There are a lot of ways ICT is starting to be implemented in learning for instance massive open online courses MOOC’s, computer supported collaborative learning CSCL and blended learning. Since MOOC’s demand more self discipline and there is no guarantee that the given curriculum is understood by the student (Yuan & Powell, 2013; Hoy, 2014) and the fact there isn’t really any social contact I’d rather focus on blended learning and CSCL.
A lot of schools and universities are busy with education and ICT trying to advance their form of education. This can be a good idea since ICT can improve interpersonal skills like motivation and meaningful learning (Garrison & Kanuka, 2004).Computer supported collaborative learning, CSCL in short, is a way of working together using computers. The premise of CSCL isn’t cooperation but collaboration. Saying collaboration is not just dividing tasks and doing a small part but really working together (Dillenborg 1999). In my own experience with this form of education I found it a lot of fun to be problem solving on a computer which felt a bit like gaming. I think if there are assignments for normal courses where problem solving and the curriculum are combined this form of education can lead to more motivated students. Research by (Erkens, Jaspers & Berlo, 2000) also says this form of education improves grades when working on an essay.
My experience with blended learning was a form a blended learning called flipping the classroom. In this method (Staker & Horn, 2012) instead of normal lectures and then homework you do some preparation at home and discuss it during class so there is more depth, students can be challenged more. In my experience though there was not that much feedback from me or my fellow students this was partially due to the room we were in and maybe it was because we weren’t used to this. A concern of mine with flipping the classroom is will all of the curriculum be covered. But I think if students get used to flipping the classroom it could be a really good way for teachers to coach there students in a way where they can reach higher goals and when compared with MOOC’s there still is a lot of face to face contact so it is a lot more social.
Dillenbourg, P. (1999). What do you mean by collaborative learning?.Collaborative-learning: Cognitive and Computational Approaches., 1-19.
Erkens, G., Schijf, H., Jaspers, J., & Van Berlo, J. (2000). How does computer-supported collaboration influence argumentative writing. In Workshop on Argumentative Text Production, EARLI SIG Writing Conference, Verona, Italy.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education,7(2), 95-105.
Hoy, M. B. (2014). MOOCs 101: An Introduction to Massive Open Online Courses. Medical reference services quarterly, 33(1), 85-91.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute.
Yuan, L., Powell, S., & CETIS, J. (2013). MOOCs and open education: Implications for higher education. Cetis White Paper.