RSA 4 "Power of the learning community"

https://springerlink3.metapress.com/content/nx5741755lr3m7u6/resource-secured/?target=fulltext.pdf&sid=j1ot5vu4cclerbizpv3reth0&sh=www.springerlink.com

            The purposes of this paper are to review and critically analyze research and theory related to technology-enhanced student-centered learning environments and to identify their foundations and assumptions. It goes in depth to illustrate the shortcomings of direct instruction. Direct instruction methods have been criticized for failing to emphasize practical problem solving and critical thinking (National Science Teachers’ Associations, 1993.) Student centered instruction has proven to improve student retention and comprehension. The use of active learning and hands-on discovery not only requires higher order thinking skills, but also makes the learning more engaging. It seems fairly obvious that you will be learning a lot more when you are engaged in the material. The average adult can only “pay attention” to a lecture for about seven minutes. However, if the mind and body are actively working on solving a problem, the student can be attentive for hours.

            This paper supports the assigned reading, “Building Online Learning Communities: Effective strategies for the virtual classroom”, by agreeing the students being engaged in their learning via computers. Students can form virtual study groups on line through blogs, websites, Facebook, etc. It’s virtually impossible not to be active in a virtual study group because you will have to navigate through the information to follow and learn from it. Overall I think it is very obvious that education in the 21^st century needs to become student centered and technologically enhanced.

References:

 Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective strategies for the virtual classroom, (2nd ed.). San Franciso: Jossey-Bass. ISBN: 978-0-7879-8825-8, pages 157-204.

Hannafin, Michael & Land, Susan. (2006) The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science Volume 25, Number 3, 167-202, DOI: 10.1023/A:1002997414652