Online didactics

The online teaching as a branch of didactics deals with the function and use of the Internet in teaching and learning processes and examines the application forms are particularly suitable for this learning environments and how they designed and can be used to learning processes to encourage and learning goals to achieve . “Internet didactics” or “web didactics” can be used as synonyms. As part of e-learning , online didactics offers, for example, online and distance courses (see distance learning ), corresponding internet offers , as well as internet forums and chats .

With the advent and establishment of computers and the Internet, the need for multimedia emphasis on didactics increased at the same time . However, the acceptance of e-learning in Germany is low compared to other countries. However, a development away from passive-receptive forms of learning and tightly prescribed and only comprehensible units of knowledge towards an interactive form of learning with self-constructed knowledge and socially cooperative learning via the Internet can be seen.

Framework

In addition to the personal requirements of teachers and learners ( media skills ), the technical framework must also be given. The necessary software and internet access must be available on the computer .

Possible uses

For example, research on the Internet can support face-to-face teaching; Online learning is primarily used for distance learning . The lecturer is able to offer his writings online as an e-lecture (virtual reading) via the Internet . Further links integrated into the text, so-called hyperlinks , provide quick access to relevant information. The learning material can then be discussed in an e-discussion forum and finally the learning content of a virtual seminar ( learning cycle ) can be queried in a web-based test. Interested parties can also complete a guided tour and acquire the learning content independently.

Internet-supported learning is suitable for all ages and learning groups. Colored game and learning programs with pictures are used primarily for the target group of children. They usually include characters they already know ( Benjamin Blümchen , Sendung mit der Maus ). Later on, there is school-related content for young people that can be deepened. Self-study courses are also available for those particularly interested.

Internet-based learning is of great importance at universities . Courses with a large number of participants can be implemented better through the use of computers. For example, the students complete lecture-accompanying tests over the Internet, which are automatically evaluated by the PC. It is also possible for lecturers to offer accompanying material for their events on the Internet.

The online didactics and its offers serve adults as a source for professional and private further education . Trade magazines and current job-specific offers as well as language courses (e.g. Business English) can be found on the Internet . However, the offer is increasingly aimed at voluntary interested parties who, for. B. want to catch up on a school leaving certificate or are dependent on distance learning because of the family .

Since the Internet is becoming more and more important, many older people also want to participate in the diverse possibilities and information. Starting with Internet introductory courses, often offered by adult education centers , to age-specific websites and online learning courses, the Internet is opening up more and more to the older generation.

Advantages of online didactics

A clear advantage of online didactics is the flexibility in terms of time and the ability to adapt to your own learning pace. Users around the world have round-the-clock access to this non-linear information presentation. This is an advantage especially for global learning groups with learners in different time zones. Free self-determination in teaching and learning has a positive effect on development and self-confidence.

Learning platforms offer the possibility of differentiated teaching and specifically address the individual needs of individual students. This extension represents a systematic support and also enables the specific preparation and follow-up of the lessons. In addition, through collective work in networks, new knowledge is continuously generated, which is manifested in the interaction with the system in the form of forums and chats among the users. In addition to the acquisition of individual competencies, the didactics in the net promote the transmission of existing knowledge.

Limits of online didactics

In addition, the problem of self-learning skills as a prerequisite for e-learning is increasingly limiting its applicability.

distribution

In Germany today, schools are very well connected to the Internet. However, the Internet is rarely used in class. In contrast, the Internet is often used to prepare for lessons.

Teaching method

Consistent use of computers and the Internet would fundamentally change the teaching culture. Teachers should take on more advisory and moderating functions and enable more student-centered teaching.

literature

Peter Baumgartner , Sabine Payr: Studying and researching with the Internet. Studien-Verlag, Innsbruck et al. 2001, ISBN 3-7065-1319-6 .
Oliver Bendel , Stefanie Hauske: E-Learning. The dictionary. Sauerland publishers, Oberentfelden 2004, ISBN 3-03-450111-0 .
Julia Born: The eLearning practical book. Conceive and accompany online supported learning offers in training and further education. A manual and workbook. Schneider Verlag Hohengehren, Baltmannsweiler 2008, ISBN 978-3-8340-0402-4 .
Horst Dichanz (Ed.): Handbook of media education. Volume 2: Gerhard Tulodziecki , Bardo Herzig : media didactics. Media in teaching and learning processes. Klett-Cotta, Stuttgart 2004, ISBN 3-608-94231-9 .
Norbert Meder among others: Web didactics. A new didactic of web-based, networked learning. Wilhelm Bertelsmann Verlag, Bielefeld 2006, ISBN 3-7639-0156-6 ( Knowledge and Education on the Internet 2).
Evi Schüpbach, Urs Guggenbühl, Cornelia Krehl, Heinz Siegenthaler, Ruth Kaufmann-Hayoz: Didactic guidelines for e-learning. = Didactic guidelines for e-learning. Hep-Verlag, Bern 2003, ISBN 3-905905-72-8 ( pedagogy ).
Gerhard Tulodziecki, Wilhelm Hagemann, Bardo Herzig, Stefan Leufen, Christa Mütze: New media in schools. Projects-concepts-competencies. An inventory. Bertelsmann Stiftung publishing house , Gütersloh 1996, ISBN 3-89204-238-1 ( Initiative. BIG Educational Paths in the Information Society ).

Footnotes

↑ heise.de: “Around 90 percent of the teachers then use online offers to prepare for lessons, but only 20 to 30 percent during the lessons themselves. From the point of view of the pupils, the Internet is thus marginalized in schools. 83 percent of children and 98 percent of young people already have access to a PC and the Internet at home. "
↑ heise.de: “Another cause mentioned in the course of the event was the lack of suitable didactic concepts, as the consistent use of computers and the Internet in schools would also result in fundamental changes in the teaching culture. Teachers must increasingly take on advisory and moderating functions and enable more student-centered teaching. "

[1] se.de: “Around 90 percent of the teachers then use online offers to prepare for lessons, but only 20 to 30 percent during the lessons themselves. From the point of view of the pupils, the Internet is thus marginalized in schools. 83 percent of children and 98 percent of young people already have access to a PC and the Internet at home. "

[2] se.de: “Another cause mentioned in the course of the event was the lack of suitable didactic concepts, as the consistent use of computers and the Internet in schools would also result in fundamental changes in the teaching culture. Teachers must increasingly take on advisory and moderating functions and enable more student-centered teaching. "