Quality In Online Learning(二)_计算机网络论文.docVIP

Quality In Online Learning(二)_计算机网络论文 Quality In Online Learning(二)_计算机网络论文 #2: Learning is more effective if a student can take responsibility for his own learning. The student (and not the instructor) has direct access to own brain. Teaching is the art of setting up the circumstances under which a student is likely to teach himself. We must let go of this concept that an instructor directly causes a student to learn by lecturing, explaining, demonstrating, et cetera. If a student learns during a lecture, it is because she chooses to process the information at that time and to intentionally learn. But how can a student take responsibility and learn with intent if she is ignorant of the competencies she lacks? When an instructor steps up to the podium and begins to lecture, the student does not know what competencies that instructor intends to foster in her. The implicit instructional design in this instance is Listen to me. Lecturing better or teaching harder, in this instance does not result in better learning. Good instructional design makes explicit the competencies a student must acquire. Effective student-centered learning can occur when a student can assume responsibility for removing a known incompetence by saying I want to learn that. When the course design is reduced to Listen to me. the student cannot accelerate her learning processes through deliberate learning. Practice: Getting a student to take responsibility for her learning requires a pilot in command approach to designing her experience of your site. That is, each student must take full responsibility for his or her own learning journey. Help the student to clearly understand 1) what competencies constitute successful learning in the class, 2) the base of prior learning from which she starts and her distance from the goals, and 3) the effectiveness of her ongoing efforts to acquire the target competencies at the prescribed level of mastery. The web environment is an ideal venue for offering a stu