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Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?

Copyright © 2010. 18 pages.
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DOI: 10.4018/978-1-60566-788-1.ch001
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MLA

Yu, Chien, Wei-Chieh Wayne Yu and Chun Fu Lin. "Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 1-18. Web. 19 Apr. 2014. doi:10.4018/978-1-60566-788-1.ch001

APA

Yu, C., Yu, W. W., & Lin, C. F. (2010). Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?. In H. Yang, & S. Yuen (Eds.) Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 1-18). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch001

Chicago

Yu, Chien, Wei-Chieh Wayne Yu and Chun Fu Lin. "Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 1-18 (2010), accessed April 19, 2014. doi:10.4018/978-1-60566-788-1.ch001

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Abstract

Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become the undeniable trend for both secondary and higher education. This chapter provides readers with an overview of e-learning computer technologies within the teaching and learning, an examination of current research studies in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.
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Introduction

Today, knowledge and technology play a critical role in driving productivity and economic growth. A new phenomenon, commonly known as the “knowledge economy,” uses information and communication technologies (ICTs) to create revolutionary changes in the workplace and in society in general. Kozma (2003) stated:

The knowledge economy gives rise to ICTs because they provide the needed tools and these tools allow us to create, collect, store, and use this new knowledge and information. They also enable us to connect with people and resources all over the world, to collaborate in the creation of knowledge, and to distribute and benefit from knowledge products (p. 2).

Due to their rapid development and growing popularity, ICTs have gained many proponents in education. Some researchers (Finger, McGlasson & Finger, 2007, Kozma, 2003) are convinced that the innovative use of new and emerging technologies can bring about quality change in the world of education in terms of opening the possibilities for improved presentation and delivery of programs that benefit both the educators and the students. Many studies (Johnston & Joscelyn, 1989; Kozma & Johnson, 1991; Perkins, 1992) emphasize that the use of computers in a learning environment can increase students’ active engagement in thinking and problem solving, promote understanding and mastery learning, and add realism to instruction to enhance knowledge construction.

Even though the majority of researchers and practitioners have positive views related to the potential that information and communication technologies (ICTs) have in our education systems, some have remained cautious in using computer technology to facilitate teaching and learning. Bransford, Brown and Cocking (as cited in Kozma, 2003) noted that the positive impact of the computer does not come automatically because much is dependent on how instructors and students use computers in their classrooms. Oliver (2005) stated that the prevailing use of the new and emerging computer technologies will only occur as greater numbers of teachers perceive that such technology will benefit them and their learners, because for many, ICTs simply present more barriers than opportunities for teaching and learning. Derek Bok (as cited in Kozma & Johnston, 1991), a former Harvard university president, also shared his cautious optimism, saying that technologies can undoubtedly engage students in the active thinking process and problem solving and at the very least, helping students learn. However, he suspected that “computers can contribute much to the learning of open-ended subjects such as moral philosophy, religion, historical interpretation, literary criticism, or social theory – fields that cannot be reduced to formal rules and procedures” (p. 10-11). This chapter provides the reader with an overview of e-learning computer technologies within teaching and learning, an examination of current research in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.

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Complete Chapter List

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Chapter 1
Chien Yu, Wei-Chieh Wayne Yu, Chun Fu Lin
Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become... Sample PDF
Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?
$37.50
Chapter 2
Clara Pereira Coutinho, João Batista Bottentuit Jr.
In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social... Sample PDF
From Web to Web 2.0 and E-Learning 2.0
$37.50
Chapter 3
Chaka Chaka
This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW... Sample PDF
E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence
$37.50
Chapter 4
Jianxia Du, Yunyan Liu, Robert L. Brown
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This... Sample PDF
The Key Elements of Online Learning Communities
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Chapter 5
Ke Zhang, Curtis J. Bonk
This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning... Sample PDF
Generational Learners & E-Learning Technologies
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Chapter 6
Robin M. Roberts
The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering... Sample PDF
The Digital Generation and Web 2.0: E-Learning Concern or Media Myth?
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Chapter 7
Jeffrey Hsu, Karin Hamilton
Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest... Sample PDF
Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program
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Chapter 8
Dazhi Yang, Jennifer C. Richardson
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge... Sample PDF
Online Interaction Styles: Adapting to Active Interaction Styles
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Chapter 9
Yuliang Liu
Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six... Sample PDF
Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning
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Chapter 10
Bo Kyeong Kim, Youngkyun Baek
Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its... Sample PDF
Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment
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Chapter 11
Jeannine Hirtle, Samuel Smith
Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for... Sample PDF
When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
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Chapter 12
Luiz Fernando de Barros Campos
This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations.... Sample PDF
Could Web 2.0 Technologies Support Knowledge Management in Organizations?
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Chapter 13
Colleen Carmean
Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it... Sample PDF
E-Learning Design for the Information Workplace
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Chapter 14
Paraskevi Mentzelou, Dimitrios Drogidis
The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to... Sample PDF
The Impact of Information Communication Technology (ICT) to the Greek Educational Community
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Chapter 15
Richard Hartshorne, Haya Ajjan, Richard E. Ferdig
In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant... Sample PDF
Faculty Use and Perceptions of Web 2.0 in Higher Education
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Chapter 16
Susanne Markgren, Carrie Eastman, Leah Massar Bloom
In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in... Sample PDF
Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library
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Chapter 17
Betül C. Özkan
Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and... Sample PDF
Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age?
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Chapter 18
Hsiu-Ting Hung
The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores... Sample PDF
New Literacies in New Times: A Multimodal Approach to Literacy Learning
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Chapter 19
Rajani S. Sadasivam, Katie M. Crenshaw, Michael J. Schoen, Raju V. Datla
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the... Sample PDF
Transforming Continuing Healthcare Education with E-Learning 2.0
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Chapter 20
Brian Smith, Peter Reed
The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase... Sample PDF
Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0
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Chapter 21
F. R. Nordengren, Ann M. York
This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of... Sample PDF
Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning
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Chapter 22
Kathryn Kennedy, Jeff Boyer, Catherine Cavanaugh, Kara Dawson
Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the... Sample PDF
Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers
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Chapter 23
Clara Pereira Coutinho
In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho... Sample PDF
Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice
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Chapter 24
Pearl Chen
This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as... Sample PDF
From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design
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Chapter 25
Carl Scott, Youmei Liu, Madhuri Kumar
This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of... Sample PDF
Authentic Learning in Second Life: A Constructivist Model in Course Design
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Chapter 26
C. Candace Chou
This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service... Sample PDF
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
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Chapter 27
Steve Chi-Yin Yuen, Harrison Hao Yang
Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction... Sample PDF
Using Blogfolios to Enhance Interaction in E-Learning Courses
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Chapter 28
Priti Srinivas Sajja
Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning... Sample PDF
Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML
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Chapter 29
Ivan Angelov, Sathish Menon, Michael Douma
This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups... Sample PDF
Finding Information: Factors that Improve Online Experiences
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Key Terms in this Chapter

Second Life: a 3-D virtual world created by its Residents and it allows users to interact with each other through motional avatars, providing an advanced level of a social network service combined with general aspects of a metaverse. Residents can explore, meet other residents, socialize, participate in individual and group activities, and create and trade items (virtual property) and services with one another. (Wikipedia, n.d.).

Technology Integration: Technology integration is a term used by educators to describe effective uses of technology by teachers and students in K-12 and university classrooms. Teachers use technology to support instruction in various content areas and when they do so, and the learners are empowered to be actively engaged in their learning (Wikipedia, n.d.).

Multimedia Instruction: Computer-based guidance that involves the use of diverse types of media, such as presentations, web-based guides and online tutorials, in order to convey an instructional message.

E-Learning: e-Learning is the use of network technology (broadly, the “Internet”) to design, deliver, select, administer, and extend learning. Components of Internet-enabled learning can include content delivery in multiple formats, management of the learning experience, and a networked community of learners, content developers and experts.

Simulation: An interactive multimedia application device intended to imitate a real life situation and permit the user to partake and experience in a risk-free environment.

Computer Technology: A combination of computer related hardware or software such as multimedia computers, different types of media (graphics, audios and videos) and networked communication tools (email, bulletin boards, Blackboard or WebCT, and listserves), together in an educational setting in order to enhance language learning.(Floyd, 2003).

Computer Mediated Instruction/Learning: Computer mediated instruction/learning is an umbrella term (Strange & Banning, 2001, p. 184) that describes the efficient and effective use of computer and/or technology to support and facilitate teaching and learning activities (Bull, Kimball & Stansberry, 1998).