Sentences with phrase «in a traditional classroom setting as»

The PIRP course can be taken in a traditional classroom setting as well as online.

Not exact matches

According to a Brandon - Hall study, the average eLearner will spend 40 to 60 percent less time learning the same material compared to someone studying in a traditional classroom setting: When you calculate the time you save by not having to commute, as well as time saved by avoiding other potential distractions that you'd have experienced in a traditional classroom, it becomes clear that one of the biggest advantages of eLearning is that it saves you time.

Instead of thinking of online training as an impersonal way to use technology to replace humans, think of it as an opportunity to do cool things you couldn't in a traditional classroom setting.

In addition to traditional classroom - based learning, learning experiences in real - world, community - based settings may serve as the face - to - face component that is integrated with virtual online learning opportunitieIn addition to traditional classroom - based learning, learning experiences in real - world, community - based settings may serve as the face - to - face component that is integrated with virtual online learning opportunitiein real - world, community - based settings may serve as the face - to - face component that is integrated with virtual online learning opportunities.

Challenges included meeting the needs of students who are excelling as well as those in need credit recovery or remediation, and students unable to attend classes in the traditional classroom setting due to physical limitations or behavioral issues.

In fact, 70 % of students claim online programs are just as good or even better than the traditional classroom setting.

Both interactive video approaches can be used in traditional classroom settings to generate group discussion and can also be developed as standalone, self - paced learning activities that can be delivered on a learning management system, such as Blackboard, or an electronic portfolio system, such as LiveText.

For other students, SCWS serves as an alternative approach to learning for those left behind in traditional classroom settings.

VLACS, a virtual school serving students across New Hampshire in grades 5 - 12, is developing a 100 percent self - paced, competency - based learning model framed not around courses but around a map of required competencies that students may master through any number of possible learning opportunities.In the VLACS Aspire «experiential blended learning» model, learning experiences in real - world, community - based settings serve as the face - to - face component in addition to traditional classroom - based learning that is integrated with online learning opportunities.

In a traditional classroom group setting, the students themselves have no reason to assess how well they worked as a group.

Some students choose to complete these at online teaching schools in Arizona, though it is more common for students to study at traditional institutions because they provide increased access to teaching practicum programs, which allow students to teach in classroom settings and gain experience before acquiring their degrees, as well as other student teaching resources.

Some of these schools, such as Pathways Academy in Detroit, provide education to their students through online courses rather than through a more traditional classroom setting (Einhorn, 2015).

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Does taking the City of Houston Municipal Court # 10 Harris insurance reduction course online count the same as taking the City of Houston Municipal Court # 10 Harris insurance reduction course in a traditional classroom setting?

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But in my opinion and as someone who is a certified driving instructor, online courses are much more effective than classroom based settings or traditional textbooks.

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Beginning in 2009, New York drivers have the option to complete the Point and Insurance Reduction Program (PIRP) course online, as well as in the traditional classroom setting.

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If you are interested in taking a Bellevue Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Bellevue Pennsylvania DOT - administered penalty, you should contact the Bellevue Pennsylvania DOT or the local Bellevue Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a State College Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or State College Pennsylvania DOT - administered penalty, you should contact the State College Pennsylvania DOT or the local State College Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a New Castle Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or New Castle Pennsylvania DOT - administered penalty, you should contact the New Castle Pennsylvania DOT or the local New Castle Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Plum Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Plum Pennsylvania DOT - administered penalty, you should contact the Plum Pennsylvania DOT or the local Plum Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Canonsburg Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Canonsburg Pennsylvania DOT - administered penalty, you should contact the Canonsburg Pennsylvania DOT or the local Canonsburg Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Berwick Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Berwick Pennsylvania DOT - administered penalty, you should contact the Berwick Pennsylvania DOT or the local Berwick Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Municipality of Monroeville Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Municipality of Monroeville Pennsylvania DOT - administered penalty, you should contact the Municipality of Monroeville Pennsylvania DOT or the local Municipality of Monroeville Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Bethlehem Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Bethlehem Pennsylvania DOT - administered penalty, you should contact the Bethlehem Pennsylvania DOT or the local Bethlehem Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.

If you are interested in taking a Municipality of Murrysville Pennsylvania driver improvement or traffic school course in a traditional classroom setting, or if you are required to do so as part of a plea settlement or Municipality of Murrysville Pennsylvania DOT - administered penalty, you should contact the Municipality of Murrysville Pennsylvania DOT or the local Municipality of Murrysville Pennsylvania court overseeing your traffic violation to see if they can provide you with a list of approved brick - and - mortar traffic school classrooms.