Research

The use of technology is becoming more predominant in our society’s daily lives. Furthermore, virtual learning opportunities are becoming an almost necessary staple in our school’s curriculum. “Learners of the 21^st century should have an opportunity to experience virtual collaboration and teamwork, as they must be prepared to communicate across cultural and organizational boundaries using technology. To address this need, instructors increasingly incorporate virtual learning environments in traditional classroom. Learning while working together is becoming mandatory to meet workplace performance requirements, and it is important for students to have authentic experiences while earning a degree,” (Karpova, E., Correia, A., Baran, E., 2009, p. 45). Students and teachers are given a new perspective of education when incorporating technology into the classroom. “It requires the students to be self-directed in their learning, to be able to work in groups, and to apply content knowledge and skills in solving real-world problems,” (Lou, Y., 2004, p. 51). Ultimately, I believe that the Internet and virtual applications are continuously offering new, improved, and beneficial opportunities for growth and development.

            Certainly, it is important when integrating Internet into the classroom to remember the desired goals, or outcomes. For example, in Yiping Lou’s research, she claimed many online courses focus on tradition models of learning, rather than on engaging students in how to cope with real-life problems. “Unlike the problems found in textbooks that are well-structured and have only one correct answer, problems in the real world are often ill-structured, and finding their solutions depends on a large number of ever-changing and interrelated variables such as goals, contexts, contents, obstacles, and unknowns,” (Lou, Y., 2004, p. 50). Therefore, in order to successfully solve ill-structured, real-world problems, students must be taught active procedural knowledge, as well as the conventional declarative knowledge. This procedural knowledge demands context-specific problem-solving practices, like technology-mediated scaffolding tactics or resources that will direct learners through the problem solving process, (Lou, Y., 2004). One example of how this type of teaching can be achieved is the use of small group project-based learning (PBL). “PBL is a constructivist-based approach that engages students in solving real world problems. In PBL, students often work in a three- to five-member team to select a project topic, define project focus and hypothesis, design procedures to test hypotheses, implement the procedures, and evaluate the results. PBL is student centered,” (Lou, Y., 2004, p. 51). However, researchers have noted that while some small group PBL teams work efficiently, others do not. Therefore, accommodations, like between-group collaboration, may be beneficial to include as a requirement in certain circumstances. “To help project groups learn form each other, each group was required to evaluate a partner group’s design product and provide constructive peer feedback in online discussion forums. Students perceived the experience of both receiving and providing feedback as beneficial to their learning because it helped them see the strengths and limitations of other projects as well as their own,” (Lou, Y., 2004, p. 52).

            Another interesting opportunity the Internet is able to provide is international, online collaboration. For example, “The Bouncing Story is a simple collaboration between university students studying radio production in two different countries. The activity provides students with opportunities to practice creative script-writing skills, radio production skills, critical listening and feedback skills, teamwork, and to gain some insight into dramatic form for the aural medium,” (Beckstead, L., 2006, p. 143). In this specific activity, students and professors from Australia and Canada introduced themselves online using a shared blog. Next, small groups from both universities took turns writing and producing episodes of a radio drama or comedy, made available as a podcast. The different university students took turns adding more segments to the series, resulting in a dramatic/comedic series unfolding in weekly episodes throughout the semester. This activity emphasizes cooperation and collaboration amongst the students, supports active learning, encourages time on task and prompt feedback, and respects diverse talents and ways of learning. “Certainly the activity gives students ample opportunities to practice those skills, but it also affords additional learning opportunities in areas such as critical thinking, teamwork skills, motivation and engagement, and more,” (Beckstead, L., 2006, p. 144). I believe that working with students from different countries is a unique and wonderful experience that will foster an inter-cultural experience for students, as well as encourage their friendliness and respect towards different cultures. In addition, the students responded with positive feedback upon completion of this activity, claiming they were engaged and motivated, while also learning valuable skills in their academic domain, as well as in contemporary skills.

            In conclusion, I believe it is important to engage both students and instructors in the experience of technology as a learning opportunity. As students develop and mature, it is crucial they are prepared with the characteristics of collaboration, communication, motivation, and engagement in an active learning environment. In order for students to grow as individual, working members of our society, they must be able to master real-world, complex problems, and interconnect with civilians around the world effectively.