Subject: [IFETS-DISCUSSION:925] out of context
From: Muhammad Betz, Ph.D. (mbetz@sosu.edu)
Date: Wed 17 Jan 2001 - 14:43:09 MET
From: "Muhammad Betz, Ph.D." <mbetz@sosu.edu> Subject: [IFETS-DISCUSSION:925] out of context Date: Wed, 17 Jan 2001 07:43:09 -0600
"Instead of a blanket statement that more participation means more learning,
I think that we need
to consider both the content of the course and the goals." Charles Adamson
Of course Charles makes a true point here, but my statement is taken
somewhat out of context. I made the statement in reference to Brent's
paper, in which he decried declining participation in "on-line discussions,"
as courses progressed. Logically, if participation in on-line discussions
decreased, the learning that was to derive from structured discussions would
likewise decrease.
To Charles' point: I too don't believe that participation in and of itself
results in learning. I recall teaching an 8th grade Math class once in
Austin, Texas, in which the students had been taught that "asking
questions," was a sign of good teaching and learning. You guessed it: the
kids "learned" very quickly to throw their hands up in the air at every
possible juncture. The result was decreased learning of math skills, as
test scores later showed.
MB
Muhammad K. Betz, Ph.D.
M.Ed. Graduate Coordinator and Associate Professor
Department of Educational Instruction & Leadership
School of Education & Behavioral Sciences
Southeastern Oklahoma State University
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