The Impact of Internet Use in the Learning Process

Alina Criana, Roxana Enacheb

a
Techichal University of Cluj-Napoca, 15 Daicoviciu st.,400020 Cluj-Napoca, Romania
b
National University of Arts, 19 General Budisteanu st., 010774, Bucuresti, Romania
Email: alina_n_crisan@yahoo.com, rocatare@yahoo.com

Abstract
Our research showed that an important benefit offered by the use of Internet is opening a
stock of interactive media resources available globally. This information offer allows both
students and teachers access to materials, the latest news and data. Teachers can collect
process and exchange teaching and learning materials to use in their classes. Students can
explore areas of interest in an organized manner, individually or collectively. The information
found can be used for planning, problem solving activities, homework and writing essays.
This additional source of information is essential for creating more student-centered learning
environments, exploration and research environments, in which the teacher takes other roles
than the sole supplier of information. Using the Internet as a medium of learning increases
student self-control in that we can talk about behavior and involvement oriented towards
reaching goals.

Keywords: Internet, learning, teaching means

Effectiveness and limitations of Internet as teaching means

The research was conducted on 200 teachers from various disciplines at all levels of pre-university
education in schools in Prahova County, in both rural and urban areas.
The educational valences of Internet, especially the advantages and limitations as a means of
education were analyzed and interpreted based on the open responses of teachers and pupils in the
questionnaires. In the teachers questionnaire there were items related to information on Internet
use in preparing and conducting lessons and information for personal reflection - have been
developed to allow feedback on the self-assessment of teachers activity in the lessons observed.
The students questionnaire developed two items with open ended questions about information
on student attitudes towards ongoing lessons - pursuing the same objective of getting feedback
from the students.

Self assessment for teachers

For all interviewees Internet represents a teaching means, a tool at their disposal to facilitate
learning. The answers to one of the items together with free discussions with teachers highlight the
fact that teachers consider that the use of Internet can be extended to all types of lessons.
At educational level an effort must be made to exploit to a maximum the potential offered by
Internet and also solutions must be found to integrate it into as many activities types as possible.
That is exactly how we can summarize the teachers answers to item 2 regarding the hierarchy
based on personal criteria of the types of effective teaching activities using Internet as a resource.
For primary education the primary teacher considers useful the independent activities, methods
based on teaching games and learning by discovery. For disciplines in the curricular area
Language and communication teachers consider useful the independent activity method,
348 University of Bucharest, Faculty of Psychology and Educational Sciences

communicating via electronic mail, learning by cooperation, conversation and learning by

discovery. For the disciplines in the curricular area Man and society methods based on
independent activity, those based on discovery and learning by cooperation present a high interest
whereas for disciplines in the curricular area Mathematics and natural sciences the most
common methods used in combination with Internet resources are learning by models, learning by
experiment, learning by discovery, by case study and by cooperation.
At item 3 teachers have mentioned the most frequent difficulties in planning the lesson: lack of
a specific training in using Internet, choosing the adequate teaching method to correlate with an
Internet resource that is efficient in relation with the learning process; identifying evaluation tests
in accordance with school curriculum; finding databases with numerical values suitable for
statistical calculus; identifying accurate informational resources, adapted both to the lesson theme
and the age of pupils; slow Internet connection at home and the lack of adequate equipment at
school; large amount of time allocated for finding information (all teachers involved); much useful
information is available in English and can be used as information database only for pupils in
intensive English classes; the advantages offered by Internet in planning and preparing lessons are:
Existence of applications suitable for pupils with good graphics;
Finding sites with adequate graphics and well structured information;
Audio, video and text elements in one place;
Information in English that is accurate and well structured;
Virtual experiments that are difficult to put in place in a lab;
Applications for online learning that is interactive and easy to use;
Existence of databases that can be imported and processed for statistics;
Abundance of information in any field of activity;
Access to any type of information for personal documentation;
Downloading Web applications, pictures, text copying and their use in preparing teaching
documents (almost all teachers).
As analysis of the lesson development all teachers consider they failed to respect the time
available, as planned, because of technical and logistic disturbances: Access speed depends on the
type of Internet connection and the number of computers in a network. These parameters must be
considered in planning the lesson especially when activities being run are virtual experiments;
Internet use, as is the case with any multi-media resource, as well as the collaborative work
activities take longer than a typical lesson.
One solution to reduce search times is when the teacher leads the work activity directly to a
specific website, which involves a thorough planning of the lesson localization, tracking and
downloading the site as well as a decision regarding ways of using the chosen resource.
The attitudes developed by pupils regarding Internet use during lessons are of acceptance,
involvement, use of the educative valences of Internet but there are also some difficulties
remaining attentive on the sites previously proposed by the teacher that develop the lesson theme.
As a solution, due to their experience in teaching, teachers have adopted working in groups
therefore the pupils joint interest eliminates any possible disruption from their purpose.
Another inconvenient noticed by teachers is that pupils better at using Internet and computers
tend to take over the entire responsibility of the activity whereas weaker pupils tend to become
inactive.
A possible solution to solving this difficulty is to attempt heterogeneous groups and to render
each pupil responsible with well established work tasks. Team activities also generate conflicts
that have to be mediated by a teacher. Often conflicts are constructive and stem from a different
understanding of the identified information therefore mediation leads to finding the scientific truth
that indirectly causes learning.
The 8th International Conference on Virtual Learning ICVL 2013 349

The approaches of learning by cooperation can help overcoming the isolation feeling that can
emerge in a technology-based learning environment and can lead to developing social abilities like
communication. We have noticed that:
Pupils contributing rarely to class discussions are more enthusiastically taking part in the
electronic equivalent of these discussions because social barriers can be reduced in the electronic
environment and, on the other hand, some pupils are frustrated by the guidance involved in
collaboration, because they cannot act individually like they were used to, having to consider
alternatives proposed by other members of the group.
An aspect of interest in our research is the attitude of pupils with outstanding results as well as
the rest of the pupils. Pupils in the first category manifested:
Abilities and skills in processing information to understand and learn about the material in a
coherent way;
Skills in elaborating new information and connecting it with already learnt knowledge;
Responsibility towards imposed goals, freedom and interest in obtaining the desired results;
Occasionally tendencies towards individualism, solving work tasks independently.
Using Internet offers a framework of effective learning, an environment that is open, active and
interactive with a high degree of freedom and responsibility from the pupil.
For the second category of pupils, using Internet, in its different working versions, has
increased motivation to learn, stimulated visibly their intellectual curiosity and pleasure to learn
therefore pupils went from the passive role of information receptor to the Active role of knowledge
producer as declare the teachers involved in the project.
Video images offer information that can be authentic and full of challenges for stimulating the
sensorial apparatus of the pupil, a stimulation made by use of images, colors, sounds and
movement which increases the interest for study and solving work tasks. Another advantage is that
Internet makes things appear more real than in books. The possibility to extract much information
very quickly, to use colors, sounds and animation will attract and challenge pupils to learn.
It is true that situations of passivity have been registered in the second category of students that
were waiting to obtain the results to fill in the worksheet and finish the work task because of the
tendency to dominate in the students of the first category.
Foreign language teachers consider that:
One of the teaching principles that are essential for learning a foreign language is putting the
stress on the language study in its cultural context. Language and culture are inseparable and
interdependent. Understanding the culture of a certain country increases the knowledge of the
language itself. Electronic mail offers the possibility to communicate with native speakers
facilitating learning for all pupils. This communication with native speakers of a language
develops the knowledge in a certain field, allows pupils to form an opinion in a certain matter and
to exercise their negotiation skills, their ability to convince others, to clarify, to ask for
information and to engage in discussions over real issues.
All pupils involved in collaborative projects have benefited and have been engaged into an
activity also showing responsibility for the success of the team.
Technical problems are common in computer lab activities. Teachers consider the most
common are related to missing network cables, web browsers like Internet Explorer not being
installed and no Internet connection. Thus, teachers think that during the initial moments of
experimenting computer use in class technical problems created panic and the presence of a lab
technician during classes was a must. In time, technical problems were overcome by teachers
themselves or by involving pupils in solving them, especially in classes specialized in
mathematics-IT. Computer-literate teachers that have acquired their skills by specialized training
and teaching experience in using Internet find solutions to potential problems by preventing them
thanks to approaches that are carefully planned from the stage of lesson preparation. For example,
350 University of Bucharest, Faculty of Psychology and Educational Sciences

to prevent potential problems with Internet connection one solution is to save the site on the local
server before class starts so that it does not disturb the activities.
Another aspect of interest for the current research is the interaction between pupils and
between teachers and pupils. Most teachers consider the potential brought by Internet in education
makes for a constructivist learning and encourages communication between pupils and between
pupils and teachers. Collaborative working tasks may lead to conflicts that can transform into
positive interactions like an exchange of opinions.
The relationship between pupils is a collaborative one, a mutual support for reaching objectives
and accomplishing tasks. This relationship, as well as the one between pupils and teacher intends
to effectively organize classroom by:
Formulating specific learning tasks and their presentation
Stating the way in which assessment will be conducted
Negotiating responsibilities for every member of the team
Monitoring and directing pupils activity
Evaluating all pupils inside a team based on allocated tasks.
Teachers consider that Internet use in class determines positive attitudinal changes in
relationships between pupils. Thus, pupils work in teams; they make common efforts to fulfill
mutual goals. They learn from one another. They have displayed an active and open attitude,
engaging in solving work tasks. The relationship between pupils and teacher has been a
collaborative one with the teacher monitoring the activity and intervening only when asked.
As we intended in the beginning of our research, Internet use was treated from the point of
view of a teaching resource. What we focused on during class development were the set
objectives. In the assessment of the lessons for which Web applications have been used, teachers
consider that the objectives were reached and that for common items in the written worksheet and
the Web application pupils have obtained better results and they were also more relaxed during
the computer-based activity. The result was accepted with more detachment. All objectives were
met as well during the lessons of systematization and revision for the purpose of securing knowledge.
Being a committed learning process, pupils have taken responsibility for the proposed
objectives and have conducted activities to attain them. Following the completion of the
educational process teachers consider that certain aspects regarding classroom organization must
be kept and others must be observed in the future. In terms of class management teachers consider
that for any collaborative activity in which Internet is used one must take into consideration the
following:
Size of groups (2 -4 pupils).
Homogeneity vs. heterogeneity of the learning level of groups groups made of weak
pupils as well as groups made of very good pupils should be avoided. First, stronger groups
have an unfair advantage on other groups in the class. Second, members of the team have
the tendency to divide tasks and communicate only occasionally, excluding the dynamic
interaction that is proved to be the main benefit of learning by cooperation. On the other
side, in mixed groups weaker pupils win by observing good pupils study and tackle
problems, and good pupils win by a greater understanding of the subject by learning and
explaining it to their colleagues.
Acknowledging pupils perception of competition within group and among groups each
member must have a unique task and be aware that the work task cannot be accomplished
without him/her.
Creating positive interdependency (awareness of the individuals dependency on the group
regarding results to different levels, for example the interdependence of goals, the
interdependence of resources, interdependence of roles, of duties, of time, etc.).
The 8th International Conference on Virtual Learning ICVL 2013 351

Facilitating the interaction between the pro-social behavior and attitudes (management,
conflict solving, positive criticism, negotiation, encouragement, etc.).
Ensuring access and understanding of information.
Ensuring necessary time for the management of responsibilities.
Individual and collective assessment.
Another aspect noticed by teachers is related to working time. Planning these activities requires
much working time which implies a curricular reorganization. That is why using Internet resources
must be done only when it renders the teaching-learning process more efficient. Using Internet can
be a complementary activity, outside classes, to allow pupils to deepen the knowledge acquired
during class. Teachers must prepare pupils for carrying out collaborative activities, to develop
team spirit, cooperation and constructive competition, to find ways to get involved directly,
actively and interactively in learning new things, to accept success as well as failure. Teachers
with more experience in the use of new ITC in teaching consider that:
In the beginning it is more difficult to accomplish cooperation within groups and it is important
that groups to change the way they are structured in order to avoid getting used to one another
and developing friendship ties all which could lead to a decrease in interest for the proposed
theme and a focus on other activities of common interest like surfing the Internet.
Using Internet also determines the development of logical thinking skills. Surfing the web
requires a specific thinking from the users part, the information must be analyzed which requires
assessment and discernment skills from the pupil as user. Information must be systematized to
obtain a coherent whole which in turn necessitates a synthesis process.
Internet represents a means to get to know and provide creative work. Pupils can read and
retain information on the Internet but they can use it as well for personal papers like essays, poetry
or novels. His type of activity is specific to cooperative projects. Pupils thus become not only
consumers but also producers of information.
Acquiring new knowledge also has a social connotation. Interactions that occur in previously
mentioned situations may lead to the development of social skills so needed in current society; the
use of Internet leads to the increase of knowledge about computer use and computers in general.
In the item related to other complementary forms of Internet that can be used, teachers consider
textbooks to be still useful with the major difference that Internet use can challenge pupils to travel
in time and space. Films, audio and video technology, computers, Internet they all bring sound and
movement in the static environment of textbooks. Atlases, multimedia applications, video cassettes
are still usable means but for the pupils studying foreign languages the use of Internet can offer
unique communication experiences with native speakers.
Simulating and watching physical, chemical and biological phenomena may take place in lab
conditions or using presentations from multimedia encyclopedias but Internet use has more
interactivity for these applications, offering the possibility of assessing situations of the What
happens if type, and which transform the risks and expensive experiments into safe and cheap
procedures.
Web applications for evaluation and self-evaluation allow access independently on time and
place. They can be replaced by collections of problems or multimedia applications on CD ROMs
but, for the latter, they must be installed on the work stations and they also require a user license.
Some web applications are downloadable for free on work stations or on any other equipment
which increases the portability of the application.
Teachers consider that Internet, like the majority of the new ITC is helpful in gaining
independence, self-regulation and creativity only if there is a controlled learning environment,
with enough equipment and well trained teachers.
Analyzing the development of classes from teachers perspective, based on their personal
reflections, it was observed that their role has changed. Teachers not only provide information but
they focus on the following tasks and responsibilities:
352 University of Bucharest, Faculty of Psychology and Educational Sciences

catalyst/inspiration source: actions are oriented towards stimulating pupils curiosity by

working together, to suggest areas of content that pupils might research during classes and
outside school;
explorer: researches new spheres of knowledge and prepares an adequate instruction path;
consultant and counselor: observes and, together with the pupils analyzes the individual
learning processes, reacts to performances and stimulates improvement;
instructor: explains and teaches according to pupils; needs;
mentor and educator: presents, debates and justifies values; elicits and supports moral
judgment;
moderator: shares and supports the debates and claims based on content;
arbitrator and intermediary: acts as court if there are any conflicts and helps pupils to solve
their own problems;
devils advocate: contests solutions that are too easily or too quickly reached, or superficial
opinions of pupils; requests explanations and thorough justifications from pupils;
element of appreciation and actuality: represents an authority accepted by pupils, evaluates
their suggestions together with other pupils, checks whether pupils keep themselves within
the influence of learning objectives.

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