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

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:

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.