In Chapter 6, Roblyer (2013) noted the importance of hypermedia concepts.
Hypermedia is defined as, “linked media” or “interactive media” (p.173). Hypermedia allows users to leave one item for
another item by clicking on the linked item (p. 174). Also, the types of hypermedia systems and
commercial products were discussed. Additionally, hypermedia has improved the
value of instructional software (p.174).
Moreover, the current impacts of hypermedia have enhanced learning in
the classroom (p.176). Thus, it was noted that using hypermedia technology,
students will be motivated to complete their assignments (p. 178). Also, if
technology is not misused; it is great for providing addition assistance for
students who need tutorial help (p.174).
Finally, when technology is correctly used, it is a good thing, and it
can provide opportunities for students to improve their creativity and thinking
skills (p.176).
In Chapter 7, Roblyer (2013),
focused on how distance education has evolved over time due to technology (p.
204). Now at universities and K-12 facilities, distance learning has taken
center stage (p.204). Distant learning
can be very beneficial when the right combinations of delivery modes are used. Also, there are some issues with distance learning.
But the major issue is the high dropout rate (p.210). There have been several research studies
conducted to determine why there is such a high dropout rate for distance
learning (p. 211). It was noted that
success may be dependent upon the student’s self-efficacy (p.213). Additionally, it was stated that online
learning programs are used as “supplemental education for students” (p.
212). Most K-12 institutions use these programs
for high risk students in the hybrid , which consists of having classes
face-to-face and online (p. 212).
Moreover, the distant learning programs are very beneficial in rural
school district that lack funds to hire or acquire teachers in high need areas
such as physics (p.212). Next, several
integration strategies about web-bases lessons were discussed (p. 241). For
example, using web-based lessons to improve and encourage writing (p.242).
Furthermore, several web-based learning activities sites were provided
(p. 245) along with guidance for “developing and implementing web-based
programs and lessons (p.253).
In Chapter 8, I learned about some
activities and lessons that are web-based.
According to Roblyer, these lessons and
activities improve student learning but require a lot of time to use them
(2013, p.238). Also, Roblyer suggested using the
questions “outlined by Coulter et al (2000)” to determine if the teachers’
web-based activities will benefit their student and enhance their lesson (p.
238). Additionally, there are four types of web-based activities that demonstrate
how teachers can use these web-based activities (p. 238). First of all,
teachers can use lesson plans which they download from online such as lessons
plans from Alabama Learning Exchange (p.238).
Another type is lesson enhancement such as using “Goggle Earth to view
the different biomes (p. 238). There are
completely online learning and curriculum sites such as the Georgia Virtual
School (p.238). The last types are online
learning environments such as “The JASON Project (p. 239). Moreover, several
sites for web-based lessons and projects were provided (p. 243). Finally, a guideline was provided to help
evaluate whether the content of the lesson plans are beneficial (p.256) and
using this guideline, teachers can ensure that the content will benefit the students.
Reference
Roblyer, M .D. & Doering, A.H. (2012).
Integrating Educational Teaching
