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What is Highly Interactive Electronic Learning?

The essence is not the computer but the very high interactivity. It helps to achieve a quality of learning which is far superior to conventional methods of learning. The learner interacts with learning software whereby support is possible any time though a mentor who is continually present. The computer of the mentor is connected to the computer of the trainee. This makes it possible for the mentor to precisely and extensively observe and evaluate the learning process. Thus the mentor can support the learner very efficiently.

Highly interactive learning programs render the material in very small learning units. These learning units consist of short definitions, explanations and examples. They are worked out according to didactic principles and are precisely written out. Based on ongoing experiences they can continually be optimized.

During the course of learning, these units are continually compared and their correlations are identified. This leads to an understanding of generic principles. In that the trainee uses the didactic units to conclude generic principles and then applies these on specific problems the inductive as well as the deductive thinking is trained.

Part of the didactic units is problems in three different levels of difficulty. Trainees who just want to get an overview will predominantly deal with simple problems. Those who want to understand the materials in more detail will work on more difficult problems. Any learner proceeds with their own speed of learning in that he or she chooses an appropriate degree of difficulty. This keeps the interest continually high. Like the other didactic units, the problems complement each other, which increases their didactic value.

A certain type of problems simulates a dialogue between a learner and a learning program. Thereby the learner gives an individual answer to a question. The program then offers several different suggestions for possible answers. The learner interacts with these answer suggestions and compares them to his own. This introduces him thoroughly into the contents of the learning unit which increases the sustainability of learning dramatically. The questions are laid out in a way to allow the learner to also express unusual concepts. This initiates the learner to critical, prospective thinking and helps finding correlations between the learning units and thus gets a general overview.

During highly interactive electronic learning the learner immerses himself so much that often time is forgotten and one doesn't easily want to stop learning. According to experience learners are pleased to remember the time spent thus.