How does new media influence teaching and learning?
In the virtual classroom, where the instructor is neither the sole source of information nor the primary speaker, there is unlimited opportunity for creativity in curriculum design.
Changing Instructor and Student Roles
The following is a summary table of the changing roles of teachers and students when computer conferencing becomes a major feature of the teaching-learning experience (Berge, 1995).
Source: http://jan.ucc.nau.edu/~mpc3/moderate/flcc.html#changingChanging Instructor Roles Changing Student Roles From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers Students become complex problem-solvers ratherthan just memorizers of facts Teachers become designers of learning student experiences ratherthan just providers of content Students see topics from multiple perspectives Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments; group interaction significantly increased From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous,independent, self-motivated managers of their own time and learning process More emphasis on sensitivity to student learning styles Discussion of students' own work in the classroom Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher's expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded The instructor has more opportunities to actively engage student input and provide more immediate and specific feedback; with practice you can quickly update and expand course content (and enhance resources for future courses); you can design learning activities that promote collaborative learning, and you can facilitate effective communication and interaction. Through your effective leadership to can build a Virtual Learning Community.
- Moderating Educational Computer Conferences
By Robin Mason. (1991). DEOSNEWS 1, (19).
This article explores the organizational, social, intellectual and support roles that instructors can use to facilitate online learning.
- Moderators Home Page
Similarly, students have the opportunity to actively engage their own learning processes. Students have a broader audience of peers for their work (peer pressure can enhance motivation and effort); students can learn new technology-based competencies; they can communicate with others who share similar interests; the virtual classroom gives students broader access to information and exposes them to multiple perspectives.
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