Classroom Pedagogical Practices Incorporating Web-Based Activities

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Igona Gorakhnath, Parvesh Lata, Ritu Rani, Rekha

Abstract

Written communication has moved from a private to a public realm thanks to the internet. We are seeing the advantages of being encouraged to develop ideas and arguments in front of others. Shifting writing from private to public areas will benefit the transmission of human knowledge in the long run. Over the last few decades, web-based learning has evolved dramatically. Whereas in the past, teachers would focus on integrating one internet activity into the classroom, today we have a plethora of web-based lessons, projects, and entire courses that teachers are producing and/or finding and integrating into their classrooms. Web-based activities offer a lot of promise to improve learning, but they can take a long time to develop and deploy, and they're challenging to design in a way that has a big influence on students' learning. Technology is used as a complement to the primary course material in both classes and labs, as well as outside the classroom without the presence of the teacher. Onsite technology use refers to learning that takes place in a teacher-led, whole-group environment in a classroom or computer lab. Technology-based activities are typically used as a complement to the core curriculum and are completed during regular class meetings. Software, computer mediated communication, in which learners in a programme communicate online among themselves or with learners in other programmes and contexts, and web-based learning are all technologies that lend themselves to blended learning. The purpose of this paper is to show how teachers might use web-based activities to confirm their relative advantages.

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