Different Levels of Internet Integration in University Academic Activities: examples and pedagogical implications
PROCEEDINGS
Denis Harvey, Universite de Montreal, Canada ; Christian Depover, Bruno DeLievre, Jean Jacque Quintin, Universite de Mons-Hainaut, Belgium
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
In the four examples of pedagogic integration of Internet in a "multimodal" university situation reported herein, we bring into light an innovative process whose central objectives were improvement of the quality and relevance of the training strategies provided to students. This article will contribute to the characterization of the Internet integration continuum, from enhancing a traditional course with a minimal integration of Internet (level 1) to a complete integration in the form of what has been called a virtual campus (level 3). We suggest that the more or less intensive use of distance communication in the various modalities of integration does not reflect the quality of the learning. Indeed, we are convinced that, whatever the level of integration of Internet to the system, coherence of the proposed activities and pedagogic value of the tools implemented is the most determining factors for success.
Citation
Harvey, D., Depover, C., DeLievre, B. & Quintin, J.J. (2001). Different Levels of Internet Integration in University Academic Activities: examples and pedagogical implications. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 682-686). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from https://www.learntechlib.org/primary/p/8800/.
© 2001 Association for the Advancement of Computing in Education (AACE)
