A concentration on lower-order cognitive skills, such as recall of facts; rather than higher-order skills, such as analysis, synthesis and evaluation (associated with deep learning).
Published in Chapter:
E-Learning and M-Learning Problems
Graeme Salter (University of Western Sydney, Australia)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch114
Abstract
The use of online teaching in education is expanding at a rapid rate. Some may be tempted to view technology as an educational panacea (Herrington & Herrington, 1998). However, the existence of any technology does not guarantee that good educational material will be provided or that effective learning will happen (Boddy, 1997). Online teaching has the “potential to be just as inflexible and inappropriate as any other form of poor instruction” (Bennett, Priest & Macpherson, 1999, p. 208). Problems associated with online learning are often overlooked or not fully investigated (Hara & Kling, 1999). It is important not to be blinded by technology. We need to recognize and study these problems to obtain a broader picture of the impact of technology in teaching. This author is an early and enthusiastic adopter of technology in teaching. However, he has learned through experience and research that it is important to identify problems, both real and perceived, in order to develop strategies to overcome them. For example, innovators are prepared to be relatively understanding of technical problems, but the bulk of users are not likely to be as forgiving (Freeman, 1997).