Technology has become an integral part of the educational setting since its debut in the early 1980s. Its use in the classroom has been met with mixed results. Teachers and researchers in the education field have been given the responsibility of infusing technology into their curriculum…
Others find that it hinders their efforts, as secondary education students tend to use it for entertainment and not as intended.
Within the context of writing classes and writing research, Computer Based Learning (CBL) / Computer Assisted Assessment (CAA) have been employed primarily to support collaborative writing endeavours. (Zakrzewski 2003) The feature sets of CBL and CAAs provide a rich environment for the activities of group writing tasks, peer reviewing, and information exchange. Further, CBL and CAAs provide opportunities for instructors to expose secondary education students to knowledge, as well as opportunities for secondary education students to build their own knowledge through interaction via an electronic communications medium. (Mccabe 2000) The exposure to and development of secondary education student knowledge transpires as a function of the dynamic interaction process within the learning environment. Thus, usage of CBL and CAAs may promote active learning of course material by engaging the secondary education student in communication activities and behaviours that stress interaction among secondary education students and between the secondary education student and the instructor(s). (Salmon 2003) However, secondary education students must use (and adapt usage of) the CBL and CAA in a manner that supports effective interaction to gain such benefits. (Zakrzewski 2003) Research has shown the following characteristics of some students who tend to have and unfair advantage in CBL and CAA, communicative interaction significantly influence such student's effectiveness: communication message content, communication exchange format, and communication exchange timing.
The secondary educator of today faces a difficult challenge when given the choice of employing CBL and CAAs in traditional face-to-face or distance learning situations. Administrators facing pressures to cut university costs (and maximize usage of faculty resources) argue for the use of CBL and CAAs, whereas conventional secondary education students research presents conflicting results regarding the effects of CBL and CAA use in higher education settings (see, for example, Alavi; Alavi; Leidner and Ruberg). What is an educator to decide The purpose of this study is to shed light on this very real problem today is higher education faculty face. In this study, we focus on exploring secondary education student interaction within the context of CBL and CAA usage to gain a deeper, situated understanding of how secondary education students choose to use the CBL and CAA to meet assignment requirements, and ultimately to uncover factors that may influence secondary education student learning outcomes. (Mayer 2003) Nevertheless, before we can isolate factors that influence secondary education student learning, we must first have a well-grounded understanding of the type and kind of interaction that actually occurs when secondary education students complete computer-based communication assignments on their own, with minimal instructor intervention. (Mandinach et al. ...
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“Computer Based Learning Essay Example | Topics and Well Written Essays - 3000 Words”, n.d. https://studentshare.net/education/275124-computer-based-learning.
When teachers are not able to adapt the most workable and appropriate teaching approaches in teaching lessons in the classroom, understanding and comprehension among students become extremely difficult. Subsequent attempt by students to learn also becomes difficult.
Macaro (1997) is seen to define collaborative learning as a learning process via which the students are normally encouraged to try and achieve a set of common learning goals by ensuring that they try to work together as opposed to them solely relying on their tutor.
This paper tackles three aspects. First, it references some adult learning concepts developed and espoused by Malcolm Knowles, considered to be the central figure in US adult education in the second half of the twentieth century. Particularly, it focuses on the five assumptions or characteristics of adult learners as defined by Knowles and goes on to validate this assumptions against the author's personal adult learning experience after high school.Next, it briefly discusses learning content management systems, considered to be the newest form of application software for e-learning.
According to the report, Computer Assisted Language Learning, the level of popularity of computer-based instruction in reading may vary, but few will dispute the fact that computers have won a permanent place in most classrooms. The most common concerns of educators now have to do with the effectiveness of computer-based education.
Learning happens either as a self study or Directed study with experienced learners. Web based learning is best suited for such learning exercises. Secondly, there are also learning sessions that happen through instructor-led, live, real-time learning processes (Robert H Jackson, 15 Jul 2006).
On one hand, CALL has some evident advantages, such as power, versatility and motivation (Towndrow, 2001). Computers can store large amounts of information, they can process this information at great speed (which helps to diversify tasks with randomly chosen words and word combinations); computers can take a large part of a teacher's routine work like storing the results of their students' activity and carrying out the evaluation of students' works, therefore teachers have more space and time for creative activities.
In EBL the student takes the front role in acquisition of knowledge and is self-directed facilitating deeper learning and experience out of the lecture halls. Enquiry based learning can be of varying forms in different disciplines. However, whatever format an EBL can take the concept remains the same.
Managing of knowledge in the company is one of the vital aspects that is currently been regarded as a fundamental asset. Hence, by choosing computer based training, managers and many executives are implementing a
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