Pengajaran Jarak Jauh : Kebaikan dan keburukan
Hi para pelajar Sarjana
E-learning sering diperkatakan dan dikatakan ia akan menggantikan tugas kita sebagai pendidik. Namun ada beberapa orang menolak tentang kebaikan e-learning ini. Apa pendapat anda tentang hal ini?
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E-learning sering diperkatakan dan dikatakan ia akan menggantikan tugas kita sebagai pendidik. Namun ada beberapa orang menolak tentang kebaikan e-learning ini. Apa pendapat anda tentang hal ini?
e-learning merupakan salah satu kaedah alternatif dalam proses pengajaran dan pembelajaran. Justeru itu, setiap kaedah mempunyai kebaikan dan keburukannya yang tersendiri. Dari segi kebaikan, e-learning memberi manfaat kepada pelajar dan pensyarah. Bagi pensyarah, ia akan memudahkan pensyarah untuk upload nota, jimatkan kos kerana pensyarah x perlu print out nota untuk pelajar. ia juga memudahkan pensyarah ubtuk membuat apa-apa pengumuman atau memberitahu berita terkini dengan cepat. Kaedah menerusi e-pembelajaran juga dapat memupuk dan meluaskan capaian pelajar kepada teknologi kolaboratif yang baru serta mendedahkan mereka dengan pembelajaran secara berkumpulan. dari segi keburukan pula, ia akan menyebabkan wujudnya jurang di antara pelajar dengan pensyarah kerana pelajar dan pensyarah jarang berjumpa. bagai pelajar yang tidak mempunyai rangkaian internet di rumah mereka, ia akan menyukarkan pelajar untuk melihat apa-apa yang di paparkan dalam e-pembelajaran.
Issues in Implementing Distance and Alternative Delivery Systems
Teacher and Student Readiness
Distance learning systems require that teachers and students be ready to work within a new environment. There are two key aspects to their necessary readiness: readiness to accept new roles and readiness to work with new technologies. First, teachers and students must be prepared for new roles. In distance learning, teacher becomes guides and architects of complex learning environments. Less time is spent in direct instruction, and more is spent in creating a rich instructional environment and then guiding students through it. Students become less passive and more responsible learners. They must be ready to think through options rather than passively follow instructions. They must take more responsibility for their learning. These new roles may require some very specific orientation and training for both teacher and students for them to be ready to work in the new environments of these delivery systems.
Second type of readiness relates to being prepared to use the technologies selected to support these new environments. Both teachers and students may be expected to frequently use technologies they do not know or have not yet become comfortable with. When learners are expected to take more responsibility in these delivery formats, it can be frustrating if the technologies they need to use turn out to be a barrier to their tasks. When teacher creates instruction to be delivered by a particular technology, it is essential for that teacher fully understand the technology’s capabilities and limitations. For teachers and students, it may be necessary to participate in very specific training sessions before being able to fully use a distance or alternative learning environment.
Preparation and Classroom Management Time
Teacher who uses distance and alternative learning techniques might find themselves surprised by an increase in the demands on their time. Distance learning and alternative learning often require a greater allocation of available planning time because the learning environment must be carefully mapped out in advance of implementation.
Further more, because distance education methods can sharply increase interactivity and because every student may now respond, teachers might find the number of responses overwhelming. Planning for instruction and responding to students will require that you carefully think through your time management strategies. Few would disagree that comprehensive planning and full interaction are both may be a problem. Districts that are interested in supporting distance and alternative instructional systems should make adequate arrangements to meet them.
Technical Support
Technologies are used in implementing distance and alternative delivery system. It is critical to be sure that adequate technical support is in place. If instruction is dependent on a class web site and the district web server hosting that site goes down the instruction will not continue. If the class is interacts by compressed video, what happens if happens if one of the components does not function? Although technical problems are often unavoidable, adequate and readily available technicians, backup systems, and clear direction as to how proceed if systems fail are critical for success. Too often, support personal and related support costs are not fully considered in determining whether or not to engage in distance or alternative delivery systems. Even if technical support is not the central consideration, nevertheless it is one of the critical components for successful implementation.
Instructional Support
Learners in traditional classrooms have a variety of instructional supports readily available. In addition to the teacher being present for clarification and questions, media center offering a wide variety of resources is also typically present. Some schools may also provide tutoring programs for students who need additional help. Together, these resources provide a comprehensive instructional support system for students. However, in a cross-district distance course, the local media centers might not have the resources available to supplement and support the instruction. It may also be too costly to replicate resources at all participating schools. The student of distance learning access the resources they need by addressing the problem to the tutors through email.
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