Learning via Telecommunications edited by Debbie Jones and Jan Robin Learning through telecommunications is, in some ways, the flip side of teaching through telecommunications, the topic for Chapter 1. Two of the themes apparent from Chapter 1 continue to be relevant from the learners' perspective. Other themes that emerged from the research were student interaction, authentic learning, higher order thinking skills, and outside resources. Learner Centered The most significant aspect of learning via telecommunications is that it is learner-centered. In a learner-centered environment the distinction of roles between teachers and learners become blurred.
Learners are teachers and teachers are learners.
In a learner-centered environment students take responsibility for their own learning. Student Interaction Collaborative learning and interaction are developed to a higher level within the telecommunications environment. To be interacting with others refers to the interactivity between teachers and students, and among students themselves. Students become active participants in the learning process through collaborative projects where, for instance, they have the opportunities to work with real experts and students world-wide, sharing research methods and resources. The ability to deliver authentic learning activities which involve the learner as an active participant and touch their intrinsic motivation is the true power of learning via telecommunications.