Supporting virtual learning groups. Part 1: a pedagogical perspective

Supporting virtual learning groups. Part 1: a pedagogical perspective Today, more and more training and education are taking place on the Internet or intranet. Consequently, traditional teaching and learning skills need to change in order to gain the maximum benefit from virtual learning. Discusses three different learning theories, namely behaviourism, cognitivism, and humanism. Traditional classroom teaching tends to use the behaviourist and cognitivist approaches, where the instructor tends to control the learning. However, a virtual learning classroom lends itself to a more humanist approach, where learners can take control of their own learning. In addition, the virtual classroom can encourage experiential and collaborative learning. Consequently, tutors need to be able to facilitate learning and group processes rather than instruct the learners or communicate information. Develops, compares and contrasts two models of learning, that of the traditional classroom and that of the virtual learning environment. Finally, in order to enhance virtual learning in groups, a number of implications and recommendations are presented for facilitators. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Team Performance Management Emerald Publishing

Supporting virtual learning groups. Part 1: a pedagogical perspective

Team Performance Management, Volume 7 (3/4): 10 – Jun 1, 2001

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Publisher
Emerald Publishing
Copyright
Copyright © 2001 MCB UP Ltd. All rights reserved.
ISSN
1352-7592
DOI
10.1108/13527590110395658
Publisher site
See Article on Publisher Site

Abstract

Today, more and more training and education are taking place on the Internet or intranet. Consequently, traditional teaching and learning skills need to change in order to gain the maximum benefit from virtual learning. Discusses three different learning theories, namely behaviourism, cognitivism, and humanism. Traditional classroom teaching tends to use the behaviourist and cognitivist approaches, where the instructor tends to control the learning. However, a virtual learning classroom lends itself to a more humanist approach, where learners can take control of their own learning. In addition, the virtual classroom can encourage experiential and collaborative learning. Consequently, tutors need to be able to facilitate learning and group processes rather than instruct the learners or communicate information. Develops, compares and contrasts two models of learning, that of the traditional classroom and that of the virtual learning environment. Finally, in order to enhance virtual learning in groups, a number of implications and recommendations are presented for facilitators.

Journal

Team Performance ManagementEmerald Publishing

Published: Jun 1, 2001

Keywords: Learning; Facilitators; Internet

References

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