The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction
hose who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all
But the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate,
For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria.
The use of video or online quizzes -- frequently encouraged for online education -- "does not appear to enhance learning,"
Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals,"
"Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning,
In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages
Education Secretary Arne Duncan urged educators to consider the report's findings. “This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide,”
"It gives people greater opportunity for flexibility, for experiential learning, for illustrating things in multiple ways such as visualization." What the study demonstrates, she said, is that colleges need to think broadly about using online education,
"This report correctly recognizes that online learning and blended learning are growing components of higher education and, employed properly, can play a significant role in promoting student learning.
These results demonstrate why more research is needed
Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
According to a recent survey by the nation's two largest teachers' unions, most educators are enthusiastic about the role technology can play in improving learning, but many still feel unprepared to take advantage of digital tools in the classroom. What's stopping them? The persistent barriers include too few computers, a lack of technical support, and inadequate professional development.
Les technologies : plus positives que négatives
Par Valerie R. Carbonneau, APP
Montréal - En début de semaine, le groupe de travail sur l’impact d’Internet et des technologies de l’information de l’Association des commissions scolaires anglophones du Québec (ACSAQ) a rendu public les résultats d’une recherche entamé en février.
le processus d’intégration des technologies de l’information et de la communication (TIC) par les enseignants est long et complexe. Dans la plupart des cas, on parle de cinq à six ans.
Peu importe la raison initiale pour laquelle ils avaient commencé à utiliser les TIC, les enseignants doivent passer par différentes étapes d’intégration en classe : la familiarisation (les élèves ont droit à des activités récompense à l’ordinateur), l’exploration (les élèves peuvent enrichir des notions vues en classe par de la recherche sur Internet), l’infusion (les élèves accomplissent des tâches spécifiques à l’ordinateur, visant l’atteinte de compétences disciplinaires) et l’appropriation (les élèves participent à des projets visant l’atteinte de compétences transversales).
« Les étapes du processus ne sont ni mutuellement exclusives, ni obligatoires, mais elles sont cycliques », fait remarquer Mme Raby. Ainsi, un enseignant pourrait employer toutes les étapes à la fois, à des moments différents de son enseignement.
O Grupo
de Trabalho - Pedagogia para a Autonomia (GT-PA) foi criado em 1997, na
sequência de estudos e projectos do Departamento de Metodologias da
Educação do Instituto
de Educação e Psicologia da Universidade do Minho, realizados
nos campos da formação de professores e da pedagogia da língua,
com uma incidência prioritária nos conceitos de "reflexão"
e "autonomia".
Vale a pena acompanhar o que este grupo, liderado pela Prof. Flávia Vieira, tem realizado e que contributo tem dado para a reflexão na Educação em Portugal.