Literaturnachweis - Detailanzeige
| Autor/inn/en | Perold, Jan J.; Maree, David J. F. |
|---|---|
| Titel | Description of Novelty, Novelty of Description: A Dialectic Analysis of a Web-Based Course |
| Quelle | In: Computers & Education, 41 (2003) 3, S.225-248 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/S0360-1315(03)00047-2 |
| Schlagwörter | Student Attitudes; Focus Groups; Web Based Instruction; Internet; Identification (Psychology); Models; Foreign Countries; College Students; Educational Psychology; Problem Solving; South Africa |
| Abstract | This article proposes a theoretical framework for the identification and classification of the various processes that constitute Web-based education. The framework is based on the following premises: (1) Education may be regarded as a "corrective process," since it is aimed at bringing about a desired change in students' knowledge and skills. (2) "Failures" in corrective processes (technical problems that prevent the dissemination of information, for instance) necessitate "higher-order corrections" (such as technical interventions). (3) Higher-order corrections might also be subject to failure. The recursive application of Premises (2) and (3) yields an "open-ended, dialectic hierarchy" of corrections and failures. The utility of this framework is demonstrated with a qualitative analysis of focus groups attended by students enrolled in an online Psychology course at the University of Pretoria. The analysis suggests that the problems associated with Web-based education might actually "contribute to its effectiveness" by instigating intrinsically valuable higher-order corrections, such as the cultivation of students' problem-solving skills. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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