Using information and communication technology in adult-distance learning - the electronic classroom

This article on the use of the electronic classroom is based on fieldwork carried out at Nesna University College, August 2002 to October 2003. The need to create a clearly identifiable learning environment for the adult distance learner is accounted for, as is the need to see the traditional teacher as a mentor and facilitator of the construction of knowledge. The article promotes the mirroring of the traditional classroom and on-campus academic and social activities to fit the framework of the electronic classroom. Much emphasis is placed on the need to communicate synchronously as well as asynchronously. The bottom line is that the electronic tools are in themselves not a solution to the challenge of quality distance learning, but merely instruments for the conscientious teacher to exploit well-founded pedagogical approaches within a new packaging.