Suggestions to Improve Conditions of Learning - Assignment Example

Suggestions to Improve Conditions of Learning The contemporary learning environment is characterized with a growing need for literacy in Information and Communication Technology. There are many different opinions regarding what skills students should possess in ICT. With the increasing number of students undertaking online classes in Park University, it is important to address some of the critical success factors that are associated with ICT literacy. The administration, lecturers and stakeholders need to have a shared understanding of the needs of students as regards ICT and online education. Students require skills that enhance their capacity to understand, analyze data, solve problems and communicate their ideas to others, which is necessary for collaboration in Park University. According to Hanson-Smith, and Rilling, such skills are fundamental to the success of the contemporary knowledge society (363). Nevertheless, most of the students do not possess these skills and the educators are not informed regarding the necessary steps to take to improve online learning. The students’ needs that should be addressed include; Effective communication through the utilization of the various tools available such as audio, visual, computer graphics and various design software. The students should also be exposed to the use of emerging communication environments such as the World Wide Web, electronic mail and social networking sites among other interactive strategies. Analyzing and interpreting information obtained from various sources including the World Wide Web. Much of the information obtained from websites is usually raw and requires skills for selection of only what is useful for the students and discarding the irrelevant data. They need skills to gather the right information, make comparisons, evaluate and interpret information to make it useful in their learning endeavors. Computational modeling is a significant skill that allows students to cope with the difficult tasks in various subjects. They need to understand a range of systems for data representation, which include; mathematical models and simulations as well as various computer programs that can be used for problem solving. The assumptions that form the basis of the models as well as their effectiveness and limitations need to be known by the students to enhance their problem solving skills. Time management is also important since it allows students to accomplish tasks on time and with ease. Improvements in learning at Park University can be achieved through promoting skills in task management and prioritization. This can help the students to undertake a variety of assignments and effectively participate in teamwork as well as societal matters. There is need to motivate the students to take on problem solving rather than shying away from difficult situations and avoiding exploring new fields. They should be encouraged to apply their knowledge to approach emerging issues with sophistication. The students should also be aware of potential risks in the information age. They should be aware of strategies that minimize risks and maintain safety, such as by not exposing their personal information in the internet, protecting computers from viruses and malware among other information risks. Flexibility in learning needs to be maintained, which allows the students to log in to the lesson at any time while undertaking online education at Park University, meaning that there are no restrictions in the amount of time that they spend in going over a particular course or revisiting particular videos to get clarification. Information and inquiries need to be exchanged any time through the internet; thereby providing greater access to information than the fixed lessons that are similar to the classroom based education. The extensive and regular exchange of information regarding the particular course between the instructor and the students through video taped lectures ensures that learners acquire in-depth understanding of the course (Wender and Muehlboeck, 257). The level of participation by learners through posting questions on blogs in the internet serves as an indicator of their understanding of concepts, which makes it possible for the instructor to evaluate the effectiveness of his/her teaching. He/she therefore can attend each student depending on his/her needs. It is therefore necessary to develop web logs that specifically provide an avenue for teachers and students to communicate frequently. The students can get answers to their questions directly from the lecturer at any time. Learners should be presented with an opportunity to familiarize with online operations, which puts them at an advantage as regards the recent developments in online activities such as trade and employment. In other words, online students need to be encouraged to think outside the box and look in to other online opportunities that they can exploit for their advantage. In most situations, Pashler et al. observes that students lack interest in learning thereby lowering their performance because of the ambiguity surrounding their life after studies (6). Many are often not sure of the applicability of their skills in real life. However, constant exploration allows them to understand what they can do after completing their studies, which motivates them to perform. They realize that they can be productive in organizations that engage in online operations with the skills acquired through online education, especially using the internet a research and communication tool. In general, online education enables students to acquire diverse knowledge compared to the conventional classrooms (Merrill, 40). The lecturers at Park University need to help the students to cope with the propensity of laxity in accomplishing tasks. Online education is characterized by minimal supervision and requires a high sense of responsibility. The learner may be tempted to attend to other businesses instead of sticking to the learning program. Balancing education with other responsibilities regarding work or family issues may be a major drawback for effective learning. The learner may end up dedicating insufficient time for education. For the students who have to work for pay while learning, the desire to make ends meet through sacrificing much of their time for work may end up not having sufficient time for education. The lecturers therefore have a significant responsibility of helping the students to accomplish a work-life balance to ensure that they are able to muddle through the diverse engagements. Online students may find it difficult to undertake courses that require practical sessions. This is because the student may not access essential equipments for laboratory sessions. Park University needs to develop relationships with stakeholders who can offer laboratory services. This means that once the students register for online classes, the University helps them to locate laboratories and science libraries near their residence. This relationship can improve enrollment in online science classes (Pashler et al. 5). If all the recommendations are put in practice, learning at Park University especially for the online students will significantly improve. They will develop understanding of effective use of ICT tools as well as accomplish what is expected of them. It will be possible to avoid situations whereby students engage in the use of computers without having adequate knowledge of the appropriate way to use them. It will also be easier for teachers to offer knowledge to the students, which will help to improve job satisfaction and the overall performance of the institution (Sorensen, E. K. and Murchu, 56). I will appreciate if you take my recommendations in to consideration. I am looking forward to hear your views regarding my ideas. Please let me know your strategy before 10th October 2010. Here are my contact details; E-mail: Telephone: Thank you in advance Name: References Hanson-Smith, E. and Rilling, S. Learning Languages through Technology, Teachers of English to Speakers of Other Languages, Inc, 2007 Merrill, D. M. A. “Pebble-in-the-Pond Model for Instructional Design”. Performance Improvement, 2002: 41.7, pp 39-44 Pashler, H., Cepeda, N., Wixted, J., and Rohrer, D. “When does feedback facilitate learning of words?” Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005: 31, pp 3-8 Sorensen, E. K. and Murchu, D. O Enhancing Learning through Technology, IGI Global, 2006 Wender, W.F., and Muehlboeck, J.-S. “Animated diagrams in teaching statistics”.  Behavioral Research Methods, Instruments, and Computers, 2003: 35, pp 255-258 . Read More