Internet to facilitate global teaching and learning

Citation

Birchall, D. (2000), "Internet to facilitate global teaching and learning", Qualitative Market Research, Vol. 3 No. 3. https://doi.org/10.1108/qmr.2000.21603cag.001

Internet to facilitate global teaching and learning

In the previous edition of Internet news Dr Jürgen Gehrels wrote about the changes in business processes and social linkages, while Professor Roger Sugden wrote about subtle changes in working and social patterns and the positive changes in the nature of dialogue. Another result of these changes is the ability of the Internet to provide opportunities to distribute knowledge globally through allowing access to learners wherever they may be physically located. In addition, learners can interact, asynchronously, with each other and with tutors developing and embedding knowledge through "social process" or "double loop" learning. Professor David Birchall, based at Henley Management College, writes about this process.

Internet to facilitate global teaching and learning

The Internet has the potential to offer many learners what for them is a completely new experience - the opportunity to join a global community. Rather than being constrained in their learning by the four walls of the local school or boundaries of the sprawling university campus, students can take advantage of an international experience by connecting in to other learners worldwide. Surely, however, first the radio then the TV have already opened up this possibility? But the radio and TV offer one-way transmission of information and opinions from around the world but no real way for the listener to interact, question, test their own understanding or possible application to improve their own well-being.

Much current use of the Web in education is limited to information collection - search engines enable identification of information, but, unlike radio and TV, there is no attempt at quality control, no overseeing of accuracy or validity, no editorial process. But the learners are in control and they can search out rather than be subject to content "push". So as an information source the Web can be a useful supplement to other better established sources - traditional publications and broadcast media. But while much Web-based information is of doubtful origin, increasingly information providers are enabling Web browsers access to sound information in the form of books, e.g. http://cw.prenhall.com/bookbind/pubbooks//kotler/ and published articles e.g. http://www.hbsp.harvard.edu/home.html. This reduces the time needed to research and helps with the process of writing where quotes and references are included in the material being compiled.

But most learners would have considerable difficulty in digesting raw information and even e-articles and online books. Computer assisted learning is a more appropriate way of accessing learning for many people. Just-in-time, modularised learning modules are available over the Web but it still seems more appropriate, given the current state of the technology and many learner's understanding of how to use it, to make use of CD-ROMs for such modules. Many of these training materials, though, are designed on principles of programmed learning and are limited to the acquisition of basic knowledge and skills rather than more reflective learning - "single loop" rather than "double loop" learning.

The latter involves a questioning of the learner's mental models. This deep learning normally results from being confronted with information which is contrary to previously held beliefs, or novel, and then the search for meaning within one's own world. So information acquisition is only one step in this more fundamental learning. A more significant element is the "testing" of understanding and application. For most people this "double loop" learning comes through a social process - the dialogue with others, sharing an interest in "sense making", debating/discussing issues, presenting ideas and interpretations. This dialogue can take place in many settings, using different media. The most effective probably remains face-to-face, where ideas can be expressed, a rich mix of responses instantly elicited, and debate engaged in. The Web can be used for such discourse - at one end, chat rooms offer "immediacy" but cannot match face-to-face because of a loss of media richness. At the other end, asynchronous dialogue through basic listservers or specialist-designed systems such as Lotus Learning Space offers the opportunity for in-depth discussion through the written word but over an extended time period. So the Web can offer rich learning opportunities, not matching face-to-face in some ways, but to compensate can offer a much greater diversity of view if open to global participation. For many people with limited learning opportunities because they are unable to access traditional learning provision the Web may be their only way to improve themselves.

Increasingly, opportunities for "free" learning are presenting themselves. Publishers are making available the full text of books with supplementary information and offering to run electronic discussion to support the reader. This offers access to experts of guru status anywhere, anytime. Reputable distance learning providers are creating means by which learners doing courses can benefit from these new opportunities, e.g. through e-libraries and by designing courses combining globally-sourced information and expertise with their own particularly unique ways of creating a learning experience.

The future seems full of promise. However, much has to be done to put in place well designed, electronically-offered, training and development programmes before the opportunities match more traditional provision. Nevertheless, traditional modes of teaching can be much improved if the use of the Internet is integrated into course design.

David BirchallHenley Management College, UKhttp://www.henleymc.co.uk

Academics and practitioners, corporate universities and executive training , all are affected by the development of technology. Entry barriers are reduced and global reach obtainable - how are we going to react to these opportunities?

I wish to thank Professor David Birchall for his contribution to this issue of the Internet news.

Rehan ul-HaqThe Birmingham Business School, The University of BirminghamE-mail: r.ul-haq@bham.ac.ukTel: +44 (0) 121 414 3456