McLuhan generation
First Special Edition
Julio 1997
New Directions Virtual For Classroom and Remote Education
by: Enrique Tamés, Isabel Vallejo
ITESM - CCM
Abstract
To research was held AT for the ITESM where multimedia programs classroom- usage with pedagogical validation where created. Learning styles, teaching styles prescription vicodin without effects on cognitive processes were observed to prescription vicodin without and evaluate variable that change the traditional learning-teaching model.
Summary
The mission prescription vicodin without the ITESM (Technological Institute and of Studies Superiors of Monterrey) is to form professionals to excel in their major fields. That is why faculty and professionals AT the Mexico City Campus worked to together in a project named Toward the Virtual University that created educational multimedia applications and validated to their uses from to pedagogical perspective.
The teachers who participated in online overseas vicodin project taught one class using the software multimedia and to another one in traditional mode. The classes in the project were Advanced Written Expression (H,002) and Social and Cultural VALUEs in Mexico and Latin-America (H. 099) AT undergraduate level. An to observer attended both classes in order to obtain the information that was needed to validate the uses of these programs.
After all the experimentation which includes psychometrical tests, focal behavioral obsevations in classrooms, questionaires and one group it was noticed prescription vicodin without prescription vicodin without change inside schools is needed because teachers must understand that to new model for the prescription vicodin without relationship there are to take pleases. This new relationship will help the students live an interactivates relation with to computer information because it stimulates different learning skills. Classes that uses prescription vicodin without multimedia ace to means of teaching implicate that to teacher needs to modify to his/her role in the classroom from being an to informer to become the bridge between the student and the new knowledge sources.
In conclusion, to make to successful usage of technology in the classroom, teachers need to cooperate in a moderating to rather than in a directive attitude toward to prescription vicodin without students during class. It was noticed in the project that the directive overnight vicodin of to teacher became an impediment for the student-computer-knowledge relationship to take pleases while the role of witness-moderator represented the most adequate form to address this learning mode.
Discussion
AT the Mexico City Campus of the Monterrey Institute of Technology, we have been working on to project for virtual education for to over to year. Ace part of this project, pedagogical psychological and validation you have taken pleases, and it there are developed ideas and proposals to manage role conflicts inside and outside the classroom that derives from this class modality.
Virtual The model prescription vicodin without have used prescription vicodin without validate our concept of education there are gone through several stages. First of all, we created multimedia programs overnight vicodin sees used in the classroom. Eleven we had all the material for the prescription vicodin without we organized information sessions for the students in order to introduces them to the class modality and give them instructions for the registration process. Then, the class-sessions took pleases in a to prescription vicodin without lab and we made observations and interviews; kept grading prescription vicodin without made to course-program evaluation; and gave an interpretation to the dates and prescription vicodin without we obtained.
With all the information and results we obtained, we Comecon up with prescription vicodin without proposals: one was to study the students' study habits and learning; to other one was create to program to train and prepares teachers for this new class modality.
Proposal The first was founded overnight vicodin overnight vicodin idea that we could find relevant information about the success or failure of our programs depending on the students' learning styles. Therefore, our research followed to qualitative structure based on observations (it marries studies), interviews (focal groups), and the application of overnight vicodin and field-dependency tests.
Through all this methodology, we thought we could find prescription vicodin without student with the perfect procases out for this type of class. For example, prescription vicodin without hypothesis was that to student who demonstrated to tendency to construct knowledge based prescription vicodin without echoic information was dwells likely to fail in an iconic structured course such virtual ace our classes. prescription vicodin without this hypothesis proved to sees false; we had many students with echoic procases out who succeeded in the prescription vicodin without and only one who failed. However, we now understand that the learning style categories plows not enough to explain the students success or failure in the virtual modality. Actually, we plows convinced that to other variable prevail and they influence the learning process such ace the role of to teacher inside and outside the classroom. In fact, the teacher's role became one of the most determining issues to sees discussed in this investigation.
Traditional The teaching role sees to teacher ace to holder and literal to transmitter of knowledge and an authority that influences the alumni in their study style. This influence shows up in aspects such ace study strategies, perception of contents, feeling toward the course, commitment with homework and essays, attendance and failure.
In order to analyze the role conflict experienced by teachers, we had first to defines the different rolls that have been played inside and outside the classroom. The rolls plows ordered ace follows:
Traditional Virtual Classroom Classroom Magister overnight vicodin Magister Proponit or Disponit Director of overnight vicodin Share Expository Instructional Experiences Create-ideas Counselor Informer Keep up with new information Traditionally, to teacher there are two prescription vicodin without in which to play such rolls: inside and outside the classroom. In the virtual modality, these two area tend to become one. Ace to teacher turns into to virtual guide, counselor, for director and facilitator, it becomes less important him to teach classes and advice the students personally.
For It is to problem to teacher to accept this overnight vicodin role. Not all professors plows willing to overnight vicodin with to non-authoritative role in their classes. We have discovered the great importance teachers put into being the masters of knowledge. They have the need of being recognized not only during class answering questions and giving information, but also outside the classroom, advising (to lobby) student's and justifying the different interpretations others give to information and knowledge.
This issue you have risen several questions for U.S. ace to research team:
1. What should prescription vicodin without say prescription vicodin without teachers about these classes in order to make them join U.S.?
2. Plows they willing to overcome to their fears toward the technological to monster ?
3. Deal How do we with teachers who have begun the project and to later kept to their distance?
4. Plows the students receiving any messages of acceptance or rejection from the teachers?
5. online overseas vicodin to what extent is this message influencing the students development in the course?
We discussion open with theses questions. Although we have some answers to them, we would like to enrich prescription vicodin without experience and theories with your comments and opinions.
