Educational Informatics: e-Learning Name Institution Educational Informatics: e-Learning Introduction E-learning has become a major part of the current educational system. This type of learning has come about because of the demands of the learners, as well as the growth and fast expansion of computer technology…
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Body Online technology methods and their impact on Bloom’s taxonomy of learning Different online teaching methods contribute to learning basing on Bloom’s taxonomy of learning. Bloom’s taxonomy of learning uses three main categories: knowledge-based, skills-based, and affective tools (Wyatt & White, 2007). Online teaching methods support the Bloom taxonomy of learning through the different techniques they apply. Online teaching methods are also categorized in terms of how knowledge is retrieved. Initially, the retrieval of information is individual-based, where only one student accomplishes the learning task without communicating with other students (Stavredes, 2011). This level of learning would still be very much theoretical as the student gains knowledge, theories, and comprehends such data according to knowledge-based goals. Sources for these knowledge-based goals, one-alone, and one-to-one methods include the use of online databases, online journals, online applications, and software libraries (Stavredes, 2011). Improvements in knowledge-based goals are also observed through online teaching methods like learning contracts, apprenticeships, internships, as well as correspondence studies (Stavredes, 2011). The interaction with other students and with society covers skill-based and affective goals. This can be seen in the online teaching methods which have a wider interaction with the outside world. This includes lectures, symposiums, and skits (Buzzetto-More, 2011). The student is gradually using sensory cues to guide his actions. He is also becoming familiar with tools in completing or performing tasks. Confidence in carrying out tasks is also improved through these online teaching methods. New tasks and goals are also established for the learner through lectures and symposiums (Buzzetto-More, 2011). A wider application of the above knowledge-based and skills-based learning is supported through the many-to-many online teaching methods. Such many-to-many methods include debates, simulations, case studies, discussion groups, brainstorming, forums, and project groups (Stavredes, 2011). Computer conferencing is the primary tool used in the many-to-many approach. Distribution lists for emails can also be utilized in order to maximize the learning process. These computer-mediated learning tools help ensure that the knowledge-based, skills-based, and affective elements of learning are served and stimulated for the learner. Computerized quizzing and survey features compared with print version Computerized quizzing or online surveys differ significantly from print-version quizzes. For computerized surveys, questions can be written with complete and specific descriptions of the questions indicated (Fidelman, 2007). This sometimes is not possible for print surveys because of space constraints. However, this may not always be true especially in instances when the question is already familiar to respondents. In these instances, no explanation for the questions is indicated in the online quiz. Online surveys also have the ability to include images as well as other formats; audios and videos may also accompany the survey (Noyes & Garland, 2008). These elements can then be used by the researchers in order to highlight aspects of the question which may not be familiar to the respondent. Online or computerized surveys also have the ability to draw and sustain the attention of the respondent in ways
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