Rheingold (2008) shares an interesting perspective about the evolution of our society to a shared and collaborative environment. The rapid revolution is largely due to the equally rapid advancement of technology. Information is available easily and we are able to share experiences and knowledge through blogs, email, web sites, and many others.

Research by the theorists Piaget and Vygotsky indicated a social component in learning enhances the student outcomes and experiences. Szewkis, Nussbaum, Rosen, Abalos, Denardin, Caballero, and Alcoholado (2011) conducted research to examine ways to use technology in the classroom as a means to enhance collaboration. Using a main computer and devices for students to manipulate the software to solve problems, the study found the students were able to work together and collaborate positively using the technology. The study used silent collaboration as a means to complete the exercises and found this to be an effective method.

References

Rheingold, H. (2008). The new power of collaboration. Retrieved from http://www.ted.com/talks/howard_rheingold_on_collaboration.html

Szewkis, E., Nussbaum, M., Rosen, T., Abalos, J., Denardin, F., Caballero, D., & ... Alcoholado, C. (2011). Collaboration within large groups in the classroom. International Journal Of Computer-Supported Collaborative Learning, 6(4), 561-575. doi:10.1007/s11412-011-9123-y

Module 1-Learning Syles & Theory

Students have varied learning styles. Driscoll (2005) discusses the assumption that learning is impacted by student characteristics.  Students learn best when the content is designed to meet their learning style.  Characteristics such as motivation do play a role in student success but motivation can be impacted when content is not matched to style, leading to frustration.   

The learning styles of both students and faculty play a role in teaching and learning. Crawford, Alhreish, and Popovich (2012) conducted a study of student and faculty learning styles. The results found a wide range of learning styles. Faculty members should consider this when designing curriculum to meet the needs of students who might have very different learning styles from their own.

According to Driscoll (2005), theories are sets of laws and principles to guide a process. A learning theory guides the educational process. Questions are answered through research which leads to a revision of our theory.  We have an opportunity to use technology to disseminate information in a variety of ways to meet the needs of a wider range of students.   

References

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc.

Crawford, S. Y., Alhreish, S. K., & Popovich, N. G. (2012). Comparison of Learning Styles of Pharmacy Students and Faculty Members. American Journal Of Pharmaceutical Education, 76(10), 1-6.