}} | {{CC BY 4.0}} | ||
Revision as of 13:59, 14 March 2024
Summary
New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years.
This chapter (of the book "Handbook of Research on K-12 Online and Blended Learning" Second Edition 2018 ) presents an overview of this research, highlighting the impact it has had, and the implications for policies it practices. It then identifies areas where future research is needed.
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Attribution 4.0 International (CC BY 4.0)
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| Date/Time | Dimensions | User | Comment | |
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| current | 13:57, 14 March 2024 | (562 KB) | Pbacsich (talk | contribs) | New Zealand schools use supplementary online learning approaches whereby students take classes from other schools using videoconferencing, the Internet, and other technologies. Particularly common in rural secondary schools, online blended learning and research regarding this have been conducted for over 15 years. This chapter (of the book [https://press.etc.cmu.edu/books/handbook-research-k-12-online-and-blended-learning-second-edition "Handbook of Research on K-12 Online and Blended Learni... |
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