Abstract.A university study in the natural sciences, devoid of a practical component such as laboratory work is virtually unthinkable. One could even go so far as saying that it is extremely rare for anyone to question the necessity of laboratory work in either high school or university science curricula. Laboratory work is simply part of the science game. This article discusses the problems concerning the use of the laboratory as didactic tool in the educational process, the premises underlying its use in science education and different approaches to its implementation as described in recent literature. This article is primarily directed at a clarification and explicitation of objectives and of their implementation in laboratory work at the Dutch Open University. The effective and efficient use of time spent in the laboratory is a necessity for all educational institutions, but especially for an institution for distance education.

No abstract

No abstract

ABSTRACT.. Students who were required to write three short essays for a university level course on photochemistry at the Open university of the Netherlands received either audio-cassette or written feedback on their essays. The students receiving the audio feedback described their experience as personal, enjoyable, complete and clear. Those receiving written feedback described their experience as adequate. The amount of time spent by instructors supplying the feedback differed minimally (Xauai o = 53 minutes per student; X~itten = 49 minutes) with the major difference lying in the amount of time spent in preparation. This difference, possibly attributable to novelty with audio as a mode for feedback, was not significant. The amount communicated to the students with audio feedback (per instructor) was significantly greater than the amount communicated with written feedback. There was no difference in the final grades for the two groups of students.The Open university of the Netherlands (OuN) is an institution for open higher distance learning. It offers university level courses to its students in seven different subject areas. Its students may study when they want to and where they want to. This philosophy of freedom precludes requiring students to be at a certain place at a certain time for lessons or tutoring. This poses a problem for courses in which assignments need to be instructor graded and accompanied by instructor feedback when returned to the student. This problem is compounded by the fact that upper level courses may have as few as one part-time instructor for the whole of the Netherlands. A final problem is the isolation and solitude experienced by students at such an institution for distance education. The students have no structural contact with fellow students and practically no personal contact with the Paul A.

No abstract