Interactivity and its Importance in Learning - Term Paper Example

 «Interactivity and its Importance in Learning» The current paper focuses on the primary attributes of Blackboard, which is an online learning system. the Blackboard Learning System is a server software platform that requires connectivity to the Internet. It is relatively easy to install since it is capable of being installed on local servers and it can also be hosted by Blackboard ASP Solutions. Its main purpose is to allow for online instruction between the students and their teachers. The main advantage of this system is its capacity to permit interactivity with the learner. The manner in which these traits encourage interactivity is emphasized. It is recommended that Blackboard be used by students and employees since it is capable of sending updates about the learning progress of the student, in the online course. There is also a caveat about the use of Blackboard and any other technology, citing that the content of the course and pedagogical technique are still more important. Interactivity of Blackboards Chapter 1: Introduction Background of the Study The learning environment of today has welcomed the usage of technology in a manner that complements it. Although it is significantly different from the traditional classroom setting, incorporating technology in learning techniques has indeed helped schools to boost the interactivity rate of their students (Gulikers et al., 2005). One of the main advantages of making use of technology in the learning process is that it allows the students to learn at their own pace. In fact, technology can even accelerate the learning process by the opportunities that it creates for further creativity and collaboration. This way, students are also able to gain further insights when learning about new subjects (Keller and Suzuki, 2004). Technology has made it possible for information to be delivered to students in a different manner. It is fortunate that many of these technologies allow for interactivity, which, in turn, allows the student to retain information at a more effective and faster rate. Numerous research studies on the matter have shown that the more interactive a learning environment is, the more enjoyable the learning experience would be for them (Scardamalia and Bereiter, 1994). However, when it comes to the academic performance, a research study conducted by Benoit et al. (2006) show that there is no significant difference between teaching students through online instruction and teaching students in traditional classrooms. Another research study conducted by Basile and D’Aquila (2002) have shown that with regards to the attitudes of the students towards such a modern instructional system does not differ significantly as compared to traditional face to face instruction. Indeed, this seems to be a concern for most professionals in the field of education, as well as the parents. This study, however, shall be more concerned with the manner in which technology can boost interactivity levels among the students and their teacher. Further details shall be discussed in the following chapter. In this paper, the researcher shall discuss how a new learning tool, the Blackboard Learning System, can be used in order to boost the efficiency of learning and how it can encourage interactivity among students and the teacher as well. Put simply, the Blackboard Learning System, or Blackboard for short, is a server software platform that requires connectivity to the Internet. It is relatively easy to install since it is capable of being installed on local servers and it can also be hosted by Blackboard ASP Solutions. Its main purpose is to allow for online instruction between the students and their teachers. Although initially thought of to be for the younger generation, Blackboard is also for the older set as well, what with numerous companies supporting and implementing its usage throughout the workplace (Burn, 2006). In the following sections, the researcher shall discuss the objectives of the study, the rationale behind this research project and the research questions that shall be the focal point of this paper. Objectives of the Study Through this study, the researcher intends to: 1. Gain further information about how Blackboard is an asset in the field of education 2. Determine the key features of Blackboard to help the students get the most out of their learning experience. 3. Determine how a learning management system such as Blackboard can help improve the interactivity levels among students and their teachers. 4. Determine how efficient Blackboard is in boosting such levels of interactivity. Research Questions The key questions to be answered throughout this research study would be: 1. What are the main features of Blackboard that help enrich the learning experience of students? 2. What are the main features of Blackboard that can increase interactivity among its users- the students and their teachers? 3. How efficient is Blackboard in sustaining levels of interaction among the students and their teachers? 4. What are the constraints or obstacles experienced with regards to interactivity? Rationale of the Study The researcher has decided upon this research topic primarily because of the increasing use and the increasing popularity of such a teaching and learning tool. According to a study by Shroff et al. (2008), there is indeed an increase in the number of academic institutions (especially universities) that have decided to make use of “computer course tools or platforms” to increase learning opportunities for students online. It has been found that a tool such as Blackboard can be used to design courses that are dependent on the Internet. For instance, one of the main features of Blackboard includes a discussion board wherein students and teachers alike can communicate with each other. Coopman (2009) points out that college students are not the only ones who benefit from such technology. In fact, high school students are finding these new learning mediums to be quite convenient. Clearly, with the availability of the Internet, online learning has been gaining popularity and has proven to be a welcome change among students who may not be able to attend traditional schools because of time and distance constraints. The researcher feels that in the future, there would be an increase of such learning tools and although it may never take the place of traditional learning methods, it still provides learning opportunities for those who, otherwise, may not have had the chance. Overview of the Research Study In this chapter, the researcher presented a brief introduction about a popular learning management system known as Blackboard, and how appropriate its usage is in a world that continuously produces breakthroughs in technology. The researcher also presented the objectives of the study, the research questions and the rationale behind why this topic was chosen. In the following chapter, the researcher shall discuss in detail how beneficial Blackboard is, as a modern learning and teaching tool. Information about the system shall adhere towards the research objectives which focuses on how the system can help boost interactivity levels among students and their teachers. Chapter 2: Literature Review Introduction In the previous chapter, the researcher presented brief information about how Blackboard is among the technologies being incorporated in academic institutions and even in the workplace. Clearly, such a modern manner of delivering instruction has created numerous opportunities for students who may not have the chance to attend a regular school. Previously, students were able to gain knowledge about the world by attending schools, sitting in classrooms and being assigned to read all sorts of books. Back then, only “face to face” interaction was possible, and such a method was known to be the primary method of learning and teaching. However, since the late 20th century, technology has helped to improve the pace of learning mainly because it is able to solve the problems of space and time, which may hinder the learning process. For instance, there are some students who may live far away from their academic institution. Through technology, they are now able to learn at the comforts of their own home and even their own workplace, without needing to travel (Martens et al., 2004). Thus, with such reforms in the learning techniques used to educate students, time and space constraints would not be a problem anymore, with the help of technology. Interactivity and its Importance in Learning Interaction among students and the teacher in traditional classrooms is advised in order to acquire optimum academic results. According to Davies and Graff (2005), interaction within “online classrooms” are no exception. It has been found that students who participate more often in discussions whether offline or online, are bound to get higher grades as compared to those students who do not. At the same time, with regards to online learning, the two researchers have also found out that students who log online more often to their “course site” are also bound to perform at a better rate as compared to those who do not log online at the same frequency. However, the researchers make it clear that the quality of interaction among the students and their teachers online, as compared to how often they log on, is what mainly determines the achievement level of the student (Davies and Graff, 2005) Hein (1999) agrees that interactivity is the most important factor to be considered when it comes to such modern learning and teaching methods. In fact, he states that interactivity is the main reason why new technology is being created and why old technology is constantly being developed. With regards to learning systems online, students are more likely to appreciate learning via interactive training programs as compared to simply being instructed to read pages in a textbook. Of course, traditional classroom lessons are not the only focus of online learning systems. In fact, quizzes, exams and classroom exercises are being done online as well. Thus, such a learning system can be referred to as a literal “virtual classroom.” Hein (1999) illustrates how Web-based programs are used extensively in the workplace. Ernst & Young, a popular company with its home base in New York, has used more than 300 Web-based programs to cater to its 30,000 employees residing in the United States alone. The main purpose behind such a program is to facilitate the training sessions of the employees, with the hope of boosting employee performance. Management teams and other experts in the same field also log on, and employees are able to interact with them by asking questions online. Such a manner of asking questions may not have been possible otherwise because of the schedules of the employees, the managers and the experts. The main advantage of asking questions via the Internet is that the questions are stored in an online database, and these can be used in a future session. Students who have not been able to log online in the same day and at the same time can always refer to the database just to find out what has already been discussed. This way, learning can take place anytime, anywhere, without the employee having to undergo pressure that he/she may miss a teaching and learning session (Hein, 1999). The Features of Blackboard that Boost Interactivity In the first chapter, the researcher had already mentioned that Blackboard encourages the interaction of students and teachers since the system includes a discussion board wherein messages can be posted by the teachers and their students (Shroff et al. 2008). Aside from being an effective communication tool for simply exchanging messages, these electronic discussion boards can also be used for conducting discussions about lessons that have been taught, any questions that the student may have, and it may also be the medium for supporting debates. The best thing about such discussion boards is that any discussion that takes place can be archived more easily. This way, the teacher is able to record what has already been discussed, and the students as well. Another advantage is that the teachers can also provide their students with quick or timely feedbacks regarding their performance. Thus, an online social environment is created, which may not only boost interaction, but may also boost the students confidence when it comes to voicing out their ideas, opinions and beliefs. Since the student is exchanging information online, there is no face to face interaction, and this may prove to be an advantage on the part of the student, especially if he/she is shy to speak up in front of a room full of people (which is what the traditional classroom setting is like). An online environment eliminates the possibility of such fears (Shroff et al., 2008). There are different versions of Blackboard, with each having features that may vary. However, basic features include the Communication feature of Blackboard that encourages group learning. This feature allows students to communicate with each other and to cooperate and collaborate with one another, especially when the teacher assigns a task that has to be completed as a group. Students can communicate with each other through live text-based chat, thereby increasing the opportunity for the student to interact with his/her peers. This last feature is referred to as the Virtual Classroom. Blackboard also allows for Assessments, which can be created by the teachers themselves, or developed from already existing questions. This feature also allows the teacher to send out surveys to its students, again increasing the level of interaction between the student and the teacher. Should the teacher decide to give out exams and quizzes, students can answer these questions directly through the Gradebook. Blackboard also has a reporting and performance dashboard that allows the students to check their progress with regards to the course. The same dashboard can also be used for storing information that the student can review in the future. The Course Content feature is intended for the teachers because this is through which they can post articles, assignments, announcements or other materials that they find to be relevant to their lesson plan (OSalt.com, 2010). One of the popular features of Blackboard is that it is able to alert students of any updates with regards to their online class. Blackboard Connect allows teachers to reach their students via email and text messaging, thereby eliminating the need for the student to simply stay in front of the computer in order to gain new information. Blackboard Connect also allows for voice communication between the students and their teachers, while the same can also be used to make sure that the student is religiously attending or participating in online classroom activities. This is done by contacting the parents themselves, especially when it has been noticed that the student has not been regularly “attending” online classroom sessions. This way, it would not be easy for the student to simply ignore his/her online course. In case the online program is being used in the workplace, the management team of the company would be able to get updates on the performance of their employees from the instructors or teachers of the online course via text messaging, telephone calls and through email (Blackboard.com, 2010). Other ways for students and their teachers to communicate with each other (aside from discussion boards) include exchanging messages via chat messaging and email. Blogs are also available so that the students and their teachers can share their ideas, opinions and beliefs online for everyone to see. These blogs are facilitates with Blackboard CE 6, while Blackboard 8.0 has a “wiki function,” allowing the students and even the teachers to gain access to a wider variety of information. Blackboard 8.0 actually has a feature wherein the teacher can actually conduct a lecture with the help of a virtual whiteboard and text. For individuals who use Blackboard but may be working in the office, may find that such lectures are better held if they are held over chat forums. Blackboard CE 6 also has a feature that points out the students that are online and those that are not online and are not participating in class. In case the teachers wish to post announcements, Blackboard CE 6 also allows for this, but limits the posting of announcements for teachers alone (Coopman, 2009). Just last year, 2009, Blackboard released Blackboard 9.0, a version that included notification capabilities, on top of other social learning tools such as blogs, chat messaging and discussion forums as discussed above. Basically, the notification capability of Blackboard 9.0 allows students to get real time updates on their assignments and other important class schedules. For instance, if the student has a paper that is due the next day, Blackboard 9.0 would be able to send him/her updates via email or text messaging. In fact, what is quite interesting would be that these notifications even notify the student the exact time regarding a certain requirement. For example, when reminding the student about a paper, Blackboard 9.0 will send a message that says “Your assignment is due in six hours.” Last year, Blackboard 9.0 also increased interactivity to another level, with the launch of Facebook as one of its applications. Facebook, being one of today’s most popular social networking website, helps to increase interaction levels among the students and teachers. Contrary to belief that Facebook is only for leisure, the website can actually be used to post blogs, pictures, and other media. Since the website allows its users to comment on the content of other people’s profiles, interactivity in turn, also increases. Students are also able to learn more about each other this way, especially since they may probably not have been able to meet personally (in the same way that other students do in a traditional classroom setting) (Inside Higher Ed, 2009). Enriching the Students’ Learning Experience Undoubtedly, utilizing IT in educational programs also allows the use of audio, video and other multimedia to facilitate communication among students. According to Gibbons et al. (1977), using such mediums to facilitate the learning process encourages the students to be more interested in the topic being discussed since it is a different method of instruction as compared to the typical teaching and learning setup that occurs in the classroom. Since Blackboard encourages the use of such forms of multimedia, Lee et al. (2004) feel that these further add to “humanizing” the lesson content being shown online. The researchers also add that making use of multimedia such as video allows the teachers to gather more attention from their students, as opposed to simply handing them over presentation slides with text, or articles to read. According to Lee et al. (2004) incorporating information technology (IT) in education should still focus more on the content of what is being taught as compared to focusing on the technology being used itself. Thus, courses that are provided online should still contain information and other content that are geared towards making sure that the student is able to learn something. Just because technology is being used does not mean that emphasis should be placed on animations and graphics, although this may help may the social online learning environment more fun. Although email, discussion forums, social network applications, blogs and the like, all increase interaction levels among users, these IT tools would mean nothing for the student if he/she fails to use them as a learning tool. Aslasken (1999) asserts this fact by stating that when integrating IT into education, the teaching and the learning process should be what drives the usage of technology and not the other way round. Conclusion In this chapter, the researcher has identified the main features of the online learning system Blackboard and how its features encourage interaction among its users (particularly the students and the teachers). It is also beneficial for the parents or the management teams of students and employees who make use of Blackboard since the system has the capability of sending instant updates about the students’/employees’ progress during the online course. However, it must still be pointed out that the teachers and their students should never be sidetracked by the technology being used. The main focus should still be on the content being taught to the students, the teaching technique and the learning process, as opposed to the information technology aspect. References Aslaksen, H. (1999) Is IT it? CDTL Brief (6), Singapore: National University of Singapore, Centre for Development of Teaching and Learning. 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