the learner is inevitably an important variable in explaining the processes and effects of Web-based learning”
Reeves, 1997.
1.18.4. Opportunity to Construct Learning
The learners learn from opportunities to construct their own learning Jonassen et al., 1996; Kafai et al., 1996 in Reeves, 1997. According to Reeves 1997 the Web
might be a more powerful vehicle for constructivist pedagogy because it emphasises the primacy of the learner’s intentions, experience, and cognitive strategies.
Constructivism creates learning opportunities around tasks to be accomplished or problems to be solved, that have personal relevance for learners by construct different
cognitive structure for investigating and representing based upon their previous knowledge and interest. The Web could become the cognitive tool Reeves, 1997.
1.18.5. Collaborative Support
Reeves says Collaborative learning refers to instructional strategies whereby learners work together in pairs, small groups, or even large groups to accomplish
shared goals Reeves, 1997. According to him, structuring and guiding learners in
groupwork to obtain benefit both instructionally and socially using WWW make this category potentially become most powerful factors in model of interactive learning.
He then argued that using an appropriate instructional design, the interactions among two or more learners working together via WWW may have more influence on their
learning than the interaction between the isolated learners and the Web-based content. The Reeves’ collaboration support category covers collaborative learning
support without guidelines how to achieve it successfully. Based on Lipnack and Stamps definition of virtual team Lipnack et al., 1997 described in section 2.1
above, collaborative learning is a kind of virtual team. The nine principles of virtual team, which are considered useful to provide guidelines how to conduct collaboration
learning successfully, have also been described in section 2.1 above. Laurillards interactive level to support interaction between a teacher and
students in collaborative learning to conduct task will be explained in section on task ownership category below.
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
Kategori