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Distance Learning, also called distance education, e-learning, and online learning, form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

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Hands-on experience and proficiency with contemporary digital production equipment and applications are required. Students are often required to compile a portfolio by the end of the program. Some programs may require an internship and practicums. Concentrations in either video or audio may have additional requirements that are particular to the concentration. This degree program may also be offered as a Bachelor of Arts program.

Students enrolled in digital recording programs learn a broad range of techniques and skills related to the field, including how to use the relevant technology. Some knowledge of digital recording arts or proficiency with an instrument may be required to gain entry to this program.

Introduction

Your child is an individual and different from all others. The way your child learns best depends on many factors: age, learning style and personality. Read the notes below, and think about your child. This will help you to choose activities and methods that will suit your child best.

Children pass through different stages of learning

• A baby or infant learns about the world through the senses.
• From about two until seven years old the child starts to develop the ability to reason and think, but is still self-centred.
• After the age of about seven a child usually becomes less self-centred and can look outside themselves. By the age of 12 most children can reason and test out their ideas about the world.
• This means that with younger children we need to personalise and give examples which relate to themselves, whereas older children need help to make sense of the world around them. This also means that children must be at the right stage of learning. For example younger children are ready to learn about numbers, colours and shapes but are not ready for abstract grammatical rules.

What kind of learner is your child?

• It is important to understand how your child likes to learn best. Which are the child’s dominant senses? Do they like pictures and reading? If so you can encourage your child to use drawings, pictures, maps or diagrams as part of their learning.
• Some children like listening to explanations and reading aloud. You could use stories to encourage this kind of child. And most children enjoy learning through songs, chants and rhymes.
• Does your child like to touch things and physically move about? Some children have lots of energy! You could play games to get them moving or running around, acting out rhymes or stories or even dancing!
• Quieter children may have a good vocabulary and be good readers. Word games, crosswords, wordsearches, anagrams and tongue twisters would be good to encourage these children.
• Other children require logical, clear explanations of rules and patterns, or like to work out the rules for themselves. They may be good at maths too. For these children, activities such as puzzles, problem-solving, ordering or categorising provide ideal opportunities for learning.

It’s not unusual for kids to behave differently in different settings. For instance, you’d expect a child to act one way at a friend’s birthday party and another at her grandparents’ house. But the behavior of some kids — especially those with issues such as anxiety, learning disabilities, ADHD and autism — can vary much more markedly, especially when they’re at home versus school. This discrepancy can leave parents puzzled, if not upset, and worried that they’re doing something wrong.

Take the case of Sam, now 15, who is gifted but also diagnosed with autism spectrum disorder, ADHD and learning challenges. His mother, Maratea Cantarella, who serves as executive director of Twice Exceptional Children’s Advocacy, recalls how challenges at school led to explosive behavior at home.

At school, between trying to please his teachers and interact with peers, “he was really working hard to keep himself in control,” Cantarella says. By the time he got home, “I felt often that he was just looking for a way to release all the built-up tension.” Release it he did, with 30-minute tantrums over homework or “really anything,” complete with screaming, throwing things, and sometimes kicking and head-butting. Afterward, when he was calm, she adds, “he would feel terrible shame and guilt.”

But for some kids, school is where their challenges are most visible. Chloe, 8, has selective mutism and social anxiety. Her mother, Kim Byman, says that at home, Chloe is a “fun, goofy, talkative, energetic girl.” But when she gets to school, she shuts down. She has never spoken to her teachers or classmates, though she participates in all areas that don’t require being verbal. She won’t ask to use the restroom; she waits until she gets home.

So why is it kids can perform so differently in different settings?

Why do some kids do better at school?

Some children may do a good job meeting expectations at school, but it’s such a struggle for them it will take its toll at home. Children with ADHD, anxiety, autism and learning disabilities “may be using a lot of their resources to follow directions or cope in the classroom,” says Stephanie Lee, PsyD, a clinical psychologist at the Child Mind Institute. Once all these kids get home, “it’s challenging for them to conjure up the same amount of resources to manage.”

Meanwhile, she adds, many kids, including those on the autism spectrum, benefit from the consistency, structure, predictability and routine that come with their school environment. This often cannot be mirrored at home “because that’s not how life works,” she says.

At school, rewards and consequences are likely to occur in a consistent way that may be more challenging for parents to set up at home. Also, social modeling in school can help kids fall into line, literally and figuratively. Finally, teachers have no time for dawdling: If a child doesn’t follow a direction on the first or second prompt, the teacher will likely have an immediate consequence, whereas parents might end up allowing their child to avoid or delay the next step because they spend a lot of time talking about it.