Discovery method of teaching slideshare 2021 - Zango Anything
Discovery method of teaching slideshare 2021. The field of distance learning continues to evolve, not only from a technological perspective. but also through the way lessons are delivered online.
When this field was first developed in the early twenty-first century for higher education, a primary concern was the ability of this type of teaching to replicate traditional learning in the classroom.
Over time, most online schools have incorporated some form of teacher-student interaction as part of the curriculum, usually through asynchronous discussions. making it possible for students to experience many similar elements in a traditional classroom.
If there are still any doubts lingering today about the ability to learn effectively in a virtual environment, the pandemic has helped eliminate them.
Now the most recent development in the field of distance learning has been the development of competency-based education, or learning specific skills and competencies rather than course-specific objectives.
This has led to a transformation in the field of higher education as new online schools, both for-profit and not-for-profit, are formed, which are based strictly on competence and do not require communication between teacher and student.
One of the largest online nonprofit schools does not assign students to classes or teachers, changing the traditional model of online learning.
While there will be some students who are well suited to this style of learning, the human element of learning can remain transformative for all students who are able to interact with the teacher on a regular basis. especially when the teacher is at a high level. Participate in the learning process.
The traditional online classroom, with mandatory teacher-student interactions, requires the teacher to be present, available and responsive to the needs of his students.
It is possible for the teacher to be present at a minimum and only when he is contractually obligated to do so; However, schools and students expect more teachers, and minimal participation is rarely tolerated.
This places the responsibility of teachers on learning to be highly effective in a virtual environment, interacting with students they cannot see, while communicating primarily through messages and nonverbal participation in the classroom.
Which is more effective to learn? Perhaps you will find out as you learn from my experience in higher education and distance learning.
I will also share some strategies to help you, as an online teacher, improve your interaction with students.
Discovery method of teaching slideshare 2021
Consider a student who can memorize information long enough to pass a test, or understand the information well enough to write a paper long enough to be evaluated by a workbook. From a cognitive perspective, you could ask: Was there enough interaction to make the information become knowledge, and more importantly, was there enough interaction to transfer the knowledge from short-term memory to long-term memory?
These are the questions I ask competency-based online schools that do not offer direct teacher-student interactions.
When students participate in a classroom environment, whether online or on a traditional campus on the ground, they are provided with an opportunity to discuss course concepts or interact with the information studied in greater depth.
This makes the learning process transformative, as it helps build the neural pathways needed for long-term knowledge retention.
The reason for this is the additional context that discourse provides, which transforms information into usable and relevant knowledge, for use now, stored in long-term memory, and for later retrieval.
The teacher is the most important component of class discussions, the person who directs the ongoing discourse.
Competency development versus learning and knowledge acquisition
I can start this analysis from the student's perspective and focus first on why they are enrolled in a degree program.
For most online students, often referred to as non-traditional students, they have a specific goal or purpose in mind. In other words, they were not registered for exploratory purposes only.
They are either seeking to advance their careers, change their careers, further their professional development, or acquire specific professional knowledge to specialize in their career field.
The expectation is that they will be able to graduate from the program and immediately apply what has been learned in their career, regardless of their initial purpose or reason for enrolment.
For online schools that rely strictly on competency, and do not offer any required teacher-student interactions, the expectation is that by the end of the 'course' the students will have demonstrated a mastery of proficiency.
This proficiency can be demonstrated by obtaining a score on a test, written paper, or a combination of the two. Within this structure, students are not required to read any of the material presented, and are encouraged to do so only if they are unable to achieve a passing score on the test or paper, and require additional assistance.
The question becomes: If no direct interactions with an experienced teacher are required, and the student is only obligated to pass a satisfactory test or score written on paper, does learning occur?
The answer to the question, as offered by online institutions that offer competency-based programs only, is: Students have demonstrated proficiency in competency at the end of the course. My question is: If study is not required, how does a student actually learn?
I understand that a student can memorize information or write about a topic they are already familiar with, but isn't this like dissertation-style courses already done online?
This is like someone picking up an instruction book or set of instructions to install a new piece of equipment.
They can have the information needed to complete the required tasks long enough to do so, but will they retain the information long-term, and has the learning occurred?
I still believe that learning requires context and discourse, to become knowledge, where neural pathways are created and knowledge is stored in long-term memory.
Anyone can read or write, but understanding what you read and write, and putting it in a context that you can understand and apply, is the transformative part of learning. I understand that this puts me at odds with the principles of competency-based education.
But I still believe that a teacher is necessary to guide the discourse and help create the environment for context to occur.
This is what I've done now with my online classes for over 15 years, and I've seen the result with students, especially when they can instantly apply certain topics to their careers.
I have noticed that students learn as a result of their interactions in class.
Discovery method of teaching slideshare 2021
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source http://www.7nything.com/2021/07/discovery-method-of-teaching-slideshare.html
