An Ecology of Learning and the Role of eLearning (original) (raw)
Related papers
1999
learning, via the Internet in particular, is fast becoming one of the most popular ventures of colleges and universities across the globe. Research on delivery modes and their correlation to student achievement outcomes has shown that students learn better via teletraining mode than face-to-face instruction. 1 , 2 One explanation for this phenomenon is that the students must take more responsibility for, and be more active in, the learning process. Different media for distance learning are being explored, from CD-ROMs to web-based classrooms. This study looks at how the media used in one aspect of distance education, on-line discussion, can affect the learning outcomes for students involved in distance learning activities. On-line discussion within any learning environment can provide the opportunity for students to engage in thoughtful, content-based conversations about the topic under study, which may result in deeper understanding and greater learning gains. A content analysis of student discussion in listserv-based (electronicmail) discussion, web-based threaded discussion, and chat discussion using data from two courses will be presented. The courses included in this analysis encompass a general education physics course and an undergraduate/graduate combined educational technology course. The impact of the use of the three discussion formats on student learning outcomes will also be discussed. San Juan, Puerto Rico 29 th ASEE/IEEE Frontiers in Education Conference 13c3-8 during class time. Most computer-mediation discussion happen in an asynchronous matter, so that a student may log-in and join the conversation when it works for his or her schedule. The structure of communication may vary from one-toone, one to many, or many-to-many. In a typical classroombased 40-80% of face-to-face conversation is taken up by the teacher. 10 , 11 Hiltz found that online communication was less like to be teacher-centered. 12 The richness of communication in face-to-face communication includes both the words of the speakers, but also the physical gestures, eye focus, and non-verbal language that we all use when speaking in person. Computer-mediation communication is much more limited; all that is seen is what the writer has written. This may be a "cleaner" way to communicate, but the speaker's intentions might be lost with out the non-verbal conventions.
Classroom Interaction Mediated by
2015
Abstract: This present study investigates classroom interaction with reference to gender and technology. The study data were gathered through partial ethnography by a non-participant observer; two sessions of the course Language Laboratory 1 were carefully observed, and notes were taken with a focus on the nature of interactions. Results of the study show that the interaction patterns are gender-related only to some extent. Also, the interaction pattern in the laboratory classes is similar to, but not the same as, the whole-class discussion patterns proposed in earlier literature. However, the main difference between the two is that the teacher‟s role in controlling and confirming the volunteer‟s contribution to the discussion is markedly visible. Key Words: Classroom Interaction; Gender; Technology; Language Laboratory; Language Teaching. Özet: Bu çalışma sınıf içi iletişimin cinsiyet ve teknoloji bağlamında irdelenmesini amaçlamaktadır. Çalışmanın verileri etnografik sayılabilecek...
Connecting with Classrooms Through Computers
International Cultural Heritage Informatics Meeting, 1997
This paper discusses the use of computer technology in expanding the traditional college classroom. The discussion is guided around several issues concerning teaching and learning techniques in higher education institutions. Questions raised in the discussion are: (i) why are new teaching techniques needed in teaching and learning among graduate students of higher institutions? (ii) are the traditional teaching techniques in sufficient to ensure academic understanding among graduate students? (iii) which teaching techniques do accommodate students' curiosity in acquiring borderless knowledge? and (iv) what are the challenges facing lecturers in structuring course curriculum using the new techniques? The paper also discusses the JIGSAW method as a strategy that could be used in collaborative learning via computer technology.
Classroom Interaction: Principles and Practice
This report, based on the 2005 Summer Focus Session conducted by the EDUCAUSE Learning Initiative (ELI), discusses the importance of aligning teaching and learning to the basic principles of how people learn. It argues that the degree of interactivity featured in course content delivery has a strong impact on successful learning. Several models of interactivity are presented. The report features an overview of those institutional resources that must be considered in the establishment of interactive learning environments. It concludes with a pragmatic discussion on how supporters of these interactive learning environment efforts can "make the case" to institutional decision makers.
e-Pedagogium, 2020
In the last sixty years the literacy environment based on alphabetic technology has almost completely transcended into the electronic environment based on digital technology. The traditional literacy-based classrooms and school libraries as centres of knowledge and education may have still retained their physical existence but have lost their foundation and purpose. The changes brought about by the digital environment have forced the traditional classroom and its literate environment emphasizing the importance of speaking, reading and writing to search for new meaning. While most educators are still clutching to the straw of the traditional literacy-based classroom by inventing more and more amusing presentations, the signs of traditional classroom's crisis are more and more visible. The physical classroom has competed and has lost to virtual reality which is instantaneous, transferable and imminently involving, the traditional school with textbooks seems to be a museum relic to contemporary "digital natives". The contemporary research among university students confirms the notion that modern curricula should offer a vision of a school which is not a centre of obsolete knowledge distribution but a playground where the students learn the rules of the games that will be played in the 21 st century.
The networked classroom – Socially unconnected
Education Inquiry, 2013
By the turn of the century Norwegian educational practice was supposed to be changed through reforms and investment in technological equipment. Supported by research, the aim was to change practice in the direction of learning activities that could support learning understood as productive interactions. Few teachers and teacher educators participated in the discussion of how to use the technology. The focus for this article is student teachers' attitudes concerning computer-supported classroom practice some years after the reforms. What are their presuppositions, experiences and future expectations? The results show that the traditional classroom practice is carried on and computers are adjusted to already existing teaching and learning activities. Possible effects are discussed.
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia
The class is a room that is included in the school building, which functions as a place for face-to-face activities in the process of teaching and learning activities. In a class there are students who differ in terms of knowledge, learning speed, and learning styles. They differ in ethnicity, culture, social class and gender. These differences can have important implications for school teaching, curriculum, policies and practices. This is what makes the teacher able to accept, accommodate, and appreciate the diversity of students in a community in the classroom to achieve the same goal. An educator must create a positive classroom environment where all students feel welcome and are involved in classroom learning. Community is one important aspect that must exist in every class. Community can be interpreted as a group consisting of teachers and students in the classroom and interact in teaching and learning activities. An effective teacher will strive so that in the learning he carr...