Subject: ANALYSIS OF EXAMPLES OF E-LEARNING BASED ON SYSTEMATIC AND CONVENTIONAL APPROACHES
Author: A
Using the systematic approach,objectives/goals are linked to external references other than education such as one's job or actual duties while in conventional approach objectives/goals are decided by textbook or the content of conventional education or the instructors knowledge.This is inline with what I have experienced at my work place where we have a distance education program that runs parallel to the residential (conventional) program in which we teach teachers who are already teaching in community day secondary schools. In this regard,the training is tailored to meet the challenges which these teachers meet in the field in the areas of teaching methodologies and the teaching content. On the other hand,those studens who are on campus full time are mostly school-leavers who do not have an idea on what is really happening in the field.In that case what these students learn is determined by the instructors or what has been prescribed in the course-outline or syllabus.
Under systematic approach,teaching strategy is based on empirical evidence in terms of its effectiveness. This is the case with our distance students who practice what they really do in the field especially during peer-teaching/micro-teaching sessions during their residential sessions in college. For the conventional/residential students,where teaching strategy is based on convention,skill of the instructor or speculation,this is seen on how teaching strategies or techniques are chosen in which the students have no say on the choice of teaching methologies since they do not have any knowledge about these learning strategies.
Learning objectives and evaluation criteria are already decided/notified at the start of the course and the learners know what the expected outcome of the course is.This is also seen on how out instructional materials are designed where the booklets which are used are divided into units and at the beggining of each unit, objectives are clearly stated and at the end of each unit,there is an assessment exercise and finally at the end of the booklet there is end of course test which examines the students' understanding of the contents of the booklet. On the part of conventional students, there is equally objectives which are indicated on a courseoutline but the mode of continous assessment resides in an individual lecturer which would vary depending on a teacher's/lecturer's committment.
After training, a high level of results is required which is really demonstated by our distance students because they learn what they want and what they would like to improve on in the field while in conventional students,the results vary greatly since these students never have an experience of teaching in the field.
If learning performance is not good enough which hasn't been the case with our students but with instructors and government side to adequately interact and fund the program efficiently, the program should be improved which I feel should really improve on the above stated areas. On the part of conventional students,if the performance of the students is not good enough it is considered that the participants are not smart enough and should try harder.This is also the case because students stay on campus full time even though they sometimes seem lost and not sure of what they are doing since in most cases they are not in touch with what is happening in the real teaching practice.
What is your experience of e-learning?
Subject: Re:ANALYSIS OF EXAMPLES OF E-LEARNING BASED ON SYSTEMATIC AND CONVENTIONAL APPROACHES
Author: B
As one of the courses, e-learning, I can adapt to e-learning environment. Active response from the "Discussion Board" and email will be providing guidance and direction to students. This is how online learning we need to have a friend in e-learning network.