Intellectual development, however, can be an intra- as well as an inter-personal
phenomenon. That is, learning may not come directly from teachers but rather
from their absent or invisible presence. Online pedagogues, therefore, can be
present in different ways. They may be present in person, participating in learning
conversations. They may constitute an absent presence that, nonetheless, is
embodied in the learning resources directed towards students (e.g., the selected
readings or activities). Or pedagogues may exist merely as inner voices, inherited
from the language of others, that (invisibly) steer the desires, self-regulation,
and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’
has always been central to the post-Enlightenment ideals of liberal adult education.
Danielle Melia on 28 Jun 12This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
