Activity 4 - Discussion - self-paced learning

Good

In fact the discussion is lively! But there is one contribution that I liked to give and beginning with this question: When making a self-paced learning, each learner is not likely to align with those who are at a pace similar to yours and with similar interests?
Otherwise you see, with all the provision of Web 2.0 tools, each one tends to add to those who are closest to their interests and objectives. Despite the endless possibilities, we select a few. Why? Could it be because we are naturally inclined to participate in groups such as our natural environment, and factors in isolation tend to be us uncomfortable?
Further, the self-paced learning is very good, but has limits. In self-learning makes sense, but it has limitations: lack of motivation, lack of help from the inter-action, and something very important, the peer review. Here we can see that the self-paced can not be taken to the extreme, but understood within its limits.
Finally, when the girls talk about the advantage of self-paced learnig, so I realized, come to recognize that the group is essential. Could it be that the e-learning will increasingly focus on the rhythm of the group, but recognizing and valuing the individuality of each participant? Otherwise, the learning will seem a self-study.

[] L

Hi Luís!

We believe in the need of getting connected but that does not necessarily imply that the learner needs to follow a group-based learning pace. The learner learns through connections, possible by the rise of web 2.0 tools but still, this is done at his own pace. he doesn't have to be integrated in a group where all the members have the same timings and deadlines in order to learn through connections.

Why do you say there's a lack of motivation when doing a self-paced learning course? we have come up to some advantages of this kind of courses to the learner's motivation in previous posts. These kind of courses, for sure, lack interaction, but interaction with peers, not with material or the teacher. In fact these learners get much closer to the teacher and the teacher is able to give the support according to the learner's needs, taking into account only that learner.
Which doesn't happen when a teacher has to support a group with different kinds of learners. So how can you value individuality this way? If the groups are taken into account as a whole and not as the parts (meaning the learners) that form it?

And not speaking of conflicts that may occur within the group, even segregation. One individual can feel intimidated or not comfortable with asking questions or sharing his knowledge with the others? how can this lead to a successful learning path if each learner doesn't solely focus on his own learning?

The girls!