If there is no evidence and no facts, it's not a theory.
Of course it's focus, interest, and motivation, all of which are related to the method of instruction. Asynchronous classes have significant issues in maintaining focus, interest, and motivation because (and this might not be a surprise to you), human contact matters.
You mean, like when a poster accuses others posters of being dupes or agents of conspiracies?
If there is no evidence and no facts, it's not a theory.
Of course it's focus, interest, and motivation, all of which are related to the method of instruction. Asynchronous classes have significant issues in maintaining focus, interest, and motivation because (and this might not be a surprise to you), human contact matters.
You mean, like when a poster accuses others posters of being dupes or agents of conspiracies?
I heard an ad on the radio for an online school that actually featured their "asyncrhonous" teaching method together with individual progress through subjects.
I think the efficiencies of the video courses far outweigh the personal contact or group interactions, but that is a rather individual matter. The choice is what I think we should all have. People who argue against choice in education, or school vouchers allowing students to choose their school type and location, really seem to me to be Neanderthal or Medieval monsters. Honestly.
Nobody has a good argument against choice.
When I was in grade school, as I've told before in my stories, I was the class dunce through the fourth of fifth grade. I would have been happy being that forever I think.
But some public school teachers, one my fifth grade teacher, and a sixth grade teacher, who knew my father and my family and in fact lived a block away on kitty corners next to the market, conspired against that. This is indeed a conspiracy theory, but it conforms to all the facts I know. Maybe my uncle, who was on the school board, was in on it. For all I know.
At any rate, I was transferred to the other elementary school in town, to the West Elementary, and placed in the class of Mr. Cannon, theco-conspirator.
Mr. Cannon knew if I went home I would not study, so he asked me, rather manipulated me, to stay in class after the school day ended. He charmed me by telling me knew I was a good student, and someone he could trust. He also set up a class competition sort of method in his teaching where he applauded the one student who demonstrated the best knowledge of the lesson. And told the class I was smart, and challenged them to beat me.
I was hooked. Within weekes we (Mr. Cannon and I) had the class convinced.
Thus ended my career of prowling the neighborhood with stick swards and cap guns pretending to ambush the indians.
I gave it all up for notoriety and glory.
Our differences about what constitutes objectionable conspiracy theories will persist until you stop thinking God is a conspiracy theory.////