Literaturnachweis - Detailanzeige
| Autor/inn/en | Hashem, Mahboub E.; Crawford, Christopher B.; Strohkirch, C. Sue |
|---|---|
| Titel | Trends in Information Technology and Future Prospects with Regard to Transforming Classroom Interaction. |
| Quelle | (2000), (14 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Distance Education; Higher Education; Information Technology; Listening Skills; Listservs; Nonverbal Communication; Teacher Administrator Relationship; Teacher Behavior; Teacher Student Relationship |
| Abstract | Educators have conquered e-mail and surfing the net; now they are striving to provide quality distance education. Classes often form discussion groups and use listservs to facilitate interaction. A discussion group is little more than a mailing list. Messages can be mailed to the list address and are copied to each person on that mailing list. The list can be used for discussions and disseminating information. Many institutions have committed themselves to using technology to reach underserved or unserved distance learners by offering courses on the Web or through interactive TV. Rural and distance learners are the primary beneficiaries of these new means of education. Institutions are concerned with preserving the integrity and rigor of these new offerings. This paper discusses trends in information technology as well as means for transforming classroom interaction as the means of delivering education change. Although some students consider face-to-face interaction essential, many nontraditional learners believe distance education is the most feasible means of gaining a degree. Mottett (2000) stresses how important it is that instructors have realistic expectations concerning teaching distance education courses. Instructors need to realize that they will have less control over the delivery of their courses and how they will be impacted by reduced student responsiveness cues. Instructors need to familiarize distance learners with the technology and about their own nonverbal behavior. Instructors also need to become better listeners to maximize the responsiveness cues that they do receive. All instructors should try to work closely with administrators to ensure that new technologies effectively transmit both audible and visual nonverbal messages. Contains 13 references. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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