[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588434-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588434-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","learning-and-e-materials-volume-2-issue-1-2009","Learning and E-materials - Volume 2 - Issue 1 - 2009","","Explores how e-materials and e-learning tools affect learning under growing public familiarity with IT. While parents and teachers often see e-learning as more motivating and effective, research indicates advantages mainly in specific areas requiring multimedia, such as ophthalmic surgery; elsewhere outcomes are comparable to traditional teaching. The paper also examines methodological difficulties in measuring motivation and learning success. 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Under pressure from the public, which is becoming increasingly conversant with IT, schools and also other non-formal types of learning are changing into e-classrooms and e-learning. Among parents and teachers, too, there is a widespread opinion that e-learning is more motivating and is more effective. On the other hand, a mass of research shows that e-materials are more effective only in specific areas, where a multimedia approach is needed, for instance in ophthalmic surgery, while everywhere else they are comparable to traditional teaching and learning in terms of both effectiveness and motivation. The paper also highlights the methodological problems of measuring motivation and learning success.  \nFinally it presents e-material which was created taking into account the results of research in this field.  \nZusammenfassung: Im Beitrag wird die Benutzung von E-Materialien im Unterricht problematisiert. Der Druck der immer mehr informatisierter werdenden Öffentlichkeit macht die Schule-und auch andere Arten des nicht-formalen Lernens-zu E-Klassenzimmern und zum ELernen. Auch unter den Lehrern und Eltern ist die Meinung verbreitet, dass die Lernenden durch das E-Lernen motivierter werden und dass diese Unterrichtsart effektiver ist. Demgegenüber beweisen zahlreiche Forschungen jedoch, dass E-Materialien nur in spezifischen Bereicheneffektiver sind, nämlich in jenen, wo der Einsatz von Multimedia notwendig ist, wie z. B. in der Augenchirurgie. In allen anderen Bereichen sind sie mit dem traditionellen Unterricht und Lernen sowohl hinsichtlich der Effizienz als auch hinsichtlich der Motivation vergleichbar. Des Weiteren werden auch die methodologischen Probleme der Motivations- und Lerneffizienzmessung herausgestellt. Am Ende des Beitrags werden die E-Materialien vorgestellt, die unter der Berücksichtigung der in diesem Bereich gewonnenen Forschungsergebnisse entstanden sind.  \nKey words: e-learning, e-material, motivation, effectiveness  \n1. Introduction  \nUnder the influence of new technologies, the environment in which we learn and work is constantly changing. Being an informed and active member of society requires that the individual manages his own learning, that he himself is capable of selecting what is for him relevant study material, of formulating questions, linking and generalising, seeking solutions to problems and developing approaches and confidence regarding a range of different technologies. If this is the knowledge, understanding and skills that we set and expect from students, what then is the role of the computer and e-materials here? It is no doubt already clear enough that use of a computer in itself will not improve learning. This is proven by the technologies that are now in decline (television, video, overhead projectors etc.), but which in their time were hailed as revolutionary achievements, which would completely change learning and teaching. Experience shows that each new technology can be a great aid and appropriate tool with which we can do the same thing in a different way. Yet access to technology or the technology itself is not yet sufficient to change and improve learning. Thus computer-assisted learning should be guided by what students can do with the programme and not what the programme enables. It is therefore the teacher who is responsible for the successful and rational use of computers in learning, yet responsibility for the results achieved should be transferred to a greater extent to the students themselves. All this represents the preconditions for developing lifelong learning, which is not only pursued in schools and other organised forms, but in diverse environments and at different times, spontaneously and through internal motivation. The objective that should be achieved by the school is habituating students to work with computers and deve","cbCaiquPpkFoxd8X","https://ap.wps.com/l/cbCaiquPpkFoxd8X","pdf",191836,12,"English","# Introduction\n## Motivation and e-materials","[{\"question\":\"Why do schools and non-formal learning shift toward e-classrooms and e-learning?\",\"answer\":\"The shift is driven by public pressure and by the increasing familiarity of society with IT, which influences how learning is organized.\"},{\"question\":\"In which situations are e-materials more effective than traditional teaching?\",\"answer\":\"Research suggests e-materials are more effective in specific domains that require multimedia, such as ophthalmic surgery.\"},{\"question\":\"What problems arise when measuring motivation and learning success?\",\"answer\":\"The paper highlights methodological problems in evaluating motivation and learning achievement.\"}]","Learning and E-materials - Volume 2 - Issue 1 - 2009 | PDF",1792065243]