**4. Evaluation of educational methods until today**

In this section, it will be useful to take a brief look at traditional education to assess the direction of "Teaching" toward "Learning". The traditional method of education is basically based on three types of learning: systematic, static, and knowledge with appropriate content. It is structural, and to understand the proper content, static so long-winded content that can be turned into a permanent knowledge base that is based on the enrichment of teaching basic may be content to other disciplines.

Educational strategies can be expressed in three different ways according to their teaching objectives in general: object-oriented, subject-oriented, and institutional-oriented strategies. These strategies should be revised and "teaching" should be linked alongside to "learning".

Collins [15] also say, school is static and "based on time", whereas technology-based learning is dynamic and "timely learning". This is why information provider (teacher/trainer) is not in control of what his/her students earned/taught. While the old system could divided the program and progress in the learning process, technological innovations have led to oversight, more modular and comfort for the learner. There is also a need to "reduce the absolute owner-

Instructional Developments and Progress for Open and Equal Access for Learning

http://dx.doi.org/10.5772/intechopen.71947

123

According to Duruhan [16], traditional approach and methods in schools have the following

**6.** Evaluation of student achievement with questions of knowledge and understanding.

According to Telli Yamamoto and Karaman [17], Web 2.0 tools bring more interaction to the education system, however in current education system, the use of these applications is very limited because the ruling class was educated in the old way and still accustomed to the old technologies in the present. New technologies will shift this paradigm of the learning and will make possible for new kinds of educational methods that we face difficulty even in predicting and visualizing such as associative learning theory which has been discussing since 1969. Although there is an on-going debate on the explanatory power of associative learning theory [18], recent studies on the social interaction [19] seem to bolster the status of associative learning. The crux of the controversy nonetheless does not question experimental evidence, of which plenty exists, but whether such evidence is supported by current models within the terms of reference of traditional associative learning theory [20]. So the constructional and

ship of knowledge and be considered in another dimension".

**2.** Load of courses and crowded classes. **3.** Non-determined behavioral objectives.

**4.** Traditional teaching methods.

**9.** Passive student conception.

**1.** Progressive and beneficial objectives of the traditional school.

**5.** Conventional regulation of education-training environments.

**8.** Tasking with vertical communication and authoritative ınspection.

**13.** Other objectives of the traditional school outside the official purposes.

**7.** Teacher in the center of education and training.

**12.** The bureaucratic structure of the traditional school.

behavioral learning theories still in on the agenda.

**10.** Irregular school building and equipment.

**11.** Managerial management approach.

**14.** Traditional school philosophy.

characteristics:

When we check the teaching-oriented strategies, namely in object-oriented strategies, the transfer of information is very important than the vehicle used. In the case of topic orientation, the teacher focuses on the subject and establishes the relationship between the class and the subject. The aim is to create more motivation in the classroom and to influence the students.

The targets of learning are outsourced and predefined (identification of learning objectives) and then there is an evaluation of learning. These forms the focus of teachers' behavior. Transfers related to the targets set by the institution are also transferred to the students from the institution, for example, the place of internship of a student or institutional collaborations.

Information on traditional learning is transferred directly from the teacher to the student. The structure of knowledge is either "ready" to give or "to prepare", and the students are accepted as "passive" buyers. For this reason, the traditional method can be described as oneway "vertical communication" (from provider to receiver). In other words, students learn a systematic approach that evolves "without recourse to individual sources of information that they listen to, what information they describe, and which they can use to learn more".

In most students, the extent of learning depends on the rhythm and the teaching ability of the teacher and the classroom conditions. It is expected that the teacher will prepare [14]:


Traditional training tools and methods allow the development of many effective outcomes and subject-oriented training. This allows students to develop their ability to keep an understanding on content and concepts and to monitor them by teachers, making them in direct contact with teachers in the classroom environment. Traditional education gives the students a basis for out-of-school behavior, but at the same time it does not provide a solution to students' curiosity when teaching a rigid topic index. Another limitation is that the inability of the learner to adapt to the conception of the learner often causes various risks due to the closed and rigid formation of the learning process.

Thus, the traditional school method is based on the perception and assimilation of the teacher and the book. In other words, the subjects are given by the teacher. Subjects and books are tried to be "received, understood, and remembered". On the other hand, the technologybased learning is interactive and open source tools to "learn by doing". As Halverson and Collins [15] also say, school is static and "based on time", whereas technology-based learning is dynamic and "timely learning". This is why information provider (teacher/trainer) is not in control of what his/her students earned/taught. While the old system could divided the program and progress in the learning process, technological innovations have led to oversight, more modular and comfort for the learner. There is also a need to "reduce the absolute ownership of knowledge and be considered in another dimension".

According to Duruhan [16], traditional approach and methods in schools have the following characteristics:


Educational strategies can be expressed in three different ways according to their teaching objectives in general: object-oriented, subject-oriented, and institutional-oriented strategies. These strategies should be revised and "teaching" should be linked alongside to "learning". When we check the teaching-oriented strategies, namely in object-oriented strategies, the transfer of information is very important than the vehicle used. In the case of topic orientation, the teacher focuses on the subject and establishes the relationship between the class and the subject. The aim is to create more motivation in the classroom and to influence the

The targets of learning are outsourced and predefined (identification of learning objectives) and then there is an evaluation of learning. These forms the focus of teachers' behavior. Transfers related to the targets set by the institution are also transferred to the students from the institution, for example, the place of internship of a student or institutional collaborations. Information on traditional learning is transferred directly from the teacher to the student. The structure of knowledge is either "ready" to give or "to prepare", and the students are accepted as "passive" buyers. For this reason, the traditional method can be described as oneway "vertical communication" (from provider to receiver). In other words, students learn a systematic approach that evolves "without recourse to individual sources of information that

they listen to, what information they describe, and which they can use to learn more".

teacher and the classroom conditions. It is expected that the teacher will prepare [14]:

• Subdivision of training curriculum into subheadings (curriculum development)

• Preparation of the module possible for those who missed the course of the year.

Traditional training tools and methods allow the development of many effective outcomes and subject-oriented training. This allows students to develop their ability to keep an understanding on content and concepts and to monitor them by teachers, making them in direct contact with teachers in the classroom environment. Traditional education gives the students a basis for out-of-school behavior, but at the same time it does not provide a solution to students' curiosity when teaching a rigid topic index. Another limitation is that the inability of the learner to adapt to the conception of the learner often causes various risks due to the

Thus, the traditional school method is based on the perception and assimilation of the teacher and the book. In other words, the subjects are given by the teacher. Subjects and books are tried to be "received, understood, and remembered". On the other hand, the technologybased learning is interactive and open source tools to "learn by doing". As Halverson and

In most students, the extent of learning depends on the rhythm and the teaching ability of the

students.

• Defining teaching objectives

122 Open and Equal Access for Learning in School Management

• Intermediate evaluations • Final assessment exams

closed and rigid formation of the learning process.


According to Telli Yamamoto and Karaman [17], Web 2.0 tools bring more interaction to the education system, however in current education system, the use of these applications is very limited because the ruling class was educated in the old way and still accustomed to the old technologies in the present. New technologies will shift this paradigm of the learning and will make possible for new kinds of educational methods that we face difficulty even in predicting and visualizing such as associative learning theory which has been discussing since 1969.

Although there is an on-going debate on the explanatory power of associative learning theory [18], recent studies on the social interaction [19] seem to bolster the status of associative learning. The crux of the controversy nonetheless does not question experimental evidence, of which plenty exists, but whether such evidence is supported by current models within the terms of reference of traditional associative learning theory [20]. So the constructional and behavioral learning theories still in on the agenda.

According to Zapalska and Brozik [21], individual learning styles must be taken into account in the instructional design template used in online education. Their paper argued that when students' learning styles are identified, it is possible to define an appropriate context of learning.
