Virtual university, Virtual learning environment, E-learning

Chapter II

Review of Related Literature

This chapter presents the literature and studies related to the present study. This contains information that the researcher found in the books and unpublished materials that will provide a secondary related to the factors that can affect the employability and productivity of the graduates. The related literature, readings, and studies will give information and support in this study. It is believed that student involvement in learning is enhanced with computers (Budin, 1991). Students are considered to be more productive when using computers (Dwyer, 1994) and when involved in distant learning situations, students feel their needs are met with computers, (Everett, 2000). Some argue that computers allow students to access information through their preferred learning styles (Wade, 1995). Teachers, therefore, are encouraged to develop a personal approach to computer technology, (Held, 1991), to become familiar with a variety of forms of electronic communication, web-authoring and hypercard programs, presentation software, marks programs and databases (Mitchell-Powell, 1995; Gibson, 1997; Goss, 2000) and by extension, to periodically update themselves on the upgraded versions of these software packages. Inspired by this line of thinking, administrators and governments continue to pour money into traditional professional development activities: after-school seminars for teachers, weekend workshops and computer retreats; all of which are designed to train teachers in how to use the latest educational software. But is this traditional approach to professional development the best way of facilitating the integration of computer technology (CT) into any classroom for that matter? Does such an approach assume that the in-servicing of teachers in the latest software will result in the integration of computers into classroom teaching? Underpinning this approach to professional development is the notion...
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