1.18.6. Task ownership
Reeves 1997 argues that WWW offers unique opportunities to focus on authentic tasks, which might engage students in practical activity. He also argues that
according to cognitive learning theory, the ways in which knowledge and skills are initially learned affect the degree of how these abilities can be used in other context.
Web-based instruction can be designed to enhance the transfer of knowledge and skills through emphasising students’ authentic tasks Khan, 1997 in Reeves, 1997.
Laurillards interactive level explains how a teacher sets task goal, a student acts to achieve the task goal, and the teacher may provide feedback for the task goal
Laurillard, 1993 so experience of the theory in action can be obtained from their interactive activities Laurillard, 1996. There is an opportunity to negotiate
compatible goals of individual assignment between a teacher and a student, or to negotiate compatible goals of teams assignment among a teacher and students to
achieve agreed concrete result. The trust relationship between a teacher and students is considered to be very important to conduct ongoing dialog Lipnack et al., 1997 to
support constructive and meaningful feedback and to provide opportunities for student reflection Laurillard, 1993.
In order to do individual assignment, each student should be independent members. Furthermore, in order to do teams assignment, they should be independent
members supported by voluntary behaviour in each member, supporting shared leadership, undertaking interdependent task among students, and providing trust to
other members Lipnack et al., 1997 to achieve a successful collaboration learning.
1.18.7. Sense of Audience
Reeves 1997 argues that students could feel a powerful sense of audience from using WWW as a vehicle for creating and sharing knowledge with anyone
anywhere in the world, which could be harnessed in higher education.
1.18.8. Teacher Support
According to Reeves, a range of teachers roles from the traditional didactic role of the instructor as ‘sage on the stage’, to the facilitative role as guide on the side
is supported by designing Web based learning environments. Jonassen and Reeves proposed to assign cognitive responsibility to the part of the learning system, i.e. the
learner Jonassen et al., 1996 in Reeves, 1997. Reeves says “The learner should be
responsible for recognising and judging patterns of information, organising data, constructing alternative perspectives, and representing new knowledge in meaningful
ways; the computer should perform calculations, store information, and retrieve it upon the learners command; and the teacher should coach or collaborate in the
knowledge construction process” Reeves, 1997.
The Laurillards conversational framework 1993 consisting of the discursive level, which supports the teacher’s didactic role, and the interactive level, which
supports teacher’s facilitative role, guiding the interaction between a teacher and a student. Laurillards discursive level explains how a teacher and a student describe
and redescribe conception for the topic goal supported by a multiple media environment provided by the teacher to the allow student to act on, generate and
receive feedback for the topic goal 1993. The trust relationship between a teacher and students is considered very important to conduct ongoing dialog to support
constructive and meaningful feedback. How the teacher supports Laurillards interactive level has been described in section 2.4.6 above.
1.18.9. Metacognitive Support
Kategori