Sally Xiaobing Yang (syang@coe.tamu.edu)
Fri, 09 Apr 1999 15:27:37 -0500
Date: Fri, 09 Apr 1999 15:27:37 -0500 From: Sally Xiaobing Yang <syang@coe.tamu.edu> Subject: my discussion
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Dear Forum members:
I am a newcomer for this group. I am so glad to know you by the Forum. I
am now a graduate student in Educational Technology Program in College of
Education, Texas A&M University, Texas. This is my first semester.
The issue of implication really interests me. Now, some of the courses I
am taking are using much on-line resource for students learning. In this
way, students have more access to the latest research information beyond
the textbooks and instruction from professors. However, I think that
internet learning shoud concern the students who came from low-income
familiies and have no computers at home. These group of students have
less pratice to experience internet learning than other groups do. This is
unequal for them. Another concern is that internet learning may be out of
control if professor could not organize the course procedure very well.
Students may develop their interests without thinking the content of course
and finally the outcome of learning will be deviated.
Thank you
Xiaobing (Sally) Yang
>Date: Thu, 8 Apr 1999 04:58:44 +0200
>From: Arun-Kumar Tripathi <tripathi@amadeus.statistik.uni-dortmund.de>
>Subject: ** Implications of INTERNET LEARNING
>
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>Details of current discussion: http://ifets.gmd.de/discuss.html
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>
>Dear IFETS Forum Members,
>
>DIVISION OVER INTERNET LEARNING
>Two new studies being released this week question the value of
>online college courses. The College Board says in its report
>that Internet courses could put underprivileged students who
>have less exposure to computers at a disadvantage. They will
>arrive at school with less computer knowledge and thus be less
>prepared for online courses. "There's this rush to get online
>and go virtual," says College Board researcher Larry F. Gladieux.
>"Colleges, policy makers, and Internet providers who are driving
>this market need to think about broad access." The College Board
>is concerned that schools facing budget cuts might be lured online
>by pitches from technology providers that online learning cuts the
>costs of real-world learning. But colleges must realize that a
>technical divide exists, as only 20 percent of low-income
>households own a computer. Meanwhile, the Institute for Higher
>Education Policy says in its report that Internet-based education
>is too new and untested to justify its rapid growth in colleges.
>The report notes that there is a higher dropout rate of 32 percent
>for online classes, compared to just 4 percent for real-world
>classes. (Associated Press 04/07/99)
>
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