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13 Nov 11
kristina smithFor many years, educators have been exploring ways to combine theories of differing learning styles and student- constructed knowledge with the theory of practice-centered learning. Instead of being passive recipients of knowledge, we now consider students capable of constructing their own knowledge with guidance from the teacher. We can offer part of this tutorial guidance by setting up an environment that will provide students with the resources necessary for independent exploration. In using emerging computer-based technology as a resource, students are encouraged to explore their own interests and to become active educational workers, with opportunities to solve some authentic problems.
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28 Sep 11
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13 May 08
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They found that effective courses via CMC are based on a learner-centered approach to education in which facilitators and students share responsibility and participation in learning and teaching
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10 Jan 07
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As new technology enables shifts at the level of delivery, old technologies are augmented, not totally replaced. Even though many of us have computers at our disposal, we still use books, speech, and pen or pencil writing in education.
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Technology enables us to implement these new visions in distance learning. Berge (in press) points out that: "[T]echnology makes it possible that these investigations are not limited to students from one classroom, school, grade, or country necessarily-nor to exclude experts in the field of inquiry from the collaboration. Effective learning hinges on active engagement by the student and the construction of knowledge on their own leads to understanding (Sheingold, 1991). This learning is not a solitary process. Rather, it occurs in a larger world of people and technology."
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Computer-mediated communication (CMC) promotes a type of interaction that is often lacking in the traditional teacher- based classroom. It allows learners the freedom to explore alternative pathways-to find and develop their own style of learning. What if content could be delivered in the form of graphics, text, and/or full-motion video, whenever and wherever in the world it is requested? How do we, as teachers and educators, responsibly participate in and make use of the inevitable technological changes at hand?
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What we have been discussing is a reengineering of education, not only in the sense of rethinking the organization of site-based schools, but also in the sense of finding ways to unite computers and telecommunications and bring down the schoolhouse walls; to deliver instructional content when and where it is needed-whether in the home, the workplace, or the school.
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Distance educators are now beginning to focus on a related set of notions: (a) there are different learning styles, (b) students create their own meaning when learning new things, and (c) what makes a difference in content retention and transfer is not so much what is done by teachers, but what students as learners can be encouraged to do themselves.
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Although there are some differences between distance education and classroom education, the significant issues concerning the use of computer networking and other emerging technologies to promote learning in both are similar.
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For many years, educators have been exploring ways to combine theories of differing learning styles and student- constructed knowledge with the theory of practice-centered learning. Instead of being passive recipients of knowledge, we now consider students capable of constructing their own knowledge with guidance from the teacher. We can offer part of this tutorial guidance by setting up an environment that will provide students with the resources necessary for independent exploration. In using emerging computer-based technology as a resource, students are encouraged to explore their own interests and to become active educational workers, with opportunities to solve some authentic problems.
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For communications to take place, at a bare minimum, there must be a sender, a receiver, and a message. If this message is intended as instruction, then besides student, teacher, and content, we must also consider the environment in which this educational communication occurs -- an environment that benefits the educational system in some ways and constrains it in others. Part of this learning environment can include various technologies and media. If "the medium is the message," that is, if technology changes what we can do and how we think about it, then the various media enabled by instructional technology also change both what we can do in education and how we conceive of it.
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Computer-mediated communication (CMC) promotes a type of interaction that is often lacking in the traditional teacher- based classroom. It allows learners the freedom to explore alternative pathways-to find and develop their own style of learning. What if content could be delivered in the form of graphics, text, and/or full-motion video, whenever and wherever in the world it is requested? How do we, as teachers and educators, responsibly participate in and make use of the inevitable technological changes at hand?
Computers are not a threat to the teacher (although the role of the teacher must change when using them), but computers may threaten the chalkboard. Computer technologies allow professionals to share with students tools that we use daily. Further, as educators, we can provide guidance to help students develop meaningful ways to construct their own knowledge, much as we ourselves do.
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Rachelle Heller and Greg Kearsley (Chapter 7) describe their experiences using a combination of instructional television and a computer bulletin board system (BBS) to teach graduate students in computer science and education. The television component provided a medium for lectures, guest interviews, and software demonstrations, whereas the bulletin board was used to stimulate interaction among students and the instructors. Heller and Kearsley used a variety of different strategies to encourage interaction on the BBS, including assignments, discussion questions, and team activities. Based on the evaluations completed by the students in their courses, the authors concluded that the combination of media works very effectively.
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Rae Wahl Rohfeld and Roger Hiemstra (Chapter 5) draw on their experience teaching in the Syracuse University Distance Education Program to examine the experiences of both course facilitators and students in courses delivered via CMC. They found that effective courses via CMC are based on a learner-centered approach to education in which facilitators and students share responsibility and participation in learning and teaching. To initiate such a process, facilitators must make sure they and their students have adequate training and support on the electronic system. They must also do a great deal of advance planning to teach a course via the new medium. By initiating a variety of activities, both on and off-line, facilitators can encourage an active, challenging learning environment. As the class conference progressed, Rohfeld and Hiemstra found that different strategies were necessary to keep energy high.
Those involved in the Syracuse University Distance Education Program were highly satisfied with this mode of learning once they got past initial difficulties with technology. Because the courses were delivered by CMC, students were able to take considerable control over their learning in terms of how they scheduled both personal study time and group-interaction time, how much personal contact they had with the instructor and other learners, and how they contributed to the class. Rohfeld and Hiemstra are confident that courses delivered via CMC can meet immediate learning needs as well as help learners increase self- direction in their ongoing learning.
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Morten Paulsen's second chapter (Chapter 4) presents a review and analysis of the literature relevant to moderating educational conferences on computer networks. He suggests that moderators should identify their preferred pedagogical styles, based on their philosophical orientation, their chosen moderator roles, and their preferred facilitation techniques. The author assigns the moderator role three functions: the organizational, the social, and the intellectual. To help moderators improve their moderating skills, Paulsen organizes facilitation techniques recommended in the literature according to these three role functions. Finally, the author assists moderators in finding their pedagogical style by identifying some possible philosophies, roles, and facilitation techniques discussed in the literature.
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Effective design is essential to the success of an online course, and the next chapter focuses on design. Using their recent experience designing an online adult education graduate seminar as an example, Dan Eastmond and Linda Ziegahn (Chapter 3) outline essential issues, considerations, and tasks for instructional development with CMC to which the course designer must attend. These considerations include overall course design issues, resource allocation, syllabus creation, activity selection, online structure production, and evaluation planning. Appropriate attention to these items during the design phase informs the development and delivery phases of the online course, thereby creating a "good learning experience" for adult college students.
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In combination with other media, computers can utilize an instructional design that teaches to the multiple intelligences that Gardner (1983) speaks of in Frames of Mind (linguistic, logico-mathematical, intrapersonal, spatial, musical, bodily kinesthetic, and interpersonal). The idea behind this instructional design is to use as many methods and formats for instruction (e.g., small group discussion, graphics, lecture, hands-on labs, writing/reflection, sound, CMC, and conferencing) as possible, provided that instructional goals and design dictate their use.
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In the sixth chapter, Morton Cotlar and James N. Shimabukuro describe their use of electronic guest lectures to stimulate thinking and interaction among students. This technique, like other applications of CMC in education, shows promise. However, the degree to which students interact in meaningful ways with the guest lecturers seems to be related to the style of the lecture. Three different lecturers addressed a graduate course (through text documents posted to the class discussion group, with the invitation for follow-up questions and discussion) and evoked markedly different degrees and types of responses. The authors analyzed the style of each lecture to explore the relationship between style and responsiveness. Extraordinary findings showed that the extent of personalization and readability in the lectures strongly influenced responsiveness. Cotlar and Shimabukuro invite others to replicate this kind of study to validate their findings.
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27 Jul 04
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