RSA#3: Online
Resource-Based Learning Environment: Case Studies in Primary Classrooms
The
“banking model” of education is a technique where “an all-knowing teacher
stands at the front of the room and ‘data dumps’ knowledge,” (Butler, 2012,
p.222). This concept may have been
widely used in classrooms; however, students need more opportunities to be
active learners who can use resources to solve problems in order to be prepared
for the work force. The author writes
that resource-based learning allows learning to take place in a flexible,
independent environment where teachers provide a variety of materials and allow
students to become self-directed on their path toward understanding.
Resource-based
learning appears to be a good fit for third grade students who tend to be
naturally curious and enjoy taking an active role in learning. So and Ching (2012) completed a case study in
which three primary school teachers used online resources to design a ninety-
minute science-related lesson and compare their results. One teacher utilized a computer lab in order
to provide one-to-one use of desktop computers whereas the other two teachers
assigned one computer to groups of 3-4 students. Students were provided
resources from the school curriculum, textbooks, current events, videos, and
websites.
All
three teachers discovered that the students found the online resources
interesting which fostered high engagement; however there were disadvantages to
using websites as resources. The students experienced difficulties navigating
through several websites, finding information to support the topic, and
understanding information provided on websites (So & Ching, 2012). At the conclusion of the case study, the
teachers reflected on the fact that the students struggled most with the online
resources. Even though the websites were
motivating to the students, they found it difficult to navigate the information
in order to collect the data necessary to understand the topic.
The
study showed that despite the students’ struggle with online resources, the
teachers felt confident that they had adequately supported the students with
different types of scaffolding including tools to organize the information that
was collected. Students used clear
instructions, carefully chosen websites, concept maps, skeleton puzzles, and
models to lead the students toward a path of understanding. Without adequate scaffolding, the students
may have reached a severe level of frustration with the online resources.
Another
success noted by the teachers was related to the social connection made while
using resource-based learning. The students were given the opportunity to gain
practice with social skills through collaboration, problem solving, and group
discussion in each teacher’s lesson. Resource-based learning tends to increase
students’ skills as problem solvers as they engage in dialogue while
experiencing less teacher direction.
The
case study serves as a good reminder that scaffolding and choosing good
resources are vital in order to adequately use resource-based learning. Two great resources that can be used with
resource-based learning include Edmodo (2014) and LearnZillion (2014).
Edmodo
(2014) is a free website that allows teachers access to resources provided by
other teachers using a social media platform.
Students are digitally assigned to a class from which they can receive
and respond to surveys and tests and then receive instant feedback. Teachers can share ideas and resources among
a large network of subscribers around the world. Both teachers and students can collaborate
with each other for active engagement.
LearnZillion
(2014) is a free website that offers resources including task-based video
lessons and lesson plans. Teachers can
enter a Common Core standard and gain access to thousands of options for
encouraging student understanding using audio-visuals.
Resource-based
learning allows students to reach levels of understanding through the
completion of projects after being provided with resources. The key to the successful implementation
appears to be in the scaffolding completed prior to use of the resources and
the choice of good resources.
Implemented correctly, it can be a great way for third grade students to
take an active role in their learning.
Resources
Butler,
M. (2012). Resource-based learning and course design: A brief theoretical
overview and practical suggestions. Law
Library Journal, 104(2), 2012-2019.
Retrieved from
http://www.aallnet.org/mm/Publications/llj/LLJ-Archives/vol-104/no-2/2012-19.pdf
Edmodo.
(2014). Retrieved from https://www.edmodo.com/
LearnZillion.
(2014). Retrieved from
https://learnzillion.com/
So,
W. & Ching, F. (2012). Online resource-based learning environment: Case
studies in primary classrooms. Asia-Pacific
Forum on Science Learning and Teaching, 13(2), 1-10. Retrieved from
http://www.ied.edu.hk/apfslt//v13_issue2/soching/index.htm
No comments:
Post a Comment