DIFFERENT WAYS OF LEARNING

Different Ways of Learning

Different Ways of Learning

Introduction

Modern Day teachers and schools have a broad diversity of Internet-based utensils obtainable to them for sustaining their classes. These tools have become adequately complicated that many courses exterior to formal education institutions are now accessible either with an initial in-person meeting followed by online sessions, or completely online. As both instructors and students gain greater access to sufficiently advanced hardware and network relations, a growth of Internet-based support into all aspects of formal education is happening quickly. (Abbey, 2000)

Is it impractical to consider that introducing Internet access to schools and universities will develop education in those institutions? Simply using the information technologies as new media in which traditional teaching is perpetuated has led to stoppage. Despite many excellent success stories due to these technologies, the general picture of schooling has not distorted and learning is no improved off than before. (Alexander, 2000) Our rationale centers on the information-rich surroundings provided by Internet right of entry, a facet of the situation that evidently marks this knowledge apart from its predecessors and that has far-ranging implications for learning and for education.

Net learning is not a cure-all, and will come to balance other, more usual forms of teaching. And yet, its impact is expected to be massive, with radical consequences for learning at all levels, for preparation in business organizations, and in society generally. Why we feel confident in this will become obvious as we discuss the issues concerned. (Clarke, 2001)

Net Learning and its Features

Two major features of Net learning need to be careful up facade: its richness in information and its unevenness in process. Other features to be examined later include its free right of entry and reasonably priced communications, as well as its confusion and petition. These more background features are all factors that power whether and how the Net will be used for learning. How these features evolve in the dynamic Internet world will also impact the situation in a major way, and it is important to consider not only the current situation, but also the directions that are emerging as the technologies implicated in the Net evolve.

That in succession is inner to knowledge does not entail that information is only an accretion of information; rather it means that it is information that usually triggers transformations of knowledge that bring growth and growth of thinker skill. These do not occur in a vacuum, but rather build on tangible information that either questions current thinking or provides supportive feedback to help elaborate a growing point of view. How that information is obtained is of little result; what is significant is that it is available at the time of need; and in standard, greater convenience leads to actual accessibility when desirable.

All these changes in how we sight learning and instructional plan come about because of the rising richness of information on the Net. The center question in this is: Does access to so much information inevitably enhance learning? It seems ...