Internet Usage and The Practice of Learner-Centered

Internet Usage and The Practice of Learner-Centered Education At The Catholic University of Cameroon (CATUC).

Bongwong Bruno, Phd Department of Educational Psychology, Faculty of Education, University of Buea, Buea-Cameroon

ABSTRACT

The internet has been of great importance to the educational setting. With the new BMP approach to learning, the internet amongst many media organs and medium of information circulation has proven to be one of the most effective tools on learner-cantered education. Cameroon experiences a great influence of the internet on her educational system. The researcher sort to find out the influences that the internet has on learner-cantered education in institutions of higher learning in Cameroon with CATUC as case study. The literature gathered supported three questions which were to solicit information about; computer literacy, the influence of the e-mails and the websites. The survey and descriptive research design was employed. The study was carried out in the North West region of Cameroon. Data gotten, findings made and conclusion drawn with a positive remark to the fact that, the internet has greatly influenced learner-cantered education. Keywords: Internet Usage, Practice, learner-cantered, Education and Catholic University of Cameroon

INTRODUCTION

This study is designed to investigate the influence of the internet on learner-cantered education in institutions of higher learning in Cameroon. The internet is making dynamic changes in our contemporary society and it is influencing all aspects of life. These influences are felt more at schools. Because it provides both the teachers and students with more opportunities in adapting learning and teaching individual’s needs, the society is forcing schools to aptly respond to this technological innovation. The internet as one of the media organs has over the years been a source of viable information to many of its users. The use of (ICTs) Information and Communication Technologies especially the internet has been of great help to many students across the globe. This is both in the areas of classroom learners and out of classroom learners or what we refer to as distant learners. Tinio (2002), states the potentials of the internet in increasing and improving and quality of education in developing countries.

journal of research and opinion ISSN (Online): 2589-9058, ISSN (Print): 2589-904X Journal homepage: http://researchopinion.info/index.php/jro

DOI 10.15520/jro.v6i8.16

2382 Journal of Research and Opinion Vol 6 issue 08 2019 Page No. : 2382-2399

Background to The Study Learner-centered education has a long history of development. Two of the first to put emphases on the learner were Confucius and Socrates (5th to 4thcenturies BC). Over the millennia passed before the 17th century, Englishman John Locke introduced experiential education even though he championed the idea of learners being blank slate (Tabula Rasa) as he described. Another 200years passed before the European Educators Pestalozzi, Hegel, Herbart, and Froebel designed a popularized learner-centered curricula. A century later, educator, Colonel Francis Parker brought this method to America. 20th century Russian sociologist Lev Vygotsky, Swiss psychologist Jean Piaget and the American philosopher John Dewey shaped the existing learner-centered education into a program called constructivism. During the ancient era, education was being viewed as a process of filling empty vessels. This was to say that learners were viewed as empty vessels or blank slates. This was advocated by John Locke (1690) in his book Concerning Human Understanding. He referred to learners as “Tabula Rasa”. This got its roots from the philosophy of Associationism which was championed by Aristotle and Thomas Hobbes.

Locke was one of the advocates of formalist view of education whose doctrine on education is the “Educare” Perspective which is from a Latin connotation meaning to “rare”. This philosophy of education therefore was such that, the learners will be very passive in class while the teacher is acting as the filler of the empty vessels. In this classroom, the learning process is centered only on the teacher who is the universal donor who donates to the universal recipient being the learners. Some advocates of this doctrine of education include; John Heirich Pestalozzi et al. On the other hand, there existed another school of thought that held strong to the doctrine of learner centered learning. This group of philosophers propagated the view that, the student or the learner is born with natural potentials to learn and not as empty vessels. This school of thought was referred to as the “Naturalist”. This group of philosophers got their inspiration from the works and ideas of Plato and a French thinker Rene Descartes. They proposed that, the human mind came prepared with certain basic ideas that ordered all sensory experience, a view known as “Rationalism”. The naturalists hold strong to the “Educere” perspective of education which is from a Latin connotation meaning “To bring out, to lead out, and to pull out”. This perspective was propounded by Jean Jacque Rousseau who sees learners as inertly endowed with skills and potentials. Advocates of this perspective see education of the learner as simply pulling out, bringing and leading out the inert propensities of the child. The teacher in the classroom is the facilitator and not as a teacher as per se but to guide the learners into acquiring meaningful knowledge through their experiences and manipulations of their environment, according to the socio-cultural theory of Lev Vygotsky and cognitive constructivists of Jean Piaget.

Nowadays, educational systems are being question as to what effective solutions are given to the problems encountered. Discussions are cantered on the restructuring of the system so as to overcome these problems. As a consequence of the traditional approach or the formalist doctrine,

Bongwong Bruno, Phd/ University of Buea, Buea-Cameroon


we can indicate that the material or the knowledge passed to the students through the teacher-cantered method is not long lasting and is easily forgotten. Students do not sufficiently acquire skills and knowledge that are required or aimed at developing a life transforming experience. In our current situation, individuals prefer to use educational resources where and when they want based on the individuals skills and abilities. According to Deryakulu (2000) he says that, throughout, the internet infrastructure has developed so rapidly throughout the world and it has been an alternative way of reaching learning and teaching environment. According to the constructivist approach, learning is the process whereby the individual structures or at least interpret prior knowledge with objects, events, and concepts that he or she receives (Johansson 1994) cited in Dereykulu (2000).

With the development of Information and Communication Technologies (ICTs), learning in higher institutions has greatly taken a paradigm shift from a teacher-cantered to learner-centered in Cameroon and Africa as a whole. Over the years in Africa, learning was characterized by the pedagogic approach in which knowledge was filled into the learners through the process of teaching and lecturing but however with the coming of the internet, this system has taken a new leaf. This is called; “The New Pedagogic Approach” (NPA) which is aimed at helping students and teachers corroborate and adhere to the dynamism that technology has brought into the school system to facilitate learning.

It was in the early 1990s that there was the introduction of the (ICTs) in Cameroon which started off with so many problems. Even with these problems, the use of the internet has increased considerably. This has partly been due to state initiatives focused on building information technology knowledge and professionalism, and pushing for technological upgrades. Since 2002 online access has been used primarily for administrative purposes to improve governance especially in the area of corruption. (SIGIPES); Système Informatique de Gestion Intégrés des Personnels de l’Ėtatet de la Soldea body that guards against fraud in the Public Service.

In 2001, a head of state announcement stated that, the internet would be introduced in all levels of schooling. Following this announcement the, minister of National Education published a decree that computer literacy and essential internet knowledge should become a compulsory school subject beginning September 2003. As a result, more schools in Cameroon are being equipped with computers and computer labs built in some. However, serious obstacles to economic development using the internet are also encountered in academic fields. A survey has revealed that, the internet access was ranked one of the highest priority needs by both teachers and lecturers in Cameroon universities. University students, faculties and libraries have very limited access to the internet. When the internet is available, connectivity posed a problem to teachers and students, who have to access the internet off campus.



Looking at the situation of the use of the internet in institutions of higher learning in Cameroon, we see that, many university students make use of the internet in doing their assignments, research, presentations, applications for jobs, scholarships and so many other social networking like face book, Skype chats, whatsApp, Imo, Xender. This enables them be successful in their academic despite the so many huddles.

Cameroon is located in Central Africa. It has 20,000 inhabitants, eight public universities, 99 private institutes of higher education and 700 laboratories. Faculty and students are involved in research intense projects at the universities at the end of each academic year there are at least 1,200 scientific papers and theses produced. But the main problem is that all this scientific production is not known to the researchers and students, because there is no national policy on public dissemination of research results. This country has a low population density with a low middle income level with a gross national product of U.S Dollas 2.300 per capita, and is ranked in 144th position out of the 177 countries classified in the United Nations Development program (UNDP) Human Development Index (IREX, 2007).

The university authorities in Cameroon are aware of the usefulness of Open Access. Open Access has enabled academic libraries to support researchers by offering them access to new resources. To support Open Access, the Ministry of Higher Education created the Inter-University Centre for Information Resources (IDRC) and the Inter University Centre for Information Technology (CITI). Both services have the mission to promote the sharing of online resources between Cameroonian universities to support scientific research activities. They encourage university libraries to digitize theses and publications and make them available for researchers, students and general public UNESCO (2011).

The digitalization of Cameroon is still acclimatizing, that is still at its infancy and telecommunication infrastructure is significantly underdeveloped. The Scan-ICT (2002) report reveals that cost of computers is equivalent to the annual per capita income which makes this tool inaccessible to the majority of Cameroonians. This constitutes the major problem to internet access to the population, (less than 1% of households have the internet connection) Bayemi, J.P (1989). Moreover, according to the Scan-ICT survey, 66.2% of institution has no computers and only about 6.2% of more than one computer. According to Bello Bouba, M. (2008), Cameroon is endowed with a fiber-optic network backbone running along the Chad-Cameroon oil pipeline. It is also the landing point for SAT-3 Submarine cable in Douala with the capacity of 2.5 gigabits (GB).

The internet access and usage for Cameroon has increased tremendously. This has partly been due to state initiatives that also focused on building information technology, professionals and pushing for technological upgrade. Since the year 2000, online access has been used for



Administrative purposes in government structures and it has gone a long way to facilitate administration. Progress has been made in the digitalization of the press. A number of websites now offer a wide range of government activities including those of the presidency as well as companies and non- governmental organizations. Nonetheless, infrastructure to support online communication is not assured due to lack of funding and maintenance which also raises connectivity costs. The development of the ICTs is considered advantageous and even crucial to development. The government foresees the positive uses of ICT in health, agriculture and rural development, education and training, and research as well as alleviating poverty generally. In 2001, the head of state announced the introduction of ICT in all school levels. Following this announcement the ministry of higher education published a decree stipulating that computer literacy and essential ICT knowledge should become a compulsory school subject. This went operational in 2003. According to the National Agency of Information and Communication technologies (ANTIC) (2005), civil society is playing an active role in bringing ICT to the classroom. Example; February 2009 Protage Q v provided the Biyem-Assi -Bilingual primary school with five computers. Another civil society organization, School Net Cameroon equipped 34 schools with 380 used a refurnished computers shipped by world computer exchange which is an organization based in USA. In May2001, with festivities such as La Fete l’internet (internet festival, RESCASTIC, CONESTEL, wagne.net (African telecommunication provider), ANAIS-SAC, and so many others have contributed to the ICT awareness rising through these conferences, debates and training sessions. There still exist some challenges, for example few online sources available for classrooms. Survey reveals that internet access is ranked the highest priority needs in Cameroon University. University students and faculties have limited access to the internet as online information, academic journals, and other networks. Professionalism, innovation, socioeconomic environment and intellectual development suffer from this as well as the credibility of Cameroonian universities. However with the advancement of digitalization, telecommunication companies like MTN, ORANGE, RINGO, CAMTEL, etc have facilitated the use of the internet through distributing their network to gargets like smart phones and i-phones. This has helped many students to browse on their phones. Statement of the Problem With the advent of the New Pedagogic Approach (NPA) of study in Cameroon, the classroom has gradually moved from the formalist\traditional teacher-canteredknowledge transaction to the Naturalist alternative learner-canteredone. The constructivists are analogous with the experiential Educationists view of education which is learner-centered. The internet with it many uses made the researcher to begin to think and ask questions whether the internet is really an effective tool in enhancing learner-cantered learning which is said to be a lifelong learning and discovering knowledge out of their own experiences with the aid of this sophisticated networking system.



The present study was carried out at the Catholic University of Cameroon (CATUC) and was geared towards the following specific research questions:

• How does the use of computer literacy influence learner-centred education in CATUC? • How far does the use of e-mails influence learner-cantered education in CATUC? • Does the use of websites influence learner- cantered education in CATUC?

Conceptualising Learner-Cantered Learning A variety of phrases have been coined to describe a critical shift in mission and purpose of higher education. Barr and Tagg (1995) expressed the change as a move from an Instruction Paradigm in which universities delivered instruction to transfer knowledge from faculty to students to a “Learning Paradigm” in which universities produce learning through student discovery and construction of knowledge. Huba and Freed (2000) used the phrase “learning-centered assessment” to emphasize transition in the focus of instruction and assessment from teaching to learning. The following description of learner-cantered education according to Collins & O'Brien (2003), Provides another starting point for conversations about student-cantered learning: They talked about student-canteredin structional approach in which students influence the content, activities, materials, and pace of learning. This learning model places the student (learner) in the center of the learning process. The instructor provides students with opportunity to learn independently and from one another and he coaches those in the skills they need to do so effectively. The SCI (Student-Cantered Instruction) approach includes such techniques as substituting lectures for active learning experiences, assigning open-ended problems and problems requiring critical or creative thinking that cannot be solved by following text examples, involving students in simulations and role plays, and using self-paced and/or cooperative (team-based) learning. Properly implemented SCI can lead to increased motivation to learn, greater retention of knowledge, deeper understanding, and more positive attitudes towards the subject being taught Collins & O'Brien,(2003). Many different scholars have diverse ways of looking at learner-cantered education and have developed and used approaches and criteria for student-cantered learning. Many of these developers have created original names for their approaches. Do student-cantered learning approaches lead to improvements in student performance? Results from a growing number of research studies indicate that the answer is yes. Results from the Centre for Teaching Excellence at Texas A & M University confirm positive influences of student-cantered learning approaches to teaching on academic performance, attitudes toward learning, and persistence in programs. In light of the growing evidence of the effectiveness of student-centered learning approaches, Handelsman et al (2004), in an article in science, stated “There is mounting evidence that supplementing or replacing lectures with active



learning strategies and engaging students in discovery and scientific process improves learning and knowledge retention”. Internet Usage as A Determinant of A Learner-Cantered Learning The internet has become commonplace entity in all aspects of life. Over the past twenty years the use of the internet has fundamentally changed the practices and procedures of nearly all forms of endeavour within education, business and governance. The use of the internet in education lends more of itself to student-centered learning settings. But with the world moving rapidly into digital media and information, the role of the internet in education is becoming more and more important and this importance will continue to grow and develop in the 21stcentury. According to Daniels (2002) the internet has become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding the internet and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‘computers and computing related activities’. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs. Pelgrum and Law (2003) state that, near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (Information Technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‘ICT’ (Information and Communication Technology) around 1992, when e-mail started to become available to the general public (Pelgrum, W.J., Law, N., 2003). According to UNESCO (2002); information and communication technology (ICT) may be regarded as the combination of ‘Informatics technology’ with other related technology, specifically communication technology. The internet has through the use of, search engines, online conferencing, emails, WebPages, and CD ROMs etc to facilitate education for different purposes (Sharma, (2003); Sanyal, (2001); Bhattacharya and Sharma,( 2007). The field of education has been affected by the internet, which has undoubtedly affected teaching, learning, and research (Yusuf, 2005).According to Al-Ansari, (2006)a great deal of research has proven the benefits to the quality of education. The internet as part of ICTs has the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, (1998); cited by Yusuf, (2005).As Jhurree (2005), states, much has been said and reported about the impact of technology, especially computers and the internet in education. Initially computers were used to



teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the need for computing skills in everyday life. Hepp, Hinostroza, Laval and Rehbein (2004) claim in their paper “Technology in Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized in education ever since their inception, but they have not always been massively present. Although at that time computers have not been fully integrated in the learning of traditional subject matter, the commonly accepted rhetoric that education systems would need to prepare citizens for lifelong learning in an information society boosted interest in ICTs (Pelgrum, W.J., Law, N., 2003). The 1990s was the decade of computer communications and information access, particularly with the popularity and accessibility of internet-based services such as electronic mail and the World Wide Web (WWW). At the same time the CD-ROM became the standard for distributing packaged software (replacing the floppy disk). As a result educators became more focused on the use of the technology to improve student learning as a rationale for investment. The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with the internet and other ICTs as a tool. According to Zhao and Cziko (2001) three conditions are necessary for teachers to introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology. However, research studies show that most teachers do not make use of the potential of ICT to contribute to the quality of learning environments, although they value this potential quite significantly (Smeets, 2005). Harris (2002) conducted case studies in three primary and three secondary schools, which focused on innovative pedagogical practices involving ICT. Harris (2002) concludes that the benefits of ICT will be gained “…when confident teachers are willing to explore new opportunities for changing their classroom practices by using ICT. As a consequence, the use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers (Wheeler, 2001). The internet has increased the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to improve the quality of learning. In concert



with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs (Moore &Kearsley, 1996). Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace. One of the most vital contributions of the internet in the field of education is- Easy Access to Learning. With the help of internet, students can now browse through e-books, e-mails, websites,sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (Young, 2002). Internet–enhanced learning is student-directed and diagnostic. Unlike static, text- or print-based educational technologies, and internet–enhanced learning recognizes that there are many different learning pathways and many different articulations of knowledge allow learners to explore and discover rather than merely listen and remember. The World Wide Web (WWW) also provides a virtual international gallery for students’ work (Loveless, 2003). The internet does engage and inspire students, and this has been cited as a factor influencing ready adaptors of ICT (Long, 2001; Wood, 2004). The use of internet in schools is built upon an understanding of the link between schools, learning and computer technology. According to Mevarech and Light, (1992); the potential use of computers in schools was first mooted; the predominant conception was that students would be ‘taught’ by computers. In a sense it was considered that the computer would ‘take over’ the teacher’s job in much the same way as a robot computer may take over a welder’s job. Collis (1989) refers to this as “a rather grim image” where “a small child sits alone with a computer”. However, the use of information and communication technologies in the educative process has been divided into two broad categories: ICTs for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. Conventional teaching has emphasized content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favouring curricula that promote competency and performance. Curricula are starting to emphasize capabilities and to be concerned more with how the information will be used than with what the information is.



RESEARCH METHODOLOGY Research Design The research design that was chosen for this study was the descriptive survey research design. The researcher chose this design because of the nature of the study which was to find out the influence of the internet in CATUC University. This design was therefore seen as appropriate for the achievement of the objectives of the study. Sample and Sampling Techniques Simple random sampling was employed in this study. Out of the so many institutions of higher learning in Cameroon, The Catholic University of Cameroon (CATUC) was chosen using the non-probability sampling technique. Measuring Instrument Considering the topic of research, its methodology and design, the researcher found that the questionnaire was appropriate for this study. The researcher also considered this instrument based on the fact that most of the studies done on this area as seen in the review of related literature used the questionnaire instrument. The researcher employed the closed ended questionnaire types. FINDINGS AND DISCUSSIONS Research Question 1: How does the use of computer literacy influence learner-centred education in CATUC?



Figure 1: Influence of computer literacy on learner-centered education From the findings, it is construed and generalized that, many higher institutions in Cameroon are aware of the vitality and the usefulness of the computer in learning. The findings proof that, many students affirmed to the fact that, the computer is of great help to education in general and to their studies as students in particular. This has boosted the morale of the new BMP system of education in Cameroon. Students working, studying and interacting with friends through the use of this electronic machine is proven by this research study to be eminent. With the above findings it is concluded that the computer literacy is very important in education and thus influences learner-centered education positively even though the study proofs that, a little number of the students in higher institutions in Cameroon are still illiterates as far as computer knowledge and usage are concerned. This is in accordance with the works of Elizabeth Stark (2006), a former internet and technology lecturer at the university of Yale and Stanford. After her work she concluded that, many schools do not prioritize computer education and has over the years been a great problem to learning because students do not possess computers and research skill which impedes their academic progress. She says that this has however not been the case these days as the computer knowledge and usage has skyrocketed amongst students and teachers. This has boosted insight and active learning.

90%88%

91%

99%

10%11%

9%

1%

I am a computer literate the computer has been a great help to my education

computer knowledge is very vital to every university student

compute knowledge and usage has has facilitated

learning amongst learners and teachers

POSITIVE RESPONSES NAGATIVE RESPONSES



Secondly, the works of Lewis (2009) shows that computer literacy has enhanced and improved research amongst students and teachers. It has also influenced carrier aspiration, has enhanced creativity and above all, learner-centered education. Similarly, Lee, Pliskin, &Kalin (1994); concluded after their study that, the usage of the computer is vital in the life of a student and that it has been brought right to the door steps of the learners making learning more interactive, meaningful, hence yielding lifelong experiences. Tapper (1997), after his research concluded that, computer knowledge and usage is a prerequisite for learner-centered education. In this same vein Fern (1995), confirms that, integration of computer is very important in learning nowadays Research question 2: How far does the use of e-mails influence learner-centered education in CATUC?

Figure 2: Influence of e-mails on learner-centered education The research findings show that, the usage of the e-mails has greatly and positively been influencing learning. This is seen in the responses gotten from the data many affirmed to the fact that they own and make use of the e-mail in their learning. This by implication means that,

94%

67% 60%

29%

81%

6%

33% 40%

71%

11%

I OWN AND MAKE USE OF THR E-MAIL

I USE THE E-MAIL TO COMMUNICATE

WITH MY COURSE MATES

FRIENDS, AND RELATIVES

I USE THE E-MAIL IN MY STUDIES BY

SUBSCRIBING INTO ONLINE STUDIES

THE USE OF E-MAIL IS NT NECESSARY IN

EDUCATION

THE E-MAIL HAS HELPED ME

ERMORMOUSELY IN MY LEARNING ENDEAVOURS

POSITIVE RESPONSES NEGATIVE RESPONSES



students in higher institutions of learning in Cameroon do use the e-mails in their quest for knowledge. The findings show that, they do this by subscribing to online learning and exchange of information between course-mates. Language and linguistics skills are developed through the usage of the electronic mails.

We will therefore infer from the findings that, the usage of the electronic mails (e-mails) has been and is still very relevant in learner-centered education. However, a great proportion of those who affirmed that, a good number of students did not own and had access to the use of the e-mails. This shows that there is still so much to be done as far as the e-mails usage is concerned. These findings are in relations to that of Water (2000). His research found out that, the e-mail is so important as far as learner-centered education is concerned. He says that writing e-mails continues to be the most widely used application on the internet besides browsing through the websites to get information. Crystal (2002) after his study noted that, e-mails will take the place of the school curriculum, not as medium to be feared for its linguistic irresponsibility but for as one which offers a further domain where children will improve their ability to consolidate instructions and make linguistic choices

Research question 3:Does the use of websites influence learner- centerededucation in CATUC?

Figure 3: Influence of websites on learner-centered education

From findings, the use of websites has been of importance to the entire community of academics. This is to say that, websites are the most sites that students visit whenever they are on research or in search of information. Many students responded positively that, the website has done a lot in

95% 97%

100%

24% 14%

2.4 4.4

0%

76% 86%

WEBSITES ARE VERY VITAL FOR LEARNING

AND RESEARCH

WEBSITES PROVIDE MANY LEARNING

OPPORTUNITIES TO LEARNERS

DO EDUCATIONAL WEBSITES PROVIDE

VITAL INFORMATION TO LEARNERS

AROUND THE GLOBE

I FIND DIFFICULTIES LEARNING

THROUGH THE USE OF WEBSITES

I DO NOT LEARN THROUGH THE WEB

RESOURCE

POSITIVE RESPONSES NEGATIVE RESPONSES



their studies. This has facilitated their learning within a classroom learning and online learning. With the majority confessing the usefulness of the web in their learning, some students equally attested that they were still ignorant of the importance of the web and its usability in education. Some of the students expressed their inability to use the website. These findings are in correlation to the study of Dron, (2006); Mcloughlin& Lee (2008). They recorded that, institutions of higher learning has over the years been making use of the web technology in their teaching and learning encounters. They hold that it is an inseparable research engine in the new BMP system of education. According to Virkus, (2008), in his work, he described the experiences the institution of information studies in the Tallin University in introducing ICTs including the web technology and libraries and information service education. Foo, (2008); Al Dailhami, (2009) et al.; emphasis the importance of the web in learning. They hold that the effective use of the web is dependent on the academician’s familiarity and level of interaction with their tool and the opportunities they had and also for the exposure to those application and their level of skills. Lastly, Hargadon (2008), after his study, concluded that if the student engages in using the web technology, they will discover it as being worthwhile and they will enjoy its benefits. This is in what he quotes “the website is the future of education”. CONCLUSION In view of the above discussions, we can therefore conclude that, the internet does influence learner-centered learning in institutions of learning in Cameroon. The websites, the e-mails and the general computer skills have proven to be widely use amongst student of higher institutions of learning. This means that these three and more are needed in order to operate very well in the global internet world. The world indeed is a global village thanks to the internet facilities. Education in the 21st century has taken a new phase leaf as learning has shifted from the old fashioned teacher-centered to the new and authentic fashion,learner-centered learning thanks to the internet. New technology has proven to be the best learning facility so far’ it has made communication and education easy and experiential UNESCO (2002). REFRENCES Australian Vice-Chancellor’s committee. (1996).Exploiting information technology in Higher Education: an issue paper. Canberra: Australian-Vice Chancellor’s Committee

Al-Daihalani, S. (2009) “the knowledge of the web2.0 by library information science academics”, education for information, Vol. 27 No. 1p.39-55. Al-Ansari, H (2006) the internet use by the faculty members of Kuwait University. The electronic libraries.



Barr,R.B&Tagg, J (1995) from teaching to learning-a new paradigm for undergraduate change,27(6), 12-25 Bradley, D (1996). Integrating information technology into teaching and learning. University of South Australia: unpublished report.

Bawden, D., Robinson, L., Anderson, Tet al. (2007), towards curriculum 2.0: library/information education for the web 2.0 world.” Library information research

Bonwell CC &EisonJ.A (1991), Active learning: creating excitements in the classroom. Washington DC: George Washington University Press

Bruffee, K.A (1984), Collaborative learning and the “conversation of mankind”, college English, 46(7), 635-652.

Bhattacharya, I & Sharma, k (2007) “ India in the knowledge of the economy-an electronic paradigm” international journal for educational management Vol. 21 No 6,

Barker &kemp, F. (1990). Network theory: a postmodern pedagogy for the written Collins, J.W., 3rd & O’Brien, N.P (Eds). (2003). Greenwood Dictionary of Education Westwood Citadel, B. (2002-2003). Undergraduate catalog; Charleston. Sc: the citadel Collis A, (1996) “ design issues of learning environment. Collis, B.(1985). Using information and technology to create new educational situations. Crystal, D. (2002). Language and the internet. Cambridge university press

Davis M E., &Tearle, P (Eds) (1994), A core curriculum for telemetric in teacher training. Daniels,J S (2002).forward in information and communication technology I Education curriculum for schools and program for teachers development: Paris; UNESCO. DitMatteo, A. (1991). Communication, writing, learning: an anti-instrumentalist view of network writing. Computer and composition, 8(3), 5-19 Ferren,A. S (1993). General education reforms and the computer revolution. The journal of general education’. Glass, C & Knight, L. (1998). Cognitive factors of computer anxiety. Cognitive theory of research.



Gracia, M., Rey,et al(2009) university2.0: how well teachers and students are prepared for web 2.0 best practices?., paper presented at the ICTE2009: Research reflections and innovations in integrating ICT in education Grant, R (1995). Report on the working group of student’s access to the computer. University of South Australia: unpublished report. Heinssen, Cet al (1984), assessing computer anxiety: development and validation of the computer anxiety rating scale. Computers in human behaviour. Huba, M.E., & J.E, (2000). Learner-centered assessments on school campuses; shifting the focus from teaching to learning. Harris S (1998).Innovative pedagogical practice using ICTs in schools in England, journal of computer assisted learning, No.18 Pp. 449-559 Jhurrevv,V., (2005),Technology integration in education in developing countries; “ guidelines for policy makers” Johnson, D.W, et al., (1991), active learning, cooperation in the college classroom. Edina MN: interaction Book Company. Kenneth T.K & Eller (2001). Learner-centered learning Education. Long, S, (2001).”multimedia in the art of curriculum crossing boundaries; the journal of arts and pedagogy in arts and ICTs” journal of arts and design Vol. 22 Lemke, C &Coughlins., (1998). Technology in American schools Lin, H, (2002).The effects of e-mail projects in enhancing learners academic writing skills. Lee, D.M.S.,Plikin,N, &Khan, B,(1994). The relationship between performance in a computer literacy course and student’s prior achievement and knowledge. Journal of educational computing Research, 10(1), 63-67 Mazur, E, (1997), peer instructions: A user’s manual. Englewood cliffs, NJ: practice hall McCombs, B., &Whistler S, (1997), The learner-centered classroom and school strategies for increasing student’s motivation and achievement. San Francisco,CA;Jossy-Bass Publishers Michealson, L. K, & Black, R.H, (1994), building learning teams: the key to harnessing the power of small groups in higher education in the collaborative learning; a source book for education Vol. 2 state college P A :national center for teaching, learning and assessment. Moore,M. &Kearsly, G (1996), distant education: A system view, Belmont, CA: Wadsworth.



Mevareach, A.R.,7 light P.H, (1992), peer-based interaction MBA courses: looking backward, looking forward. Learning and instruction. Vol. 2. MCGorry,S.Y.(2002), “ online but the target? Internet based MBA courses: a case study of the internet in higher education Manson, R, (2002), from distant education to online education; the internet and higher education. Murray, D (1991), conservation for action: the computer terminal as a medium of communication. Amsterdam Pelgrum,W.J&Law.N (2003), ICTs in education and the world. Trends, problems and prospects “UNESCO International Institute for Educational planning. O’Reilly,T. (2005),what is web 2.0? design patterns and business models for the next generation of “ software”. Sanyam, B.C,(2001), New function of the higher education and ICT to achieve education for all Tapper, J (1997. Integrating online literacy into undergraduate education. Higher education research and development,16(1)25-40. Sharma, S (2003). Barriers in using technology of education in developing countries. Singapore schools, computers and education. Vol. 14 Sylvie et al., (2009). A report on assess online information and knowledge in Cameroon. Sternburg. R., Torf, B., &, Gregorenco, (1998).teaching triachically improves. Smeets, E,(2005) .Does the ICT contribute to powerful the learning in primary education?Computer and education, No.44Pp;343-355Student’s achievement journal of educational psychology. 90(3)374-384 Tomlinson, C A (2003). Fulfilling the promise of the differentiated classroom: strategies and tools for responsible teaching. UNESCO, (2002), information and communication in Education-A curriculum for schools and program for teachers development UNESCO, (2002), open and distant learning trends, policy and consideration Virkus, S, (2008). “ use of the web 2.0 technologies in the LIS education: experiences at tallins university, Estonia” Wallace Patricia, (1999), the psychology of the internet: New York: Cambridge University press.



Waters, J.K., (2000). The everything computer book

Young, J, (2002). The 24hour professor. The chronicle of higher education Vol. 48 No, (38). Yusuf, M, O, (2005), information and communication Education: analyzing the Nigerian policy for information technology. International educational journal. Vol 6 No (3)

Yetton,P, (1997).managing the introduction of technology in the delivery and administration of higher Education: Canberra; Australian publishing Service

Zhao, Y &Czikio, G. A (2001).Teacher adaptation technology and teacher education. Vol .9No (1)



Documents

Internet Usage and The Practice of Learner-Centered