International Student Impact
Impact of technology on distance education: Research gap:
Education being the citadel for one’s knowledge and learning opted for many innovations. One such innovation was science and technology. The development of such science and technology was beyond any imagination. Time was rationed for human being to learn and to educate himself. The advancement of science and technology paved way for education at his doors by offering distance education. He could enrich his knowledge and learn anything from anywhere and anywhere. He need not spend fixed timings to satiate and quench his thirst and could depend upon distance education.
Technology promotes a collaborative, active, participatory, and individualized type of learning will change the way students are taught. With the use of such tools, Richardson (2006) identified ten important learning shifts in the future prospects.
• Open content: open sources of information
• 24/7 learning
• Social, collaborative construction of meaningful knowledge
• Teaching is conversation, not lecture
• Know “where” learning: knowing where to find information
• Readers are no longer just readers
• The web as notebook
• Writing is no longer limited to text
• Mastery is the product, not the test
• Contribution, not completion, as the ultimate goal
In their study to explore the future trends of online education, Kim and Bonk discovered that, in the future, online cooperation, case-based learning and problem-based learning would be the preferred instructional methods for online instructors (Kim & Bonk, 2006). Presently, there is a lack of research in the area of Web 2.0 tools and their implications to students’ performance. Although much anecdotal research supports the use of the tool, pragmatic data and research have yet to be carried out in the area. The Web 2.0 tools will not only play a bigger role in education but will also encourage higher order intricacy thought, problem-solving and integration through
Education being the citadel for one’s knowledge and learning opted for many innovations. One such innovation was science and technology. The development of such science and technology was beyond any imagination. Time was rationed for human being to learn and to educate himself. The advancement of science and technology paved way for education at his doors by offering distance education. He could enrich his knowledge and learn anything from anywhere and anywhere. He need not spend fixed timings to satiate and quench his thirst and could depend upon distance education.
Technology promotes a collaborative, active, participatory, and individualized type of learning will change the way students are taught. With the use of such tools, Richardson (2006) identified ten important learning shifts in the future prospects.
• Open content: open sources of information
• 24/7 learning
• Social, collaborative construction of meaningful knowledge
• Teaching is conversation, not lecture
• Know “where” learning: knowing where to find information
• Readers are no longer just readers
• The web as notebook
• Writing is no longer limited to text
• Mastery is the product, not the test
• Contribution, not completion, as the ultimate goal
In their study to explore the future trends of online education, Kim and Bonk discovered that, in the future, online cooperation, case-based learning and problem-based learning would be the preferred instructional methods for online instructors (Kim & Bonk, 2006). Presently, there is a lack of research in the area of Web 2.0 tools and their implications to students’ performance. Although much anecdotal research supports the use of the tool, pragmatic data and research have yet to be carried out in the area. The Web 2.0 tools will not only play a bigger role in education but will also encourage higher order intricacy thought, problem-solving and integration through