ADU Services - Learning without boundaries
Our teaching and learning philosophy centers around a principle element, the potential additive effect educators can have on the learning experiences of students. Unit design, sequencing, pacing, along with "learning objectives," need to be carefully crafted by educators and we recognize this. Our e-learning math experience creates an environment where students feel supported. This is made possible because students come to feel as if they always have an educator present. Throughout all our courses intervention, monitoring and supervision remain important. Educators have the ability to add new Resources to our learning platform that is "teacher-centric," while balancing the needs and unique quality of each student.
We believe that students can engage with content through a variety of learning modalities. Whether students do this through a critical reading of the text and math equations at their own pace, or through their visual and auditory senses as they interact with our media, or through additional learning resources that their educators may upload to complement their individual learning style, the ability to create multiple entry-points for students to enter into the learning experience is always possible. Is it any wonder then that research by the Massachusetts Institute of Technology found that the brain activity of students is at its lowest during a face-to-face classroom experience and at its highest during a dynamic and relevant learning experience. Students' brain activity shows increasing levels of energetic neural activities when they are engaged and as a result have positive learning outcomes.
Our e-learning math experience also has roots in experiential learning theory, where students can listen to or watch a relevant instructional kick-off session, engage in a self-study of an in-depth e-Book, and have the chance to reflect and internalize what they learned through homework assignments, lesson quizzes or dynamic virtual lab experiments (where available). Students also have the opportunity to validate their own learning through summative assessments that are instantly responsive. Further, we encourage peer/educator collaboration, through the use of video or electronic communication. And because we believe in a "blended" form of learning and a "flipped class" concept, a face-to-face component will always be essential. In creating the best experience possible for educators and students, we are always mindful of the varying needs of different institutions and therefore committed to consulting with them.