Computer Mediated Learning Education

For busy adults with conflicting schedules facing a multitude of family and work demands, who still wish to lead to their academic credentials or vocational qualifications, electronic computer mediated larn may seem want an ideal way for such adults to satisfy their educational drives. For an elementary school instructor, however, computer mediated attainment lacks the supervisory, mentoring, and hands-on capacity that is usually deemed necessary for imparting basic skills.An on-line, collaborative learning undertake apply the Internet offers solutions to many of the problems plaguing university education, such as oversubscribed classes and the difficulty for university students to gain access to the required classes that they need to graduate on time. (Jones, 2004) At a higher education level, computer mediated learning allows for students to be enrolled in more sections on a year round basis in a university environment-but this is non an reinforcement enjoyed by elementar y school students.At best, in terms of dealing with high enrollment, the computer-mediated schoolroom is an asset, not a supplement to lawsuit-to-face learning on the lower levels of education. Even advocates of distance or computer mediated learning on the university level have stressed that such an educational format deeds best when students are mature, preferably adult learners, comfortable with independent learning and computers, who have a advance intention of why they wish to obtain their degree. Jones, 2004) Such a description could not be more antithetical to elementary school children. Moreover to be successful, the implementation of such a learning approach requires significant technical and educational skills and experience, as well as motivation on the part of the learners. (Jones, 2004) Does this spurious that computer found learning has no place in an elementary school curriculum? non necessarily.Foreign speech communication instruction that would not otherwise be available to elementary school children is thinkable through the use of computer based learning, as children can hear and interact with native speakers, and sluice communicate with classes their own age, across the world. (Perez, 1996) When teaching a foreign language, one teacher found that the impertinent technology encouraged students to think critically, encouraged self-directed learning, and provided a library on-screen of different texts in the language the students was learning.But because the computer medium can allow for passivity on the part of the student, Lucia Perez stresses that a teacher must take an intensively constructivist or hands on approach, to motivate the students to be proactive in their learning, such as assigning independent research topics, rather than permitting students to veg out in front of a screen, as might be their custom at home when using the computer for pleasure.Likewise, when using computer based learning to teach, for example the teach ing dilemma was how to simultaneously motivate the students by applying mathematics learning to veridical life problems of concern to them, and help them to gain quickly the basic skills to do the necessary mathematics manipulations nearly automatically, and once this motivation was integrated into the computer based learning, the program appeared to work well. (Shaw, 1996)Thus, computer based learning can and must be more than simply an effort to transfer face to face classroom instructional practices into a different or virtual medium, for the learning does not take place face to face, but is primarily student-directed. Also, there is more responsibility upon the head of an average Elementary teacher to attain assignments that motivate and engage students imagination when making use of computer based learning for specific, targeted purposes, but when do so effectively, the rewards are great for both teachers and students.