Education nowadays should be mostly computerized

I will pass onto your research after I go over a few points that you struggle to understand from the last 3 rounds. Because you have never written a program, you struggle to understand how the "presence" system works. Since many people have their phones with them, or a computerized device (some school integrate computers in their school system). A student could download an app. Thats what the apps responsibility be. A teacher will have the role of pressing a button that will send a request to a server that the lesson has started. The server will, then send, a request to all the students devices of their locations. If the student is outside of school, the devices wont send back a response. Everything will be done only with the teacher sending a request (even that process can be automated by writing a program). The student doesnt have to press or do anything to report being present. From the system, there are no effort made that is too strenuous and no privacy is violated because of tracking someone outside of school area. All you then get, is data of when and in what class the student was present. That data can then be transformed to a nice report, that the parent, or management can look at. If you prefer the old method of name calling or noting on paper who is present and how is not, then fine. It is a marginal point in this discussion and a nice feature that I simply thought would be nice to have. " what I meant in 5 was that you need to encode the information in a face-to-face environment then an app could help to reinforce it. But it should not be the primary mode of encoding." I think that you dont know what encoding means in cognitive psychology. It doesnt necessarily mean to store information in the long term memory. You could also encode information in the short memory. It is the students job to choose what method to choose to store information in the long-term memory. Some students dont even use notes. I have a method that is different than most people use. Part of it is research supported. "what I meant in 5 was that you need to encode the information in a face-to-face environment then an app could help to reinforce it. But it should not be the primary mode of encoding." What difference does it make if it is primary or secondary, you, yourself consider if it assists you. I would love to have lots of apps with drills to help me memorize what I have learnt. They track your progress and question you a lot, .. it helps a lot! "Again, I said that an online community could be HELPFUL but should not be the primary method of learning." Another type of statements that try to respond to something that I didnt argue for. "No, you won't have google on the exam. and every citation I've provided shows that face-to-face instruction is the best way to make sure that the information is in long term memory. As my citations in my first post show, using the internet to learn inhibits long term encoding.' Lets come to your citations. I read all the research apart from that Greek article. None focused on the relationship between face-to-face interactions/teaching and effective long term memory storing. Without referring to research. You need to know a few concepts in psychology before continuing to the next round. Short term memory is memory that exists for specific amount of time, usually seconds. The duration of short term memory seems to be between 15 and 30 seconds, according to Atkinson and Shiffrin (1971). There are different types of memories, http://www.human-memory.net... For academic purposes, you want to store as much valid information as you can into the long term memory.. usually would mean a semester or until the end of the year. This is the minimal longevity that information should be stored, for learning to be effective. In other systems, mostly secondary school systems in some countries, the critical period of time is 1 week, as those systems are based on constant assessment. Here is a method that I used to store information in long term memory, https://www.amazon.com... The book is based on research. Some of the information will be stored from short term memory to long term, such to episodic or semantic memory. But that would only happen in very particular circumstances and most material (such as names, facts, dates) will be needed to be reiterated throught revisions at home. Dont you think it is a bit preposterous to say that face-to-face instruction is the best way to make sure that the information is in long term memory? Because if that statement was true, then the students wouldnt even have to do revision or much revision at home before approaching the exam. Everything will be already stored in memory after the lecture. If you have attended any academic lesson, you would know that statement is utterly ludicrous. "No, you won't have google on the exam. and every citation I've provided shows that face-to-face instruction is the best way to make sure that the information is in long term memory. As my citations in my first post show, using the internet to learn inhibits long term encoding." You must learn some research methodology and have a basic understanding of the difference between a simple correlation and statistical methods that identify causal factors. Now to the research. I read through them all, they do support a correlation between off-line students doing better. But they lack the validity to address the points in my first argument. My system is more targeted to the students needs, if it is to cut the tuition fees, have higher accessability to online material (e.g. papers, articles, forums) or drill the material (for example, through quizzes). You posted your last source, by mistake, I guess. Thats because it supports my arguments. Note that I already said that the online system requires more disciplined students (i.e. not any random student) and it has to be structured in a certain way to be effective. Read the extract of your last citiation and read the last line. "Trevathan and Myers (2013) examined the implementation of the Process-Oriented Guided Inquiry learning technique in on-line IT courses. Earlier studies in traditional classroom lectures showed that this technique improved students" problem solving abilities, interpersonal skills and learning outcomes, which encouraged them to examine the implementation in an on-line environment. The incorporation of wikis, blogs and Facebook into the learning management system was viewed favorably by both teachers and students in increasing engagement and supporting group work. The capstone project is an important component of most IT programs. It could be challenging for students to complete the capstone project in an on-line environment, especially when working in groups. Tappert and Stix (2011) implemented procedures to effectively manage geographically distributed student teams in a hybrid capstone IT course. They highlighted the importance of course organization; effective instructor-student communication and setting clear guidelines and expectations for each member of the team. This is similar to what Newman and Hermans (2008) found when forming virtual teams to work on a marketing project as part of an MBA graduate course in marketing. Lapsley, Kulik, Moody, and Arbaugh (2008) investigated the validity of this theory by Said, Kirgis, Verkamp, & Johnson comparing on-line and face-to-face course structures for a senior level human resource management course, and concluded that online learning may even be superior in its overall effect on students" performance" I have no more characters left. We can discuss more studies. But the more you bring the more they will be mixed.. and the more you discover that there are valid ones. Valid because they show that the application of the technology was successful to the education system.