Online learning or distant learning requires great dedication and self-discipline on the part of the student. A learning environment that requires students to set their own time lines or time management criteria can be very stressful and challenging for new students. Students, especially those new to higher education, may not yet have learned the skills to be able, in a sense, “teach themselves” (Bejerano). Many new students may have the assumption that distant learning may be easier and less demanding but studies show the contrary. Students that are unenthusiastic and ill equipped to apply the extra time an online class demands, will find themselves unsuccessful in distance
One of the greatest detractors from the ‘flipped classroom’ model is the lack of home computer access for some students (Roehl et al., 2013; Kachka, 2012; Nielsen, 2012; Fulton, 2012), something which needs to be addressed to ensure the efficacy of the ‘flipped classroom’ model. However, this may be of small concern in the digital age, in which the ‘Millennial’ generation have a preference for the use of technology to enhance traditional learning (Lage et al., 2000). Information and Communication Technologies (ICT’s) are a large part of the current generation’s lifestyle, and include such modern-world aspects as constant connection to information, as well as connectedness to sociability (Roehl et al., 2013). Considerations such as these highlight the fact that teachers should be aware of the benefits of implementing ICT use and multimodality into the curriculum. Prensky (2001) points out that: “Our students have changed radically.
Sociocultural Theory While constructivism has focused more on constructing new information from prior schema, Bereiter (1994, p. 22) contends the more likely contribution of the sociocultural program lies in helping us view the scholarly and scientific disciplines as social institutions—groups of people functioning together by virtue of shared cultural practices. Cobb (1994) concludes that socioculturalism has often been pitted against constructivism, yet each adds a necessary component to cooperative learning that makes it more complete in its effectiveness. In conclusion, Bereiter (1994 p.21) claims that Constructivism is about paying close attention to the mental activities of the learner whilst Socioculturalism is paying
Some people said that the technology may cause many problems in the education fields for many reasons. As it was stated in occupytheory.org and other websites under the title of “Disadvantages of technology in education” Laziness in Studying Computers are done to make things easier on human so it may cause laziness on some students since they could find what they want by a click without researches. Forgetting the Basic Way of Studying Some people claims that student would not be using books anymore and they will forgot about how to study and do home works on organize their work. Discovering Unusual Things in the Computer Students are going to be using internet without monitoring them so they might discover many things that are wrong and may cause badly on them is the
Misunderstanding assignment directions, trying to contact the instructor for help, and technology issues were all reported as potentially frustrating and stressful disadvantages of online learning. In addition, many students indicated that using the computer for other non-related course activities, such as Face book, while working on the course would be a drawback (Alexander, Truell, Zhao, 2012). Smart & Cappel (2006) also highlighted some challenges perceived by students such as content-related issue raised concerned the inclusion of simulations in the learning units, the online units did not contain enough “new” information or were not interesting. A study done by Burton & Goldsmith (2002) on students’ experiences in online course, have stated that students recognized the most significant personal challenge to online courses was not the challenge of course content, but the need for discipline in managing the work equipments of their online courses while balancing the demands of careers and personal
Ravenscroft (2004) argues that cognitive and behaviorist learning theories are focused on the individual and tend to disregard the social aspects of learning. They posit that workplace learning is driven by social relationships and interactions moderated by cultural norms. Some of the theories that promote better understanding of workplace learning are related to adult learning and organizational learning. Adult Learners are practical, autonomous, goal-oriented and are actively involved in the identification and fulfillment of their learning needs (Merriam and Bierema, 2013). E-Learning programs can support these characteristics, strengthen the learning process and motivate employees to learn by prioritizing self-directed learning, clearly outlining the objectives and benefits of the program and incorporating problem solving tasks based on real work situations (Poell and Woerkom, 2011).
Introduction: In recent years, the use of technological aids, especially those related to computers, has increasingly become a common feature of the classroom. The magnificent developments in the IT sector also influenced the educational sector in teaching and learning methods and teaching aids. The computer has become as possible substitute for classroom conditions and structured procedures as advocated by the behaviouristic theory in language learning and
Role of ICT (Information Communication Technology) in School Administration Introduction In educational administration, the value of IT has become quickly developed because of its ability and competency. ICT major ambition was to add the ability of school office actions according to the introductory levels of its evolution. It was beneficial to stock student and group information. In past, the main function of ICT was upon data transfer or investigation but now a day it concentrates on data entry as well as examination. ICT performs a meaningful act in increasing the condition of education.
As I mentioned in the previous sections, the use of ICT technology in teaching and learning is expanding rapidly in this twenty-first century. As a result of that, studies about the importance of ICT technology in teaching and learning are also appearing in a growing numbers. Previous research shows that the use of technologies, particularly the new ones could “facilitate communication, reduce anxiety, encourage oral discussion, develop the writing/thinking connection, nurture social or cooperative learning, promote egalitarian class structures, enhance student motivation, facilitate cross-cultural awareness, and improve writing skills” Yang & Chen (2007, p.2) . In light of these positive effects, an increasing number of scholars have examined the importance of ICT in teaching and learning. It’s important to know that many scholars admit how essential ICT in providing opportunities for students to learn and to operate in an information era.
The world of language teaching undergoes many changes and experiences with new methods and approaches coming into existence every day. Technology has had its share and effect on language teaching/learning, too. Within the world of technology, computer and its software opened a new horizon to language teaching/learning (Maftoon, Hamidi, & Sarem, 2012). In the realm of second/foreign language acquisition, the most recent effort to improve the process of language learning has involved computer technology. In connection with this fact, Garrett (1989, p. 104) points out that applying computer technology in foreign language education is part of a larger phenomenon known as the ‘new humanism’ and "portrays one of the most exciting developments coming