is the title to this video by Dr. Michael Wesch and the students of Introduction to Cultural Anthropology, Class of Spring 2007 at Kansas State University:
which presents a question about how to effectively employ web technology in the classroom.
From the introduction to “Students’ evaluations of the use of e-learning in a collaborative project between two South African universities,” by Poul Rohleder, Vivienne Bozalek, Ronelle Carolissen, Brenda Leibowitz and Leslie Swartz, The International Journal of Higher Education and Educational Planning, 20 August 2007:
Amongst the claims and acclaims made about the virtues of e-learning, Johns (2003, p. 431) ascertains that they can be divided into five categories:
1. Material is made more accessible to learners who can log on at any time which suits them.
2. Web-based material offers the opportunity for learners to explore those areas of the work they find difficult to understand, spending as much time as they wish to with these materials.
3. Web-based material can provide bridges between theory and the world of practice through, for example, organisational sites of social service practice on the web.
4. Web-based learning offers more opportunities for active learning, where students would engage with materials rather than passively receiving knowledge from lecturers.
5. This type of learning offers opportunities for learning activities such as problem-solving and information-gathering skills, and, from a pedagogical perspective, being conducive to ‘‘deep learning’’ rather than ‘‘surface learning’’.1
And that’s not all: