Pengajaran Dan Pembelajaran Secara Online 6543ppt
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Pengajaran Dan Pembelajaran Secara Online 6543ppt
- 1. GGGE 6543 Pengajaran dan Pembelajaran secara Online
- 7. “ Personally, I’m always ready to learn, although I do not always like being taught.” -Winston Churchill
- 27. Â
Editor's Notes
- Perhaps it is the flexibility of access, at anytime or anywhere, to learning materials that motivates learning and this in turn removes that feeling of “being taught.” Online learning, synchronous or asynchronous, puts the learner in control of his/her learning with support from the expert in the field of study. This innate regulation motivates the student to access the learning materials and become actively involved in deep meaningful learning. Learning is the primary focus, not “teaching” or being “taught.”
- As educators we strive to look for instructional systems to promote learning. As we look at online learning environments we have a desire to assure they are pedagogically effective. The construction of “effective” online learning situations should be supported by proven and sound learning theories. The design of the course versus the medium of delivery is the determining factor for effectiveness. There is not one exact theory to follow. However, one may combine given theories and look toward the advent of new theories on the horizon. These are some of the theories cited in the literature.
- The early computer learning systems were created based on the behaviorist approach to learning. Skinner (1974): External stimuli change human behaviors. However, other educators insisted there is more to learning than just observable changes in behavior. Therefore, a switch from a behaviorist to a cognitive approach. Teach the facts (what) Cognitivist: teach principles and processes of “how” Piaget: To understand is to discover; the learner is capable of “production” and “creativity.” real life, personal applications, contextual Vygotsky: People act on the environment (objects, individuals, and institutions) through the intermediaries of technology and “social” institutuions. Bruner’s basic premise is “learning” is an “active” process that learners construct new knowledge and meaning based upon their current or past knowledge. Curriculum should be developed in the shape of a “sprial” where the learner builds upon previously learned material.
- Pavio hypothesized that there are verbal and nonverbal subsystems that are structurally and functionally distinct at the cognitive level. Individuals create internal verbal symbols from verbal stimuli, internal images from visual representations, and referential connectioins between the two systems. This cognitive coding provides a framework for the construction of multimedia design that is delivered via computerized technology. Human interaction with the computer’s hardware and software involves the kinesthetic, auditory and visual sensorimotor systems. Therefore, the computer may be viewed as a cognitive learning tool that assists with the encoding of verbal and nonverbal messages for the learner and perhaps enhances learning. Empirical research supports the use of pictures and text when designing instructional materials for the learner.
- Rich Mayer states 3 assumptions in his theory of multimedia learning (2001): dual channels, limited capacity, and active processing. Learning material may be presesnted verbally aas on-screen text or by voice and graphically as images or animation in computer-based multimedia Limited capacity: inidividuals do not have unlimited capacity to process information in the auditory/visual channels of working memory. Message: avoid overloading the learner with information. Active processing: individuals participate in learning in order to make meaningful experiences. They make sense of multimedia presentations by paying attention, organizing information, and combining new information with previous knowledge from long-term memory.
- George Siemens notes that behaviroism, cognitivism, and constructivism are learning theories that were developed before “learning was impacted through technology.” Implications for connectivism are: design of learning envirionments; personal knowledge management in relation to organizational management; management and leadership.
- By choosing one or several learning theories you will design effective online learning environments that motivate…etc.