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By Lewis Buzbee

An enthralling meditation on schooling from the writer of The Yellow-Lighted Bookshop

In Blackboard, Lewis Buzbee appears to be like again over a life of reports in colleges and study rooms, from kindergarten to school and past. He deals interesting histories of the foremost principles informing academic perform over the centuries, that have formed every thing from category measurement to the structure of desks and chairs. Buzbee deftly weaves his personal biography into this evaluate, forthcoming his topic as a pupil, a father, and a instructor. In so doing, he deals a relocating own testomony to how he, “an usual student” at risk of flunking out of highschool, grew to become the 1st in his kin to graduate from university. He credit his luck to the well-funded California public college method and bemoans the negative fee that country is paying due to investment being minimize from today’s budgets. For Buzbee, the blackboard is a valuable window into the broader global, which we forget about at our peril.

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For example, our rules can inform the teachers “Students who find Chapter 3 useful also find Chapter 5 useful”. Knowledge like this will allow the teachers to organize the two chapters together on the web structure. It will also allow teachers to recommend students new chapters to read based on their current reading. Similarly, the same associations can be used to help organize the material better or form better student study groups. For example, a rule such as “Students who attends classes in the Wednesday classes often have difficulty with Calculus I” enables the teacher to improve the Calculus I material better online, or organize the students in that class to work together with students from other classes.

In this paper, we present a model to provide motivation to students. There has been some research in the literature on this topic [3,10,17]. Most of the research includes psychological effects that are subjective and are not easily measurable. Our model is based on the principles of constructivism [6,16]. Our model provides students’ motivation according to the four types of interactions: students-teachers, students-students, students-contents, and students-experts. One of the main characteristics of our model is that teaching-learning is directed by students themselves.

That is, it enables dynamic interactions between teachers and students as well as among students themselves. In addition to efficient communication, problem solving and learning abilities can be improved through the dynamic interactions. Although WBI has the above advantages, it has some drawbacks. It may weaken students’ motivation due to lack of face-to-face communication. It is reported that 30 to 50% of all students who start a distance education course drop out before finishing J. Fong et al.

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