Information Equals Knowledge, Searching Equals Learning, and Hyperlinking Is Good Instruction

Colaric, Susan; Jonassen, David H.

doi:10.1300/j025v17n03_10

Cited by 17 publications

(7 citation statements)

References 7 publications

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“…Studies of the web environment for language learning [18,19] show that online communication transforms teaching practices and influences learning. Colaric and Jonassen [20] address the educational context's role in making foreign language learning genuinely helpful.…”

Section: Introductionmentioning

confidence: 99%

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

et al. 2021

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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills.

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Section: Introductionmentioning

confidence: 99%

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

et al. 2021

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“…Despite the potential prospects of online resources, however, science learning on the Web is hard to promote. After all, as Colaric and Jonassen (2001) noted, 'Information does not equal knowledge, searching does not equal learning, and hyperlinking is not good instruction ' (p. 159). Prior research has shown that it is difficult for middle school students to evaluate online information and read to develop meaningful learning with online scientific resources.…”

Section: Introductionmentioning

confidence: 99%

Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading

Zhang

2012

Computer Assisted Learning

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The abundant scientific resources on the Web provide great opportunities for students to expand their science learning, yet easy access to information does not ensure learning. Prior research has found that middle school students tend to read Web‐based scientific resources in a shallow, superficial manner. A software tool was designed to support middle school students in reading online scientific resources through three key strategies: making explicit a skim–read–summarize structure for online reading, using prompts to guide students' reading and foster articulation of thinking, and connecting reading to learning purposes. This study examined the differences between regular and guided online reading performed by eight pairs of sixth graders in a science inquiry project. The students' online reading processes and conversations were captured by a screen‐recording programme. Analysis of 60 h of screen videos showed that the students' online reading in the regular condition was cursory, fragmented, and opportunistic, while the structured online reading was more deliberate, thorough, and purposeful. Overall, the results suggest that middle school students' online reading of scientific resources needs to be guided.

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“…According to Colaric, S., and Jonassen., D.H., (2001), Students learn (i) how to target relevant information as the net contains innumerable resources about every topic and therefore avoid "infobesity", (ii) how to select the relevant information is very useful though tedious. They also learn (iii) how to avoid the worldwide web traps referred to by Colaric and Jonassen who listed them in "the traps and three faulty assumptions that can entangle instruction in the Web" among which are:…”

Section: Underlying Activitiesmentioning

confidence: 99%

ELLA English (Through) Language Learning Activities

Bellal¹

2016

الممارسات اللغوية

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"ELLA" stands for "English (Through) Language Learning Activities". It proposes a different way to teaching English as a second foreign language (FL2) in technology classes at University level, in Algeria. The programs of English, as a unit of study, in most of Algerian engineering schools and University institutes of science and technologies, are heterogeneous. They are, in most cases, let to teachers to design a curriculum according to the needs of the study matter. These programs often contain some grammar reviews and text translation to meet terminology needs. Therefore, Algerian students have, in this case, very few opportunities to practise English language outside the academic context. Our article aims at proposing an appropriate strategy and context for language acquisition based on efficient and working learning theories. The main goal is to give students opportunities to practise English better, thanks to both the instructional approaches, dedicated to Language learning and the Information and Communication Technologies tools.

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Information Equals Knowledge, Searching Equals Learning, and Hyperlinking Is Good Instruction

Cited by 17 publications

References 7 publications

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Supporting middle school students' online reading of scientific resources: moving beyond cursory, fragmented, and opportunistic reading

ELLA English (Through) Language Learning Activities

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