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Essay / Research Paper Abstract
A paper which comments on two journal articles on distance learning, with specific reference to the design of distance courses and the importance of facilitating interaction within a constructivist model of distance learning. Bibliography lists 2 sources.
Page Count:
6 pages (~225 words per page)
File: JL5_JLdistlea.rtf
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Unformatted sample text from the term paper:
is difficult to create and sustain "meaningful educational dialogue" using computer assisted and computer mediated learning. He acknowledges that there is inherent value in computer-based collaborative learning, but also points
out that both tutors and students have problems with the "engagement and structure of discourse": there are, therefore, problems with interaction which need to be addressed.
He looks in some detail at the European Commissions REM project (Reseau DEnseignement Multimedia) which took as its motto
the aphorism: "when we create new tools we create new conversations". REM aimed to demonstrate the way in which teacher-training could be supported by multimedia resources from the Internet and
the Web, thus setting out a framework for a "virtual university". As Owen notes, the project was particularly concerned with collaborative conferencing and the ways in which multimedia resources could
be effectively shared - both issues which addressed interaction, and means of facilitating it. The importance of interaction is stressed in Owens description of the pedagogic model of REM, which
he states has its foundation in many years of research by those in higher education. Active learning in a constructivist
model is essential: students must create their own understandings and meanings from the resources and information available. Human interaction, Owen states, is "an important factor in learning . . collaborating
(is) an essential (component) of learning and further professional development" (Owen, 2000, PG). Reflection on the part of both students and teachers is important, as is the development of new
skills, knowledge and understanding on the part of both. Owen emphasises the need for "dynamic, interdisciplinary, generative learning activities that promote
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