scholarly journals Acquisition of computing literacy on shared public computers: Children and the "hole in the wall"

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Sugata Mitra ◽  
Ritu Dangwal ◽  
Shiffon Chatterjee ◽  
Swati Jha ◽  
Ravinder S. Bisht ◽  
...  
Keyword(s):  
Minimally Invasive ◽  
Computer Literacy ◽  
Group Learning ◽  
Public Spaces ◽  
Traditional Classroom ◽  
Rural India ◽  
The Internet ◽  
Traditional Classroom Instruction ◽  
Self Instruction ◽  
Group Self

<span>Earlier work, often referred to as the "hole in the wall" experiments, has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learning in shared public spaces is universal. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) computers in 17 locations in rural India. Focus groups in each location were tested for computer literacy for 9 months.</span><p>Results, which are discussed in the paper, show that groups of children can learn to use computers and the Internet on their own, irrespective of who or where they are. Furthermore, such group self instruction is as effective as traditional classroom instruction, whilst this learning is considerably less expensive and is independent of teachers and schools. The results point to a new pedagogy for children's education in those circumstances where schools and teachers are either absent or not effective due to any reason.</p>

scholarly journals Computer skills development by children using 'hole in the wall' facilities in rural India

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Parimala Inamdar
Keyword(s):  
Minimally Invasive ◽  
Computer Science ◽  
Digital Divide ◽  
Group Learning ◽  
Public Spaces ◽  
School Curriculum ◽  
Rural India ◽  
Skills Development ◽  
School Year ◽  
The Subject

<span>Earlier work often referred to as the "hole in the wall" experiments has shown that groups of children can learn to use public computers on their own. This paper presents the method and results of an experiment conducted to investigate whether such unsupervised group learning in shared public spaces can improve children's performance in school examinations. The experiment was conducted with "hole in the wall" (minimally invasive education, or MIE) kiosks in the rural Sindhudurg District of Maharashtra State, India. 103 children of the Grade 8 level, across 3 villages, were administered the curricular examination for 'Computer Science' for that grade.</span><p>The results show that children who had learned at MIE kiosks were able to complete this curricular examination without being taught the subject. They scored only marginally lower than children who had been taught the 'Computers' curriculum in school throughout the school year. The results of this study throw new light on pedagogy for bridging the digital divide. It poses the question that similar learning may well be observed in whole or part in other subjects of the school curriculum.</p>

scholarly journals Hybrid Delivery of Computer Literacy Requirements for Undergraduate Business Schools: A New Model

10.28945/2422 ◽  
2001 ◽  
Author(s):  
Kathryn A. Marold ◽  
Janos Fustos
Keyword(s):  
Information Systems ◽  
Hybrid Model ◽  
Computer Literacy ◽  
Business Students ◽  
Traditional Classroom ◽  
Campus Network ◽  
Web Based ◽  
State College ◽  
Traditional Classroom Instruction ◽  
Systems Requirements

The paper presents a revised model for handling the computer literacy and information systems requirements for undergraduates. The model was proposed for School of Business students at the Metropolitan State College of Denver. Through a combination of entrance screenings, self-paced Web Based Training courses on the campus network, and traditional classroom Introduction to Computers courses, a more efficient model for computer literacy was established. Then a hybrid model to deliver the introductory information systems class was proposed - to save scarce faculty and campus resources, yet preserve the traditional classroom instruction that some students need. The proposed hybrid model takes into consideration the higher level of computer literacy of many modern students, and takes advantage of the newest methods of interactive Web based training that make self-paced courses a practical means of learning.

Designing Instruction for Successful Online Learning

2011 ◽  
pp. 534-539
Author(s):  
Mohamed Ally
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Classroom Instruction ◽  
Computer Software ◽  
Traditional Classroom ◽  
The Internet ◽  
Traditional Classroom Instruction ◽  
Online Methods ◽  
And Training ◽  
Delivery Technology

Teaching and training has been going on for decades; however, the design methods and delivery technology have changed over the years. The invention of the Internet and the computer, especially the microcomputer and the availability of computer software, has revolutionized the design and delivery of instruction using online methods. Studies and analyses (Kulik, Kulik, & Shwalb, 1986; Lawson, 1999; Wesley, Krockover, & Hicks, 1985) have concluded that online learning is as effective, and in some cases, more effective than traditional classroom instruction; however, some researchers claim that it is the extra amount of time spent on the design that makes online learning more effective than classroom instruction rather than the technology (Allen, 2003; Clark, 1983, 2001; Kozma, 2001). This claim supports the idea that good instructional design is important for online materials.

Designing Instruction for Successful Online Learning

2011 ◽  
pp. 580-585 ◽  
Author(s):  
Mohamed Ally
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Classroom Instruction ◽  
Computer Software ◽  
Traditional Classroom ◽  
The Internet ◽  
Traditional Classroom Instruction ◽  
Online Methods ◽  
And Training ◽  
Delivery Technology

Teaching and training has been going on for decades; however, the design methods and delivery technology have changed over the years. The invention of the Internet and the computer, especially the microcomputer and the availability of computer software, has revolutionized the design and delivery of instruction using online methods. Studies and analyses (Kulik, Kulik, & Shwalb, 1986; Lawson, 1999; Wesley, Krockover, & Hicks, 1985) have concluded that online learning is as effective, and in some cases, more effective than traditional classroom instruction; however, some researchers claim that it is the extra amount of time spent on the design that makes online learning more effective than classroom instruction rather than the technology (Allen, 2003; Clark, 1983, 2001; Kozma, 2001). This claim supports the idea that good instructional design is important for online materials.

scholarly journals An Assessment of the Effectiveness of e-learning in Corporate Training Programs

2002 ◽  
Vol 3 (1) ◽  
Author(s):  
Judith B. Strother
Keyword(s):  
Classroom Instruction ◽  
Training Programs ◽  
Corporate Training ◽  
Cost Effective ◽  
Traditional Classroom ◽  
Corporate Managers ◽  
Travel Costs ◽  
E Learning ◽  
Traditional Classroom Instruction ◽  
Time Away

<P class=abstract>Corporate managers are constantly looking for more cost-effective ways to deliver training to their employees. E-learning is less expensive than traditional classroom instruction. In addition, many expenses - booking training facilities, travel costs for employees or trainers, plus employee time away from the job - are greatly reduced. However, some firms that have spent large amounts of money on new e-learning efforts have not received the desired economic advantages. </P>

Web-Based Collateral Support for Traditional Learning

2000 ◽  
pp. 282-292 ◽  
Author(s):  
Tim Hill ◽  
Laku Chidambaram
Keyword(s):  
Distance Learning ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Web Based ◽  
User Adoption ◽  
Usage Patterns ◽  
Traditional Classroom Instruction ◽  
Multimedia Technologies ◽  
Repeated Use ◽  
The Web

The emergence of the Web and the growth of multimedia technologies offer new mechanisms to support and enhance traditional classroom instruction. This chapter reports on a field study in the use of a Web-based distance learning tool. Students enrolled in traditional classroom courses were provided with asynchronous distance learning support consisting of anytime/anyplace access to classroom lectures via the World Wide Web. The traditional classroom lectures were audio-recorded and the audio transcripts digitized, compressed and stored, along with the synchronized lecture slides, for accessing and viewing via the Web. Usage patterns were unobtrusively monitored and correlated with performance. Additionally, participants’ perceptions were collected, compiled and analyzed. The results showed that repeated use of the Web-based supplement was correlated with better overall performance in the class. They also provided some clues to the motivations of users who seek out and explore collateral Web-based support for their own individual learning. This study provides a foundation for further research and application by: 1) helping to assess the utility of collateral support for traditional instruction using Web-based media, 2) shedding light on user adoption behaviors and attitudes, and 3) identifying practical considerations in the implementation of Web-based support for distance learning.

Computer-Assisted Instruction

2013 ◽  
Vol 9 (1) ◽  
pp. 70-79
Author(s):  
Jared Keengwe ◽  
Farhan Hussein
Keyword(s):  
English Language Learners ◽  
Achievement Gap ◽  
English Language ◽  
Classroom Instruction ◽  
Traditional Classroom ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Traditional Lectures ◽  
Traditional Classroom Instruction ◽  
Assisted Instruction

The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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