IMPACT OF NETWORKED LEARNING AS PERCEIVED BY THE STUDENTS (EDUCATION PROJECT TOPICS AND MATERIALS)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
It is difficult and may be even impossible to imagine future learning environments that are not supported, in one way or another by Information and Communication Technologies (ICT).
When looking at the current widespread diffusion and use of ICT will affect the complete learning process today and in the future. ICT in modern societies, especially by the young the so called digital generation then it should be clear that both the member state and the union have dedicated effort and resources to the promotion and implementation of ICT in education and training and they continue to do so (e.g. the E-learning programme) JIM GROWN (2010-2011).
It has also been acknowledged by the European Council held in Lisbon on 23 and 25 March (2000) that there is an urgent need to adapt European education and training system according to the requirement of a knowledge based society. In other words, a wide spread belief that ICTs have an important role to play in changing and modernizing educational system and ways of learning. There is however, little scientific evidence of the concrete contributions of ICTs to the learning domain, despite the efforts of the last decades (GARELS 2002).
Hence, there is a need to bring evidence together on the impact of the ICT on learning can be approached in different ways in which there is no single concept types can be envisaged (see as a possibility computer assisted learning web-learning, computer classes, online training, distance education, E-learning virtual learning, digital training etc, abroad view on ICT and learning is taken. Consequently, its impact on the learning process should encompass not only training learning outcomes but also the use of ICT by education and training institution and last but not least enabled education on for instance, personal development, confidence and self esteem after the formal obligatory education and life-long learning embraces learning at all states of life, from the cradle to the Grave (2002 – 2006) by NORRGARD.
This section looks at available evidence on the diffusion of E-learning and times to address the question of how widespread. It is in terms of access and use in education and training and also in terms of geographical spread. There is little reliable and comparative data available.
However, there are different approaches to measuring the diffusion of ICT enabled learning, some look at its diffusion in specific sectors, such as tertiary education. While other compare these different sectors to see where diffusion is most widespread which approach look at difference between countries. Most student seem to agreed how ever that the traditional approach of counting the number of computer (with or without internet) according to the number of students in the class room is an interesting and useful cooperative indicator but not sufficient to indicate the impact of ICT on education.
Therefore, usage should also be taken into account both quantitative (e.g. frequency of use) and qualitative (e.g. how are computers used and for what) as well as usage both by teacher instructors and students (CONOLE, 2008).
