Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

Background

Understanding learning itself without the additional interjection of technology into the mix is a daunting task, given the complexity and number of dimensions that need to be considered. Ein-Dor identified 5 main and 3 sub-dimensions of knowledge, which can be arrayed along various spectra, see Figure 1.

Figure 1.

Dimensions of knowledge spectra

On the right of the spectra, knowledge is seen to be explicit or easily articulated, therefore more readily available for social or public sharing. This knowledge is often in the realm of declarative knowledge and common-sense knowledge and easily represented in well- defined tasks, or steps – the ‘know what’. This knowledge is usually certain and easily verifiable and measurable.