{"id":2160,"date":"2005-03-22T10:07:00","date_gmt":"2005-03-22T10:07:00","guid":{"rendered":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2160"},"modified":"2026-10-22T08:06:57","modified_gmt":"2026-10-22T08:06:57","slug":"a-model-for-computer-supported-learning-in-undergraduate-education","status":"publish","type":"post","link":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2160","title":{"rendered":"A Model for Computer Supported Learning in Undergraduate Education"},"content":{"rendered":"\n

Originally published on:<\/strong> March 22, 2005<\/p>\n\n\n\n

Reflecting on an earlier observation by Dr. Herb Thompson (Department of Economics) that most of us had to teach ourselves how to teach,[1]<\/sup><\/a> I realized early on in my career that the best way to describe my role as a teacher is that of a learning facilitator.\u00a0Sometimes that entails leading the way, and other times it requires pointing directions and getting out of the way.\u00a0<\/p>\n\n\n\n

My role as a facilitator is implemented through a model that exploits modern technology while retaining the valuable features of face-to-face delivery and class\/office interactions.\u00a0The model is based on a philosophy with a key theme that the learning process is more effective when class discussions are enriched with various sources of knowledge, and when everything discussed in a class session is available for review outside the class.\u00a0The computer, the Internet, and a strong course website play a key role in supporting this philosophy, which I like to call computer-aided lecturing and review (CALR).\u00a0In CALR, the teaching\/learning process is viewed as a continuous cycle comprising the steps of preparation, delivery, review, and evaluation.\u00a0Evaluation provides feedback to preparation, and so the cycle continues.\u00a0This cycle is depicted in the figure below along with possible computer\/Internet support for all of its steps.\u00a0<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

A model for computer-supported learning<\/em><\/p>\n\n\n\n

For the preparation step, the Internet offers an abundance of sources that allow an instructor to enrich the learning experience.\u00a0As an example, Massachusetts Institute of Technology (MIT) launched an initiative in 2001 to openly share MIT course materials to create a worldwide web of knowledge.\u00a0To date, MIT has published about 500 courses as part of its OCW program (http:\/\/ocw.mit.edu<\/strong><\/a>).<\/p>\n\n\n\n

Many other resources are available on the Internet ranging from Java applets that explain various concepts using interactive animations to complete course materials to websites dedicated to a complete knowledge area.\u00a0Depending on the nature of a course and copyright considerations, instructors may adopt part of the material in the course or allow students to access the material through an external link.<\/p>\n\n\n\n

With the aid of a computer, lectures draw on various multimedia resources to enhance the delivery\/comprehension process.\u00a0Advantages of multimedia-based lecturing and the use of a computer to coordinate the lecture delivery include:<\/p>\n\n\n\n