Thesis On E-Learning

Thesis On E-Learning-29
To learn was to memorize; assessment is to find out what had been remembered. The relation of learning to assessment was linear: first learning, then assessment (then move on to something else). Mostly, this assessment was a strange game: to distinguish the one correct answer that was hidden beside deceptively wrong answers (“distractor” items).Perhaps a student might guess right, but without understanding.

To learn was to memorize; assessment is to find out what had been remembered. The relation of learning to assessment was linear: first learning, then assessment (then move on to something else). Mostly, this assessment was a strange game: to distinguish the one correct answer that was hidden beside deceptively wrong answers (“distractor” items).Perhaps a student might guess right, but without understanding.The research effort empirically examines two coherent subjects: (a) the effectiveness of the E-Learning Model in enhancing students' critical thinking; and, (b) the students' perception toward the E-Learning Model after exposure to a course in an E-Learning environment.

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We don't have to be in the same time and space to learn. The cells of the timetable become the cells of the learning management system, blocks of time in the syllabus, day after day, week after relentless week. We have identified seven affordances, things we may have always wanted to do in education, logistically challenging in the old school, but now easily achieved: ubiquitous learning, active knowledge making, multimodal knowledge representations, recursive feedback, collaborative intelligence, metacognitive reflection and differentiated learning.[1] And because we now can, we should.

In “flipped classroom” videos, the teacher still mostly talks and the student mostly listens. But an interesting thing happens when we make this transition. There becomes no pedagogical difference between learning online and learning face to face, just a circumstantial difference of time and space.

Perhaps they might be distracted, but with good reasoning.

The lesson: life is a game of trick questions, with right and wrong answers, and there is an element of luck in getting things right.

Learning is a matter of long term memory, and the definition of long term is until the day of the exam.

Thesis On E-Learning

Then e-learning comes along, and nothing much changes.They silently read the textbook, or did their work, or studied for the exam.If there was peer community, it was in the playground or the lunch room.In the old school, it was necessary for students to be in the same room at the same time.The class was a communications architecture, thirty or so children in a classroom, a hundred or so college students in a lecture hall—just enough for the teacher to speak and be heard.Adaptivity and personalization are not at the expense of learning community.Volcanoes again: the student can spend some more time thinking, ponder other students’ responses, before posting their own. In the old school, there was a pragmatics of one to thirty in the classroom or one to one hundred in the lecture hall.Then e-learning comes along, promising personalized and adaptive learning. In fact, they are probably more alone than ever, the lone learner playing the game of learning against the machine, denied even the simultaneity of being on the same page as the learners around them.In the new school, the logic of social media is translated into an ecology of social knowledge.It’s just that students encounter more of these strange artifacts than ever before.But now it’s not just at the end of the year or the end of the semester.

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