Beyond knowledge transmission? computer-supported learning in teacher education: some benefits in terms of stress, control and self-belief

Abstract

This article outlines some benefits of a computer-supported interactive learning environment in terms of students' attitudes and factors associated with stress. In the 3rd year of a 4-year undergraduate course for primary teachers (B.Ed.), students were required to undertake a research module, which was seen in part as a preparation for a thesis dissertation in the final year. The subject matter was contained in several computer conferences; other learning experiences included some face-to-face contact and optional technical support sessions. Initial feedback from students indicated that there are benefits in terms of greater flexibility of work patterns, increased sense of control and enhanced self-esteem. Other issues are raised, including the role of the tutor, cost benefits and problems of access. More research is called for into the non-cognitive aspects of computer use.