Limits to Self-Organising Systems of Learning--The Kalikuppam Experiment

Autor/inn/en	Mitra, Sugata; Dangwal, Ritu
Titel	Limits to Self-Organising Systems of Learning--The Kalikuppam Experiment
Quelle	In: British Journal of Educational Technology, 41 (2010) 5, S.672-688 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2010.01077.x
Schlagwörter	Foreign Countries; Urban Schools; State Schools; Private Schools; Access to Computers; Molecular Biology; Internet; Academic Achievement; Informal Education; Rural Education; Educational Experiments; Science Instruction; Educational Technology; Disadvantaged; Electronic Learning; Computer Assisted Instruction; Instructional Effectiveness; Program Effectiveness; Program Implementation; Comparative Analysis; Educational Strategies; Public Schools; India; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Staatliche Schule; Private school; Privatschule; Molekularbiologie; Schulleistung; Informelle Bildung; Nichtformale Bildung; Ländliche Erwachsenenbildung; Schulversuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Lehrstrategie; Public school; Öffentliche Schule; Indien; Großbritannien
Abstract	What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10-14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of a mediator without knowledge of this subject. We then compared these learning outcomes with those of similarly-aged children at a nearby average-below average performing state government school who were not fluent in English but were taught this subject and another group of children at a high-performing private school in New Delhi who were fluent in English and had been taught this subject by qualified teachers. We found that the village children who only had access to computers and Internet-based resources in the Hole-in-the-Wall learning stations achieved test scores comparable with those at the local state school and, with the support of the mediator, equal to their peers in the privileged private urban school. Further experiments were conducted with unsupervised groups of 8-12 year-olds in several English schools using the Internet to study for GCSE questions they normally would be examined on at the age of 16. We conclude that, in spite of some limitations, there are opportunities for self-organised and mediated learning by children in settings where they would otherwise be denied opportunities for good, or indeed any, schooling. We also show that this approach can be enhanced by the use of local or online mediators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10