TECHNOLOGY-SUPPORTED LEARNING ENVIRONMENTS

TECHNOLOGY-SUPPORTED LEARNING ENVIRONMENTS

2007

Business and educational institutions create and acquire knowledge however , as many researchers point out they are seldom successful in applying that knowledge to their own activities . In fact , educational institutions have been recognized to be slow in the adoption of new technologies , including Internet into the learning process since for a long time the blackboard and chalk have been remaining the primary teaching technologies . Eventually as experience of business and educational institutions increased , information technology and technology-supported learning environments have been used as a catalyst [banner_entry_middle]

for transforming learning and educational processes . Enhancements made with technology to learning are based on many pedagogical assumptions and research findings . Technology improves process and product of presentation through the use of color , graphics , creating interest and appeal in learners , thus increasing the comprehension of information learner recall and performance as well as attitude

In the end of nineties , some institutions have begun building classroom facilities that incorporate information technologies in hopes of improving the learning and teaching processes . For example , Herndon High school in Fairfax County , Virginia created an electronic classroom that enabled groups of students to work together while communicating electronically and anonymously (Alavi , 2002 . At Hinsdale South High School , Illinois a pilot program was conducted where each student ‘s room was equipped with a personal computer networked to share laser printers and scanners . Interactive computer applications and simulation exercises supplemented the traditional case study preparation . During studies conducted at Baylor University (Leidner , 1998 , students perceived the courses taught in the automated classrooms to be more organized than courses taught in traditional classrooms . Wallace (2004 ) points out that Internet became an integral part of educational process and technology-supported environments , and experts in numerous studies have already revealed the potential of the Internet for improving teaching and learning . Wallace (2004 ) aimed to demonstrate through three documented case studies , how instructors using combination of Internet their skills and knowledge , engage students with educational content . As Wallace points out , the reciprocal connection exists between how Internet shapes educational process and how the process shapes Internet .Theoretical assumptions and practical research conducted by many psychologists and educators reveal different learning models . From the perspective of technology used in learning , the applications of IT in a learning environment will reflect either purposely or unintentionally some learning model . For instance , according to the objectivist model of learning based on Skinner ‘s stimulus-response theory the primary objective of teaching is to facilitate the transfer of knowledge from the expert to the learner (Jonassen , 1993 . The constructivist model of learning on the contrary emphasizes learner-centered instruction , which means students or employees are expected to learn better when they are forced to research things rather being instructed about them (Jonassen 1993 . According to cooperative learning model , students are expected to exercise , verify , discuss and share the information , creating this way a new shared knowledge (Whipple , 1987 . Finally , the cognitive information processing model of learning assumes that learners differ in terms of their learning style . Therefore , automated learning… [banner_entry_footer]