Thesis On E-Learning

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We don't have to be in the same time and space to learn. The cells of the timetable become the cells of the learning management system, blocks of time in the syllabus, day after day, week after relentless week. We have identified seven affordances, things we may have always wanted to do in education, logistically challenging in the old school, but now easily achieved: ubiquitous learning, active knowledge making, multimodal knowledge representations, recursive feedback, collaborative intelligence, metacognitive reflection and differentiated learning.[1] And because we now can, we should.

In “flipped classroom” videos, the teacher still mostly talks and the student mostly listens. But an interesting thing happens when we make this transition. There becomes no pedagogical difference between learning online and learning face to face, just a circumstantial difference of time and space.

But this is always to contribute to learning in an incremental way.

Instead of being retrospective and judgmental, assessment is prospective and constructive. Putting assessment and instruction together, we call “reflexive pedagogy.”[2] And replacing traditional assessment, we have “learning analytics,” where the student has a detailed progress record, and the teacher a running record of whole class learning. Adaptive and personalized learning will not be at the expense of learning community.

This study investigate the impact of using E-Learning Model with the principles of the constructivism learning theory to enhance the critical thinking skills of students at the university-level.

The focus of this study is critical thinking pedagogy and the impact of the E-Learning environment on a class of students.

To learn was to memorize; assessment is to find out what had been remembered. The relation of learning to assessment was linear: first learning, then assessment (then move on to something else). Mostly, this assessment was a strange game: to distinguish the one correct answer that was hidden beside deceptively wrong answers (“distractor” items).

Perhaps a student might guess right, but without understanding.

Perhaps they might be distracted, but with good reasoning.

The lesson: life is a game of trick questions, with right and wrong answers, and there is an element of luck in getting things right.


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