Shift happens: online education as a new paradigm in learning

Harasim, Linda

doi:10.1016/s1096-7516(00)00032-4

Cited by 578 publications

(474 citation statements)

References 7 publications

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“…(4) Allowing for different levels of individual learning, combined with greater variation of teaching techniques that are designed for a heterogeneous population of learners. Novel, computerized learning environments allow for flexible use of technology, ranging from a single tool in a semi-traditional setting -in which digital learning is an adjunct to face-toface instruction -to a purely online distance-learning, with no time or space limitations, with the Internet serving as the main learning environment and digital tools as the main teaching/learning instruments (Harasim, 2001).…”

Section: Resultsmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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This paper describes the current approach to the instruction of Hebrew as a mother-tongue (L1) language based on technological developments and on the relationship between technology and pedagogy. As such, we rely on well-known models of integrating computerized tools and distance learning in the educational system, while emphasizing the potential contribution of these environments to L1 education. At the core of this paper is the combination of linguistic and didactic approaches to L1 teaching that bring together both theoretical and functional aspects of learning and teaching language via a computer.The focus here is on technologically-based L1 learning environments that combine different types of computerized tools within a comprehensive language-learning/teaching system that is designed for facilitating and improving language skills. This system is cognitively motivated, and is modeled on a combination of elements, such as principles of constructivist, social, and active learning. The structural-conceptual framework of this environment complies with principles of both local and global connectivity and hierarchy. For example, at the local level, learning materials are connected through a hypertext structure; at the global level, the entire system is inter-connected, with assignments linked to dictionaries and relevant websites, and the learners themselves connected through email and forums.The teaching/learning processes that take place within this L1 environment are illustrated by examples of both online and offline computerized courses.Keywords: L1, technology, computer, development, learning environments, teacher training Dutch. Samenvatting. [Translation Tanja Janssen] In deze bijdrage wordt een benadering beschreven van het onderwijs in het Hebreeuws als moedertaal (L1), die gebaseerd is op technologische ontwikkelingen en op de relatie tussen technologie en onderwijskunde. We steunen op welbekende modellen voor het integrereren van computertools en afstandsleren in het onderwijssysteem, waarbij we de nadruk leggen op de mogelijke bijdrage van deze leeromgevingen aan het moedertaalonderwijs. Centraal in deze bijdrage staat de combinatie van linguïstische en didactische benaderingen van het L1-onderwijs waarin zowel theoretische als functionele aspecten van taal leren en onderwijzen via de computer worden samengebracht. SHALOM & NIR-SAGIVDe aandacht is hier gericht op technologisch-gebaseerde L1 leeromgevingen waarin verschillende typen computer tools worden gecombineerd met een veelomvattend taal-leer/onderwijs systeem, ontworpen om taalvaardigheden te ondersteunen en te verbeteren. Dit systeem is cognitief georiënteerd, en gemodelleerd op een combinatie van elementen, zoals principes van constructivistisch, sociaal en actief leren. Het conceptuele kader van deze omgeving berust op principes van zowel lokale als globale connectiviteit en hierarchie. Op het lokale niveau, bijvoorbeeld, worden leermaterialen met elkaar verbonden door middel van een hypertekststructuur; op het globale niveau is ...

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Section: Resultsmentioning

confidence: 99%

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Shalom¹,

Nir-Sagiv²

2007

L1 Educational Studies in Language and Literature

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“…Moreover Freire, a key figure in transformative learning, had a life long interest in literacy which offered to throw light on the potential of transformative practice using social media. Transformative (along with paradigm shifting) is of course used widely in discussing the introduction of ICT (see policy documents such as DfES, 2005; US Department of Education, 2010, but academic reporting also, say, Harasim, 2000, or When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience. (Mezirow, 1997, p. 5) Like many others (see Bamber and Crowther, 2012 in the field of community education), Mezirow finds Habermas an important point of reference.…”

Section: Transformative Learning As a Frame Of Referencementioning

confidence: 99%

How ideas of transformative learning can inform academic blogging

Hammond

2016

International Journal for Transformative Research

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This paper looks at blogging by academics and argues that there is a niche role for an academic blog informed by principles of transformative learning. I begin by describing my experiences of blogging, first, as a reader while carrying out my own doctoral research, next, as a teacher introducing blogs to my students, then as a writer of my own journal blog. I suggest that transformative learning principles provide a frame of reference for understanding these experiences, in particular, by offering an idea of autonomy which puts subjective experience in social contexts. I then suggest that academics interested in transformative learning might learn a more engaging style of writing from bloggers.

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“…Online interaction seemed to create new patterns of turn taking and to overcome the dominance of particular individuals. The archiving of messages was seen as allowing for more reflective argumentation and a 'rhythm', which better supported deliberative consensus (see, for example, Anderson, 2004;Boyd, 1996;Cecez-Kecmanovic & Webb, 2000;Harasim, 2000;Mason & Kaye, 1989;McConnell, 2000). There were features of online environments, for example a removed audience and an absence of immediate feedback, which could lead to lessened inhibition but these could also support intimacy and group bonding as, for example Barak, Boniel-Nissim & Suler (2008) argue in the context of online support groups.…”

Section: The Value Of a Habermasian Perspective On Joint Meaning Makimentioning

confidence: 99%

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

Hammond

2015

Intern. J. Comput.-Support. Collab. Learn

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This paper is an exploration of the relevance of Habermas's social theory for understanding meaning making in the context of shared online interaction. It describes some of the key ideas within Habermas's work, noting the central importance it gives to the idea of communicative action -a special kind of discourse in which there is 'no other force than that of the better argument' and no other motive other than 'the cooperative search for truth'. The paper then turns to the referencing of Habermas by educationalists in general and by supporters of online discussion in particular. It argues that a Habermasian perspective on meaning making is one in which participants strive for 'genuine consensus' by interrogating their own beliefs while actively engaging with opposing points of view. The value of this approach is that it introduces a concern for validity or truth into discussion of knowledge building and discriminates between emancipatory and strategic goals. While critics would argue that genuine consensus is not achievable, from Habermas we can better understand the importance of striving for such consensus.

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Shift happens: online education as a new paradigm in learning

Cited by 578 publications

References 7 publications

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

Integrating Technology Into Mother-Tongue Education: Examples from Hebrew

How ideas of transformative learning can inform academic blogging

A Habermasian perspective on joint meaning making online: What does it offer and what are the difficulties?

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