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If the instructor is merely an information source, how is he or she
better than a book?
Or perhaps a videotaped presentation is a better
substitute for a good lecture (after all, in a large lecture, few
actually get to ask questions). I've got it, let's put some really good
lectures on CD-ROM.
They'll be interactive so the user can ask
questions. If the CD doesn't have a preprogrammed answer, there could be
an email address to ask questions. That way, we can avoid any pesky
interaction with others during valuable class time.
{heavy-handed sarcasm intended above :)}
When you expect group learning to just "happen" outsidetaking
of your field of vision, you don't see the deliberate exclusion still
place. Yes, EVEN in graduate school!
The problems that I did as an undergraduate in quantum chemistryprocess.
were not just to help me understand the material already presented. Often
there were NEW CONCEPTS embedded in the homework...so the problems were not
a method of reinforcement but of presentation. It is appropriate, if not
always necessary, for an instructor of some type to be there for this
. . .For those of you who are uninitiated, the copyright
?rules in those two areas permit the carte blanche copying of all copyright
material. As a result, complete worked solution manuals can be obtained
for ANY technical text..AND JACKSON IS ONE OF THEM!
In order to get the message students
will have to learn to extract it the old fashioned way: they will
have to work for it. If they have not learned that by the time they
get to you then you must demonstrate it to them by example.