The 21st Century Learning Model: Electronic Tutelage Realized

Abstract

Executive Summary The 21 st century learning model of electronic tutelage is explained. With the movement of the personal computer into the "everyday" of our existence, the underlying theory of electronic tutelage is explained and supported. Electronic tutelage refers to the use of computers to learn new concepts, rather than using the human teacher-learner interaction. The changes in the delivery of IT education are a reflection of the technological changes in our society as a whole. The delivery of education by use of computer as a complement, or even a substitute for, the human tutor is the essence of electronic tutelage. The move from oral to print-dependent to electronic noesis was evolutionary. Electronic tutelage is an electronic "way of knowing." The author cites research from different disciplines that support the proposition that electronic tutelage is a reality in our modern IT education, and that it is largely successful. There are three main arenas where electronic tutelage is utilized-in the computer enhanced "smart classrooms", in hands-on computer laboratories, and in Web-based course offerings. Citing the results of two earlier research projects, a comparison of student ability to apply theory is related to the delivery mode-Web-based or classroom. There is evidence that students in Web delivered courses cannot apply concepts learned as well as their counterparts in the classroom environment. The interactive "smart" classroom, where all students have a computer for all class meetings may be the most successful arena of electronic tutelage yet developed. A student satisfaction survey showed acceptance and approval of the smart classroom technique. Students enjoyed learning this way, and felt they earned better grades because of the technology-laden environment. The hands on labs that were implemented in the 1980s as part of IT education continue to be used; they are, however, self-paced and private. The smart classroom is social and directed, rather than self-paced. The theory of extension transference-using a computer as an extension of the biological self-is supported. The conclusion is that after fifty years, computers are finally integrated almost seamlessly into our IT education.