Interactive Learning: Difference between revisions

Revision as of 12:57, 7 August 2023

Revision as of 18:43, 8 January 2024

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Interactivity as a pedagogical technique requires a fundamental change in the way education is delivered. Tapscott <ref>{{cite book|last=Tapscott|first=D|title=Growing Up Digital: The Rise of the Net Generation|url=https://archive.org/details/growingupdigital00taps|url-access=registration|year=1998|publisher=McGraw-Hill|___location=New York|isbn=9780070633612}}</ref> has identified 7 ways this change occurs:

*From linear to hypermedia learning.

*From the teacher as [[transmitter]] to the teacher as [[facilitator]].

==Components of interactive learning==

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==Applying interactive learning==

In order to be effective, learning institutions must see computers and associated technology as an essential part of the student. In other words, technology must be seen as cognitive [[Prosthesis|prosthetics]].<ref>{{cite book|last=Johnson|first=S|title=Emergence: The Connected Lives of Ants, Brains, Cities, and Software|url=https://archive.org/details/emergence00stev|url-access=registration|year=2001|publisher=Scribner|___location=Toronto}}</ref> The core concept of [[distance education]] is that the real world becomes the learning environment; in this environment, the purpose of the instructor is to help facilitate the absorption of knowledge through both real-world and virtual learning experiences.<ref>{{cite web|last=Nilles|first=J|title=Some Historical Thoughts on the ee-Learning Renaissance|url=http://www.innovateonline.info/index.php?view=article&id=346|work=Innovate|publisher=Innovate Online|accessdate=2007-09-19|url-status=dead|archiveurl=https://web.archive.org/web/20071013114108/http://www.innovateonline.info/index.php?view=article&id=346|archivedate=2007-10-13}}</ref> Historically, one of the obstacles to [[distance education]] is the lack of face to face contact. The use of technology as an integral part of course design has attempted to compensate in both synchronous and asynchronous settings.

For delivery of synchronous content, technologies such as [[videoconferencing]] and [[web conferencing]] are typically used. An example of this is the growing use of [[Skype]] and [[GoToMeeting]] for virtual class discussions and lectures. For asynchronous content delivery, course designers use a variety of software suites that include various types of interactive elements. Programs such as [[WebCT]], [[Knowledge Forum]], [[FirstClass]] and [[Blackboard Learning System]] attempt to ameliorate the lack of contact with online discussion forums and bulletin boards.