Computers and the learning process in higher education a report prepared for the Carnegie Commission on Higher Education
How will the computer affect learning on the college campus? How should a faculty member go about selecting a mode of computer-based instruction for a particular course? These questions are the point of departure for this particular analysis of the use of the computer in instruction. The analysis begins with the construction of a model of the learning process. The second step is to attempt to match the stages of learning and the material to be learned with the capabilities of computer technology. The result is an assessment not only of what computers can do in contributing to learning but also of what they cannot do. One of the by-products of this interesting approach is the identification of noncomputer forms of instructional technology that appear to be most effective for certain learning purposes not served by computers. For example, textbooks and programmed tests seem to be the most effective means of a student to acquire knowledge. But computers will be useful in embedding knowledge and in the integrating and testing phases of learning. The contribution of computerized instruction will be an enrichment of the learning process but not a substitution entirely or even substantially for traditional learning modes. (Author/KE).
"How will the computer affect learning on the college campus? How should a faculty member go about selecting a mode of computer-based instruction for a particular course? These questions are the point of departure for this particular analysis of the use of the computer in instruction. The analysis begins with the construction of a model of the learning process. The second step is to attempt to match the stages of learning and the material to be learned with the capabilities of computer technology. The result is an assessment not only of what computers can do in contributing to learning but also of what they cannot do. One of the by-products of this interesting approach is the identification of noncomputer forms of instructional technology that appear to be most effective for certain learning purposes not served by computers. For example, textbooks and programmed tests seem to be the most effective means of a student to acquire knowledge. But computers will be useful in embedding knowledge and in the integrating and testing phases of learning. The contribution of computerized instruction will be an enrichment of the learning process but not a substitution entirely or even substantially for traditional learning modes. (Author/KE)."@en
Carnegie Commission on Higher Education (Berkeley, CA)
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Procesamiento electrónico de datos en la educación.
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