The Snowball Effect in the Computer-Based Classroom

Teamwork including extensive computer research, especially online, often does not turn out as originally planned. As shown by the HTML tutoring sessions, teamwork in a computerised environment gathers a certain momentum which is lacking in non-computerised classrooms. Concepts and plans are not altered or revised nearly as often in conventional classrooms compared to computerised ones. Why is this the case?

  • In a non-computerised class, the teacher is often the most important source of information. Thus, working depends on the information held by each individual person. This level, is of course, limited.
  • The overwhelming flood of information that can be found on the Internet, and the well-developed opportunities to communicate constantly confront the students with new ideas, facts and structures, which become part of their work.
  • The computer provides the searching person with media that is either completely or partially unavailable when one is doing research without a computer.
  • The teacher often establishes a certain pattern for the research. While you are working autonomously online, the computer cannot give you instructions.
  • Internet research features additional information and alternative solutions, even if the student does very specific research.
  • Due to research opportunities that are general rapid and efficient and that are not dependent on time, the searching person is more likely to extend his or her research and to take other solutions into account.
  • The exchange of gained information is also faster and not dependent on time. Therefore, information can be discussed and internalised by all group members immediately.

Finally, projects using the Internet lead to a more dynamic kind of work—and to capabilities that today are a great advantage on the labour market. Additionally, translators and interpreters should not underestimate this element, for they often have to orientate themselves in a completely new way during their professional life. So why not make use of those opportunities and support them already at the FASK? A rise in dynamics can mean an enormous increase in


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