İnternet Temelli Öğrenimde Metaforlar ve Modeller

Problem Statement: Much of what happens on the World Wide Web takes the form of a metaphorical book with “web pages”. The teaching that takes place on the web similarly takes place in metaphorical “virtual classrooms”. An extended metaphor becomes a model. In this way the traditional contact lecture has become the model for the activities that take place in a metaphorical classroom, by way of text-based lecture notes and e-mail and chat room-based questions and answers. Purpose of the Study: For the ways of delivery in a virtual classroom on the Internet in order to structure more amazing and effective learning atmosphere some institutional techniques i.e. discussions, case studies, workshops and “buzz groups” are investigated that a virtual classroom metaphors are used by most Internet-based education and training sites and a virtual lecture models are followed by the methodology. The article builds on existing mental model research into the design of user-friendly computer applications and computerbased training programs. Method(s): The rationale for the research is based on the doctrine that our knowledge of the things in the world is mediated by signs that we build up structures of signs through experience and these structures define what taken as reality. In the same way as the chalkboard in the front of the classroom dictates that learners sit in rows facing it, internet technology creates new requirements both practically and methodologically. In the name of creating own web sites via student participation, holding discussions and a student rag procession are the aspects stated through the article. Also, a list of “Lessons learnt” from 4 years of lecturing in a web-based environment is stated. Findings and Discussions: The physical attributes of an actual classroom, i.e. chalkboard, resource cupboard, teacher’s workstation, learners’ workstations, posters and portfolios can easily be metaphorically recreated in cyberspace. Learners’ reactions to these creations are similar to those of learners in a physical environment. They would add graffiti to a virtual chalkboard as easily as they would to a real one. The interactive attributes (conversation, discussion, group work) is more difficult to recreate, but associated outcomes can be achieved. Group cohesion can be created through humorous interchange, large amounts of information can be sent across by email based ‘‘virtual lectures’’. Conclusions and Recommendations: Group cohesion can be created through humorous interchange, large amounts of information can be sent across by e-mail based ‘‘virtual lectures’’. An important aspect in both the classroom and the procession is that learners, while they engaged in the roleplay exercises, nevertheless remained adult in their decision-making. Placing learning materials for adult learners in a pre-packaged instructive learning shell, such as those that are currently winning popularity, may create an impoverished learning environment in which the creativity and imagination remains unchallenged. The main contribution of the strong use of familiar metaphors in the examples shared here show that, in Internet-based distance education, covering distance is not as important as enhancing contact.