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Academic practices of virtual learning by interaction

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Abstract

The way that the academic practice in higher education universities responds to the influence of computer networks and technology will be central to the definition of their future role. The traditional metaphor of university as self-contained village is challenged as knowledge becomes widely available on the Internet and teacher–student and student–student dialogues are not bound by spatial boundaries. The paper presents four metaphoric spaces that virtual dialogues can take place in. Each of these appears to fail the criteria of creating space where knowledge that a particular individual has can be shared, recreated, and amplified through interactions with others in academic contexts. We consider the effect of three driving forces that could create alternative teacher and student roles and dialogues between them. A technology-driven shaping of virtual learning may result in auto-responsive ‘robosapiens’, a relativist societal-driven shaping of virtual learning may result in socially isolated ‘nerds’. An environment in which technology is shaped by ethical evaluation with respect to higher level (e.g. meta-conceptual) learning is desired to raise the standards of intellectual and technological talents. Such an environment is considerably different from the norms of present-day universities and the every-day roles of teachers and students.

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... Gradually, knowledge in its entirety will be presented in the networks, therefore using and navigating these online networks could be a challenge for educators (Siemens, 2008). While virtual learning environments are unlikely to generate 'higher level' of thinking and learning (Fuller & Söderlund, 2002), offering some concepts like LbD and PbL in online environments could enhance the quality of education networks. ...
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... There is concern among certain educators that the technology-driven virtual learning may result in autoresponsive robosapiens and the creation of socially isolated nerds [10]. The environment of online courses is very different from present-day centers of learning. ...
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... 3 (Fuller and Söderlund, 2002;Ingraham et al, 2002;Pahl, 2003;Parikh and Verma;Britain and Liber, 1999) the majority of articles are concerned with institutional and staffing issues regarding the implementation of the VLE and do not focus on the student perspective. ...
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