The internet bringd variety and/or diversity. In the past, students relied on encyclopedias and dictionaries to provide resourceful information. And unless you have the most recent versions of the encyclopedia, the data was not as current. Now that the internet is available, student can not only have the most current information, but they also have variety in opinions and diversity in the sources they obtain the information.
David,
I agree and maximizes authoring potential for everyone which increases networking and "voice" for each student.
Dr. Ruth Reynard
Hugh changes...certainly a game changer on so many levels. The Internet delivers such a variety of information and provides a level of creative interactivity never before possible. Since the Internet became so pervasive it has brought immediacy of communication and customization that has never been possible with other technologies.
The changes are revolutionary. Fact checking via a Search function can be used to both verify and enhance a discussion. The nomadic student can obtain what he or she requests at most times and in most locations which means that time and space have been conquered to some degree. The core content can be articulated in a syllabus, and ancillary information sought by the student according to his or her interests and/or passions. This movement to dynamics instruction has its drawbacks as well. Student attention is less, and sometimes less focused. Also, the veracity, validity and reliability of information may not always be apparent. There is a real need for critical thinking and also a need to teach standard grammar and sentence construction.
Agreed. The ability to change the links to new or better more relevant information is important, especially without having to redesign courses or parts of courses.
Two important changes the Internet has allowed in computer mediation instruction is the ability for students to engage in collaborative learning and the ability for the teacher to quickly intervene with corrective instruction.
In terms of collaborative learning, which research has identified as an incredibly effective method of learning, most Internet-based learning platforms have an interactive component (a forum, such as this) where students and faculty engage throughout the course. These forums provide students an opportunity to comment on each other’s work. Not only does this foster a collaborative spirit, it also actively develops a student’s critical thinking skills.
The Internet also allows the teacher to quickly address problems. For example, if an assignment reveals that a concept was widely misunderstood by the class, the teacher can communicate with students and offer an immediate intervention. The benefit to the student is rapid feedback and correction, which thereby provides students an authentic learning experience.
The internet has totally revolutionized instruction of a class. The material we are allowed to explore, integrate and share with our students not only allows us to become more dynamic but more confident in the presentation of material as we can be up to date with new information and delivery methods.
I really do not know how to answer this other than what I have given. Our degree program went online to phase out our ground course. The company that built the online course for us did not provide a good product. They did not want to use the content we gave them because copyright couldn't be proven so they built the course around text books that I feel are too fundamental for a degree course.
I find that I have to send the students supplemental content via email in order to get them the information they should have. In the course the students view a presentation, Take quizzes and submit assignments and finish with a final test. They are also required to submit to discussion questions and respond to at least two other students postings. The students I am getting are not up to the challenge of online instruction and are reluctant to participate as required and will not submit assignments on time. The students do not have adequate computer knowledge and will not communicate their problems to the instructor. I have yet to see how the internet and online training can be effective if your students are unwilling to use the technology and communicate. Our course is asymmetrical and I am concerned about the student outcome.
Edwin,
Good points, however, beyond bringing content to students, what difference does the actual mediation of the learning process which the technology provides, benefit learning? Think about collaboration, networking, self-direction, authorship etc ...
Dr. Ruth Reynard
What the internet has brought to online computer mediation is a resource of information that can be accessed and incorporated into the learning environment such as links to videos and presentations which support the curriculum without having to develope them in house. The downside to the use of online information is having to ensure its accuracy plus resolve copyrite issues. With the right tools video and audio connection can be established between teacher and student
tycie,
Very true...how do you think instructors can better prepare themselves to facilitate the development of these skills in their students?
Dr. Ruth Reynard
The internet has provided a more expedient method to access information. Gone are the days when student's searched for information in magazines, books, and journals in traditional libraries. Now with the internet, the instructional process for students lies at their finger tips. However with this access comes a responsiblity for the researcher to possess skills to distinguish credible resources from noncredible sources.
The internet has also brought greater access to education to a variety of students. Many students life situations do not provide them with the time to attend a face to face class, the internet has made an education possible at the learners time convenience. This flexibility has also had the result of enriching the class with a more diverese student body. As an example I have many military students in my class. These students are stationed all around the world and some in combat zones. A student in a fox hole can participate in the class just as a student sitting in their living room watching their kids. This type of access faciliates greater knowledge sharing of experience via discussion boards and group projects.
I have to laugh. I've been using a metaphor in my class: papers or projects are like chocolate chip cookies. You can make an ok cookie with margarine, white sugar, chocolate flavored chips and vanilla flavor. In a pinch, it's a pretty good cookie.
But you can make a GREAT cookie with butter, brown sugar, ghiardelli chocolate chips and pure vanilla.
Students *get* this metaphor.
Then we have an exercise--students bring in their sources and we "rate" them as a class: butter, margarine. or low fat butter flavored spread! It's a fun critical thinking tool, and students will challenge one another on why something goes where. Most people get the low fat spreads correct, but there is some movement in margarine and butter.
Usually I don't get too many "spreads," so I'll have some to introduce.
Margarette,
Agreed!! :) Yes, the role of teachers is now to guide more than source, however, teachers now must be aware of the kinds of information available and sites that actually benefit the learner. Therefore, teachers must go on learning themselves about technology and how it can change entire learning experiences for their students.
Dr. Ruth Reynard
Peter,
Do you use online videos as well? When I taught chefs about teaching, we focused on using overhead cameras for demonstrations. Once these are archived and published on the Internet, students can access to ongoijg learning.
Dr. Ruth Reynard
I'm a writing and literature professor, and when it comes to literature, the internet has been a boon. Students have access to digital libraries of photos, first editions, film versions, art work, music based on literature.
We use YouTube to see interviews with experts (Patrick Stewart on the superstitions of Macbeth visibly turned my students on to the idea of reading the play), hear poetry set to music, hear authors read their own works--even long dead writers like Yeats, Millay and Larkin are archived on YouTube. It brings the work to life for them. They love it!
Writing students now have access to online writing labs, instant grammar quizzes, research(and yes, term paper cheat sites).
I try to incorporate as much technology as I can to bring classes alive. When I hear my peers say that they are "too old to learn how to incorporate technology" or that the "students don't need me to show them the internet," I shake my head. (And I scream a little inside!)
Students need guides to the educational part of the internet. Sure, they can find social media, cat photos and download sites. But the riches that are out there? The archives? They need us to guide them
I've been teaching online for over 10 years now--I was one of the early adaptors and designers--and I would never want to go back and cut technology from teaching.
Rebecca, short answer: I don't think so.
Long answer:
I would make my f2f students LAUGH at my old flip phone. I've been teaching online for 10 years now, and I didn't get an Android phone till this summer. I had texts only, and I do tweet, but it's not course related. Students are encouraged to follow me, but I don't require it.
Most platforms (WebCT and Blackboard) have plenty of ways to interact with the students.
I love my Android, but frankly, I only use it to text and call students (privately I do much more!) But for my old eyes's sake, I do all of my online work on my laptop.
When students would mock me for my "dinosaur," I would say, "I'm a middle aged woman who rides the NYC subway. Who's gonna steal it?" They'd nod and agree! And that dumb old phone would "bond" us. Sadly it died, and I upgraded. But I wouldn't worry if I were you.
I love using the internet for my exams and quizzes. I teach culinary classes and my students want as much lab time as possible. It also allows my students to see their grades whenever they want.
I believe the Internet has brought numerous changes to computer mediation to the instructional process, such as Social Media (FaceBook, LinkedIn, Twitter, Blogs, etc.). Students have access to a variety of information anytime, anywhere and from anyplace. Moreover, the Internet can provide wonderful additional teaching resources, especially when used in Live Chats or when using Smart Boards in a Face2Face class. It's so easy to just click on the Smart Board as you are discussing a specific topic and this is a very good thing!
Now, with all of the positives the Internet has brought; on the other hand, there are some negatives, such as students having the ability to buy research papers online from websites, such as brainmass.com or ivythesis.typepad.com. Additionally, some students will just go out to the Internet and copy and paste information. This part of the Internet really frustrates me, because I was grading my final assignments last night, and one of my students had copied everything from both of these websites. Yes, with no in-text citations and listed the text as the reference and of course, did not list these websites.
I have no tolerance or patience for students who copy and paste information from the Internet. It's cheating and they are not learning, but demonstrating their ability to copy. Consequently, it is very disheartening to see this occurring in higher education. Yes, I understand some students may not copy deliberately or they may feel it is okay to buy these papers. However, I also feel that many students go to school to learn the information and not just to obtain the degree. Hence, I may be wrong...any thoughts?
Take care...
Naomi
