Change in Education

1.4. Interaction

Living in dot-com era where technology is omnipresent and internet has become a social space we (teachers) should be ready to use its strengths and engage the learner in active and self-directed learning and at the same time realizing the power of collaborative work. Creating an online community means the shifts of responsibility and activity initiation at both sides – teacher/course tutor and student(s).

Mark Lange (in Schone, 2007) defines the stages (he uses the term level) focusing on learner experience:

• Level 1 – Passive – The learner acts merely as a receiver of information. The learner may read text on the screen as well as graphics, charts and illustrations and navigate back and forth. (This would be e.g. presentation of materials for selfstudy.)
• Level 2 – Limited Interaction – The learner makes simple responses to instructional cues – such as scenario-based multiple choice and column matching. (E.g. simple activities (as to the technology used) with the immediate feedback given by computer.)
• Level 3 – Complex Instruction – The learner makes multiple and varied responses to cues. As well as multiple choice quizzes (Level 2) the learner may be required to type into text boxes and manipulate graphic objects to test the assessment of the information presented. Scenario-based branching, where the progress through the information is based upon answers and decisions input by the learner, can be used.
• Level 4 – Real-time Interaction – The training session involves a life-like set of complex cues and responses. The learner is engaged in a simulation that exactly mirrors the work situation. Stimuli and response are coordinated to the actual environment. Sessions are most likely held in a collaborative environment with other learners and a facilitator. (Here, we can mention not only asynchronous but also synchronous activities).