- Learner-content - where the learner teaches himself, for example, reading text in a library;
- Learner-instructor – this is the most common type of interaction, with nearly all schools and educational institutes applying this method; and
- Learner-learner - students help themselves to learn, by sharing ideas and discussing problems, often in a real or virtual group setting. This is the least common and least conventional of the three modes of interaction, but one of the most exciting for those interested in online delivery, since the use of online forums and email lists generally enable group discussion to a far greater extent than is possible in a conventional lecture / tutorial environment. (Moore, 1996)
E-learning is the evolution that the educational world has been going through in recent years. E-learning cannot be left out of the equation since it is has become an important part in the lives of prospective students who would like to continue their studies but do not have time to study in the traditional setting so far available in higher education institutes.
Reference:
Moore, M. G. (1996). Three types of interaction. The American Journal of Distance Education, 3(2), 1-7, Pennsylvania State University, Pennsylvania.
To add to what Mary Grace said, I find rapid elearning more usefull. Although one can deal with types, that is synchronous and asynchronous. The latter is self-paced whilst the former deals with virtual classrooms. Webinars are very much common in todays day and age, where one follow a scheduled webinar.
ReplyDeleteParticipants are hence give a username and a password upon registration. Microsoft and other companies use thid kind elearning method, thus providing all the electronic advantages (people from all over the world can log-in and participate) from the comfort of your home.
In our institute, ICT, we use Moodle to share resources with our students. Referring to what Mary Grace wrote, we focus on the second type of e-learning: learner-instructor, as we still have a face to face interaction with our students to verbally deliver and explain the resources provided online.
ReplyDeleteIt is up to the student to make use of the first type of interaction: learner-content. This is used by those students who are self-motivated, want to learn, and are interested in the subject. Unfortunately these do not make part of the majority.
What I find problematic is the last type of interaction: learner-learner. Though we have the resources to apply this, unfortunately it is missing in our institute. I think before applying this type of interaction, the system first needs to have a very strong learner-content interaction. It's a shame such interaction is missing, as I think this is the most effective learning methodology, that is when students obtain knowledge by interacting with other students.
I am indeed surprised by the fact that the majority of ICT students do not actually make full use of resources provided online through Moodle - I would have assumed that ICT students would be the most computer-literate and computer-friendly students one could find on campus.
ReplyDeleteOn the other hand, I can still understand that motivated or unmotivated students can be found everywhere, in each Institute, in each classroom, in each setting.
A very positive aspect of learner-learner interaction is the exchange of ideas between students themselves. This can be further emphasised in a face-to-face environment. I would not like to make a sweeping statement, but I feel that the average Maltese student lacks the self-confidence and interest of expressing oneself in class in a mature, open and respectful discussion.
I could only become aware of this difference when I taught foreign students - yet again, without generalising, the average student would feel more comfortable in discussing a given topic in class together with his/her classmates.
E-learning can be useful for many things and this is just one aspect which we should use in order to instill more confidence in our students for them to be more able to express their opinions in a mature and respectful exchange of ideas.