The Impact of an Online Learning Program on Teaching and Learning Strategies

Bibliographic Data

ID4256217
AuthorsKay Livingston (0000-0002-9831-9575), Rae Condie
Year2006
Volume45
Issue2
Pages150-158
Publication date2006-05-01
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4502_7
OpenAlexW2037696161
LanguageEN
Citations received3
References cited8

Just as the workplace, for many adults, has been transformed by the introduction of information and communication technology (ICT), expectations are high that educational establishments, particularly schools, will follow suit. This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of several recent studies conducted in Scotland concerning the impact of technology. In particular, it considers the findings of an evaluation of an online learning program (Scottish Common Higher Open Learning and Access Resources [SCHOLAR] Program). The article discusses the impact of active, self-regulating learners on the role of teachers and highlights some of the implications of blending traditional classroom teaching with online student learning. The implications that emerge for learning and teaching strategies and for the leadership and support function of teachers are relevant for any school systems using technology in classrooms

Active learning (machine learning · Cooperative learning · Educational technology · Experiential learning · Function (biology · Information and Communications Technology · Information technology · Mathematics education · Multimedia · Online learning · Open learning · Pedagogy · Teaching and learning center · Teaching method · Technology integration · World Wide Web · Computer Science · Education and Technology Integration · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies

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