Q1)
Q2
The Net Genrs’ prefer professors who fuse technology in their teaching practices. Technology helps the lecturers bring to life the theoretical aspect of learning. The use of the 3D technology, for instance, enables Chemistry lecture more understandable and interesting for average students. This is largely due to the use of graphics to portray key concepts such as chemical molecules and organic structures (Oblinger, D., & Oblinger, J. L. ,2005). The use of technology, however, should not supersede the input of the professor. The education-givers should not only be tech-savvy but also knowledgeable in their respective fields.’
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Q3
In my former institutions of learning, technology was pivotal in virtually all aspects of learning. The lecturers used effectively PowerPoint presentations to pass on information to students. This would further be complemented with block emails of assignments to each student. In the assessment of class assignments, software such as WebAssign and Turnitin were essential. Lecturers to evaluate individual students’ progress used the WebAssign. It also supplements more information from outside-class sources. The Turnitin software was ,on the other hand, used to review the originality of a student’s work. This was in line with the anti-plagiarism policy in the institution. The online distance learning program was another initiative that enhanced learning in my old institution (Oblinger, D., & Oblinger, J. L., 2005). The institution had a number of students that were geographically distant from the institution. The technology enabled them to assess class streaming live online as well as up to date class notes and assignments.
Q4)
My online learning experience was good. My lecturers used to email me class notes and assignments, which would be handed in on set deadlines. The lectures were also through the online multimedia platforms such as YouTube and sound cloud. It was up to one’s effort to acquire these materials; this meant that one had to have total commitment and comprehension of the importance of the learning experience.
In order to create a proper learner engagement environment, it is prudent for the education givers to understand the student’s psychology. Many students lack the commitment and discipline to carry out effectively the learning process by themselves. Lecturers thus should tailor-make their classes to incorporate more online real-time engagement chats with their students on course material (Oblinger, D., & Oblinger, J. L., 2005). The lecturer to disseminate information and gather feedback from students on a real-time basis could use video conferencing. The lecturer may also bring discussion forums that are moderated with student participating and voicing their opinions on various lesson matters.
References
Oblinger, D., & Oblinger, J. L. (2005). Educating the net generation. Boulder, CO: EDUCAUSE.
