Computer‐networks in education—a better way to learn?
Identifieur interne : 005E27 ( Istex/Curation ); précédent : 005E26; suivant : 005E28Computer‐networks in education—a better way to learn?
Auteurs : M. Dnanes ; W. M. R NningSource :
- Journal of Computer Assisted Learning [ 0266-4909 ] ; 1998-06.
Descripteurs français
- Wicri :
- topic : Ordinateur, Technologie.
English descriptors
Abstract
Abstract In the period 1992–1994 a project on the use of computer‐networks in education was carried out in five secondary schools in Norway (SIRNET). An important goal was to provide an environment to facilitate quality control in the learning process with a special focus on active student learning. Two different models were explored: completely distributed classes and courses, and partly distributed courses. The results presented here are based on the last year of the project. The main results of the evaluation of SIRNET demonstrated that the first model was the most successful in promoting student responsibility. In this model, the teachers had to rely completely on the technology and on the student's ability to work more independently. The paper concludes that a necessary prerequisite for a successful connection between pedagogy and computer‐technology, requires a common pedagogic view amongst the teachers involved. It is suggested that a certain set of criteria should serve as a ‘check‐list’ in the development and accomplishment of such projects in the future.
Url:
DOI: 10.1046/j.1365-2729.1998.1420148.x
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<front><div type="abstract" xml:lang="en">Abstract In the period 1992–1994 a project on the use of computer‐networks in education was carried out in five secondary schools in Norway (SIRNET). An important goal was to provide an environment to facilitate quality control in the learning process with a special focus on active student learning. Two different models were explored: completely distributed classes and courses, and partly distributed courses. The results presented here are based on the last year of the project. The main results of the evaluation of SIRNET demonstrated that the first model was the most successful in promoting student responsibility. In this model, the teachers had to rely completely on the technology and on the student's ability to work more independently. The paper concludes that a necessary prerequisite for a successful connection between pedagogy and computer‐technology, requires a common pedagogic view amongst the teachers involved. It is suggested that a certain set of criteria should serve as a ‘check‐list’ in the development and accomplishment of such projects in the future.</div>
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