How technology has changed the way we learn

There is no doubt that technology has changed the way we learn. Whether this change is for the better, I am not entirely sure. It has been proposed that technology has had a positive impact on learning within higher education (Donaldson, 2014). This research discovered that online learning resources were of assistance to lecturers who were wanting to improve their use of technology in their teaching and learning. Results showed that their preferences were for a blended learning approach, suggesting that both traditional lectures and online learning resources were a positive toolkit for learning (Donaldson, 2014). This reinforces the potential positive changes technology has had within education, although reminding us that it cannot entirely replace traditional methods and teaching strategies such as teacher-talk and discussion.

            A positive way in which technology has changed the way we learn could be through the anonymity of students, particularly in higher education. During my degree, every assignment and exam was marked electronically, and results were displayed on Blackboard. This mean that myself, and myself alone, would view my marks. Personally I believe it had a positive influence, because I stopped worrying about how others were learning and I was able to focus on my own work, without worrying what others would think. Some people are open about their grades, but I view them as a very personal aspect of education, particularly when assignments are marked numerically. A recent study by Raes, Vanderhoven and Schellens (2015), uncovered that technology has had a positive effect on peer-assessment in higher education. Anonymity in peer-assessment due to technology led to increased levels of comfort, due to the removal of potentially awkward face-to-face situations. I believe that this is a positive influence to education, although it may have its disadvantages. Why do people prefer to give feedback from behind a computer, rather than to someone's face? Is technology overtaking our ability to offer constructive feedback to our peers?

            Learning could become more personal as a result of technology, which could be a positive or negative change, depending on the individual. This could suggest that students could be given the option of either using methods such as online learning, traditional lessons, or a combination of both. A combination of both has been found to be the most effective for Psychology students (Zacharova, Sokolova and Lemesova, 2015), suggesting a positive change in learning as a result of technology.

 

References

Donaldson, L. (2014). Integrating web 2.0 learning technologies in higher education: The necessity, the barriers and the factors for success. AISHE-J: The All-Ireland journal of teaching and learning in higher education, 6(3), p.1-22.

 

Raes, A., Vanderhoven, E., and Schellens, T. (2015). Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education. Studies in higher education, 40(1), p.178-193.

 

Zarachova, Z.J., Sokolova, L., and Lemesova, M. (2015). Interactive teaching of psychology: Using design-based research in developing an interactive psychology course. eLearning and software for education, 2, p.186-193.