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This lack of immediate teacher contact makes such models unsuitable for high school students. The document presents the design of a high school mathematics distance course featuring permanent real-time interaction, and concludes with a SWOT analysis assessing strengths, weaknesses, opportunities, and threats.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/distance-learning-in-low-population-density-regions-a-report-from-the-high-school-teching-practice-volume-2-number-3-2009/588442/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/distance-learning-in-low-population-density-regions-a-report-from-the-high-school-teching-practice-volume-2-number-3-2009/588442.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are many long-distance courses considered unsuitable for high school students?","Question",{"text":112,"@type":113},"They are often based on a small number of face-to-face meetings and non-interactive materials, so students usually do not get real-time feedback or immediate answers to questions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the key particularity of the proposed long-distance mathematics course?",{"text":117,"@type":113},"It provides permanent real-time contact between teacher and students, enabling interaction and feedback during learning activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document include at the end of the article?",{"text":121,"@type":113},"A SWOT analysis of the project, covering strengths, weaknesses, opportunities, and threats.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588442,1792918215,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 2, Number 3, 2009  \nDISTANCE LEARNING IN LOW POPULATION DENSITY  \nREGIONS. A REPORT FROM THE HIGH SCHOOL TECHING  \nPRACTICE  \nHorst Daichendt, Ioana Magdaş  \nAbstract: The most of the long distance courses are mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to their questions in real time.  \nThat’s why this kind of distance learning courses is not appropriate for high school students. In this note we will present the design of a long distance course in mathematics at the high school level. The main particularity of this long distance course is the permanent contact in real time between teacher and students. At the final of this article we present a SWOT analysis of this project trying to establish the strengths, weaknesses, opportunities, and threats involved in this project  \nKey words: High school, Distance learning, Mathematics, AP Calculus  \n1. Introduction  \nMany organizations put great efforts into researching the possibilities of new technologies in process of education. Almost all universities offer long distance courses mainly based on two or three face to face meetings and printed courses or courses available on the online course web site. In this case the individual students study has attached an important amount of time. Usually the students do not receive a feed-back of their progress and do not receive answers to their questions in real time. That’s why this kind of distance learning courses is not appropriate for high school students. Next we will present the design of a long distance course in mathematics at the high school level. The main particularity of this long distance course is that the students interact with teacher and get a feedback of these activities in real time. By presenting the next example we want to point out:  \n- A particular situation where it is necessary to design a distance learning course for high school level;  \n- An approach of a distance learning course at the high school level;  \n- A SWOT analysis of how successful could be a distance learning course.  \nReceived: 29 April 2009, accepted: 17 September 2009, published 30 September 2009  \n2. Theoretical background of the distance learning  \nDistance education, or distance learning, is a field of education that aims to deliver education to students who are separated by time and distance, or both. Rather than attending courses in person, teachers and students may communicate at times of their own choosing by exchanging printed or electronic media, or through technology that allows them to communicate in real time and through other online ways. Fast development of technologies has caused many changes in process of education itself and distance learning is becoming more recognized for its potential in providing individualized attention and communication with students internationally.  \nThe types of available technologies used in distance education are divided into two groups: synchronous and asynchronous. Synchronous technology is a mode of online delivery where all participants are \"present\" at the same time requiring a timetable to be organized. Web Conferencing isan example of synchronous technology. Asynchronous technology is a mode of online delivery where participants access course materials on their own schedule. Students are not required to be together atthe same time. Message board forums, e-mail and recorded video are examples of asynchronous technology. There are also which can be used for both Synchronous and Asynchronous learning. We can identify next types of distance education courses:  \n• Correspondence conducted through regular mail (in present used only sporadically)  \n• On line courses by using Internet or which content is delivered via radio or television  \n• CD-ROM","cbCaiinla0yfDlB3","https://ap.wps.com/l/cbCaiinla0yfDlB3","pdf",223348,"English","# Introduction\n# Theoretical background of the distance learning\n## Synchronous and asynchronous technologies\n## Types of distance education courses\n## Benefits and inconveniences of distance education","[{\"question\":\"Why are many long-distance courses considered unsuitable for high school students?\",\"answer\":\"They are often based on a small number of face-to-face meetings and non-interactive materials, so students usually do not get real-time feedback or immediate answers to questions.\"},{\"question\":\"What is the key particularity of the proposed long-distance mathematics course?\",\"answer\":\"It provides permanent real-time contact between teacher and students, enabling interaction and feedback during learning activities.\"},{\"question\":\"What does the document include at the end of the article?\",\"answer\":\"A SWOT analysis of the project, covering strengths, weaknesses, opportunities, and threats.\"}]","DISTANCE LEARNING IN LOW POPULATION DENSITY REGIONS - A REPORT FROM THE HIGH SCHOOL TECHING PRACTICE - Volume 2 - Number 3 - 2009 | PDF",1792065260,15]