NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853754
Record Type: Journal
Publication Date: 2004
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1436-4522
Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm
Motschnig-Pitrik, Renate; Mallich, Katharina
Educational Technology & Society, v7 n4 p176-192 2004
Web-based technology increases the hours we spend sitting in front of the screens of our computers. But can it also be used in a way to improve our social skills? The blended learning paradigm of Person-Centered e-Learning (PCeL) precisely aims to achieve intellectual as well as social and personal development by combining the benefits of online learning with face-to-face encounters. While the added value of Person-Centered or whole-person learning in terms of better problem solving, increased self-confidence and interpersonal skills is well documented in the literature, its transition into practice clearly lags behind. Our goal therefore is to exploit the potentials of Web-based support for making Person-Centered teaching and learning more effective and feasible. In the paper we discuss the didactical baseline, the integration of technology, and the application of PCeL in the context of Web engineering and project management. On that basis we present our evaluation that showed--with surprising clarity--the fundamental impact of interpersonal attitudes on the motivation and learning outcome of students. Finally, we discuss the consequences of our findings for future educational strategies. (Contains 1 table and 9 figures.)
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A