Using Virtual Interactions to Enhance the Teaching of Communication Skills to Information Technology Students

Autor/in	Pineteh, Ernest A.
Titel	Using Virtual Interactions to Enhance the Teaching of Communication Skills to Information Technology Students
Quelle	In: British Journal of Educational Technology, 43 (2012) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01193.x
Schlagwörter	Foreign Countries; Computer Assisted Instruction; Student Diversity; Learning Processes; Communication Skills; Teaching Methods; Reflection; Computer Simulation; Instructional Design; Questionnaires; College Students; College Instruction; Student Attitudes; Computer Science Education; Blended Learning; Observation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Fragebogen; Collegestudent; Hochschullehre; Schülerverhalten; Computer science lessons; Informatikunterricht; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper examines the use of virtual interactions in a Communication class at Cape Peninsula University of Technology (CPUT)-South Africa. It demonstrates how synthesising virtual and other computer-assisted exercises as well as traditional classroom-based activities can enhance the teaching and learning of communication concepts. The paper is based on the experiences of 1st-year Information Technology students at CPUT, and the data was gleaned from observations, questionnaires and course reflections during one semester of an academic year. The findings of the investigation revealed that despite the burgeoning interest in computer-centered teaching and learning at CPUT, traditional methods of teaching are still valuable given the differences in the learning styles and technological experiences of students. In this light, this paper subscribes to "complementarity" as the most expedient teaching approach because it can cater for the student diversity in this learning space as well as promote quality peer interactions and collaborative learning. It can also transform the process of learning into an invigorating experience especially because these students are dispassionate about communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10