1/122.5.1.1 Many-to-many communication
Computer conferencing (see 2.4.2) is, in fact, the direct predecessor of online education [Har90]. It enables many-to-many communication in contrast to one-to-many communication which is mainly applied in the traditional classroom scenario. In teacher-centred models students are passive recipients of knowledge from an expert. In the learner-centred collaborative or group learning the student is an active participant in the learning and teaching process. Learners are encouraged to work together on solving problems.Ideas have to be verbalised to be presented to peers. The process of verbalising strengthens the ideas because learners have to re-think their ideas to be able to formulate them into words. After presenting the material to the group, a peer group discussion can start. The information is processed, weighed, reorganised and structured in this process, both by the individual and also by the group [Har90]. A lot of anxiety is removed when working with group members instead of an instructor. Students can be motivated and feel satisfied if their arguments, or modified versions of their arguments, are finally accepted by their peers.
One might think that online education is supposed to replace teachers, but, on the contrary, teachers have a very important role. Their role is different to that of traditional teachers or lecturers who basically present the material to their students. Instead, the new teachers will work as advisors who collaborate with their students. They will provide initial information necessary for the discussion, and they will lead the discussion back on track if it has taken a wrong direction. Students will feel free to ask their teacher any question they may have.