Learning institutions that operate in the era of the Internet, web 2.0 technologies, and the accessibility of massive data cannot perform remarkably without adopting up-to-date teaching approaches and pedagogies. The introduction of the FLM approach to teaching and pedagogy is expected to contribute significantly to the academic field. For instance, it will result in a shift from the conventional pedagogical strategies, which are associated with the inefficient utilization of classroom time and the incapability of exploring students’ potential in the most productive manner. FLM is found to be theoretically and pedagogically significant.
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For example, theoretically, exploring the concept of FLM will lead to a new understanding of socio-cultural perspectives of teaching scholarly writing in a class by relying on technology. From a pedagogical point of view, the current research regarding the FLM idea will lead to instructors and decision-makers’ improved awareness of the need for closely investigating learners’ challenges with academic writing.
The integration of the FLM approach into teaching will also transform learners’ academic writing expertise in higher educational levels, hence helping to realize this study’s aims and objectives. Consequently, in line with these goals, teachers will stand a better chance of analyzing the present teaching environment before implementing appropriate reforms that satisfy learners’ educational demands.
The research design and results realized in this research will tell the reader about the extent of the problem of utilizing conventional teaching methods in a technology-savvy classroom. As a result, instructors will be better positioned to deploy the results obtained using the design-based approach to come up with the best evidence-based technology-driven classroom setting, which can effectively respond to higher education learners’ academic writing demands.
However, the research design and the corresponding results will not reveal students’ long-term pedagogical requirements due to their incapability of identifying any gaps in the studies examined. Consequently, the research design and findings will not offer permanent solutions to the problem of the lack of experience and knowledge reported among students in pedagogical and teaching practices in the current era of Internet and web 2.0 technologies.
The researcher acknowledges the existence of difficulties when undertaking this study. For instance, it has been found that the process of intervention development will be accompanied by problems that revolve around the need for performing multiple functions while at the same time remaining flexible throughout the study. However, the researcher intends to deal with the above issues by giving the necessary instructions while encouraging collaboration among study participants.
Concerning the theoretical framework that underlines the current study, results obtained will be helpful in informing the choice of intervention to be applied, including the suitable assessment criterion. In case the results will be deemed inefficient, the theoretical model allows the scholar to undertake further analysis and literature review reflections to come up with an appropriate alternative approach to FLM.
The results will influence programs, methods, and forms of intervention. For instance, the literature review creates room for present-day teachers to implement programs and methods that are in line with the prevailing demand for technology-driven education in institutions of higher learning. Hence, instructors will embrace new forms of interventions that encourage collaboration, consultations, and feedback, for instance, the use of the FLM model, as opposed to traditional methods that do not indicate the exact stage where a particular stage of the learning process needs to be applied.
The current research aims to change the way classroom instructions are presented. Specifically, it emphasizes the need for utilizing the Internet, particularly, web 2.0 technologies, in teaching and pedagogical practices. As opposed to conventional approaches to learning that were associated with limited teacher-learner interaction opportunities, the introduction of FLM is bound to transform this situation by allowing students and teachers to collaborate in class while at the same time being updated with technologies that best fulfill the academic desires of learners in contemporary higher learning institutions.