Computer Based Learning
ABSTRACT
Learning is a process that is influenced significantly by the combination and interactions of three main areas of influence: agent, activity and world. A number of writers have used other descriptions for these influencing factors. In the succeeding discussion of computer-based learning environments, we have found it useful to describe learning using a framework of three mutually constitutive elements based on these factors which represent the actions and activities of the different elements in the learning process: the learner, the teacher and the learning materials [Herrington & Oliver, 1996].
This framework of three elements provides a useful form for considering factors influencing instruction and learning in computer-based environments. It recognizes that in any learning setting, the principal factors in determining the scope and extent of learning are the actions and interactions of the learners, the teachers and the nature of instructional episodes. It appears in many settings where WWW-based learning materials are used for teaching and learning that the most consideration and thought is given to materials design and the least consideration and thought is given to the ways in which the materials will be implemented. The roles of the teacher and students are often considered less important than the materials themselves. Many of the computer-based environments developed for students today, are designed for individual students working on individual computers. There has been a tendency in recent years for software developers to create learning materials that provide instruction and direction to independent learners and much of this development has led us away from conventional and effective teaching practices which frequently include group and cooperative learning as design elements.
PURPOSE OF THE REPORT
The purpose of this research is to explore the applications of Computer Based Learning (CBL) within the boundaries of professional and
Learning is a process that is influenced significantly by the combination and interactions of three main areas of influence: agent, activity and world. A number of writers have used other descriptions for these influencing factors. In the succeeding discussion of computer-based learning environments, we have found it useful to describe learning using a framework of three mutually constitutive elements based on these factors which represent the actions and activities of the different elements in the learning process: the learner, the teacher and the learning materials [Herrington & Oliver, 1996].
This framework of three elements provides a useful form for considering factors influencing instruction and learning in computer-based environments. It recognizes that in any learning setting, the principal factors in determining the scope and extent of learning are the actions and interactions of the learners, the teachers and the nature of instructional episodes. It appears in many settings where WWW-based learning materials are used for teaching and learning that the most consideration and thought is given to materials design and the least consideration and thought is given to the ways in which the materials will be implemented. The roles of the teacher and students are often considered less important than the materials themselves. Many of the computer-based environments developed for students today, are designed for individual students working on individual computers. There has been a tendency in recent years for software developers to create learning materials that provide instruction and direction to independent learners and much of this development has led us away from conventional and effective teaching practices which frequently include group and cooperative learning as design elements.
PURPOSE OF THE REPORT
The purpose of this research is to explore the applications of Computer Based Learning (CBL) within the boundaries of professional and
References: The Atlanta Journal and Constitution. “Computer learning no cure-all’. June 26, 2000. Becker, D., & Dwyer, M Chilcott, M.J.D. (1996). Effective use of simulations in the classroom. [online]. Available: ftp://sysdyn.mit.edu/ftp/cle/documents/system-ed/SE1996-01EffectiveUseOfSims.pdf. Costelo, Will (2001). Computer Based Simulations as Learning Tools: Changing Student Mental Modes of Real World Dynamical Systems. Creative Learning Exchange. Gance, Stephen (2002). Are constructivism and computer-based learning environments incompatible? Journal of the Association for History and Computing. Vol 5, Number 1. Johnson, L. (1997). From mechanistic to social systemic thinking: a digest of a talk by Russell Jonassen, D., Mayes, T., & McAleese, R Copyright of John Fairfax Group Pty Ltd The Progressive Grocer, February 1, 2002 Copyright 2002 Gale Group Inc. All rights reserved. COPYRIGHT 2002 VNU Business Media Williams, Chris (2001) Research on Computer based learning is more effective than lectures