From Hypotheses and Working Scenarios to Arguments Aimed at Alternating Traditional Training with Computer-Assisted Training

Abstract

Nowadays, the era that we live in can be described as the Information Age, sometimes even as the Knowledge Age. No matter what area of science and technology we look at, it is obvious that we are dealing with an ‘information overflow’ without precedent in the history of mankind. In this context, Educational Sciences are no exception, and recent advances in this field, considering Computer-Aided Training, would have been unthinkable, unmanageable, and unattainable without the support offered by modern information and communication technologies, in the sense of Learning Management Systems. In its turn, Computer-Aided Training via sustainability educational index is integrated into Knowledge Society, where it plays an important role, for educational data-dependent actors, in decision-making, problem-solving, analyzing trends, understanding their customers, and doing research, being closely linked with pedagogical requirements in decades. Through this paper we aim to show that, at the moment, it is appropriate not to rely only on classical training, or on the contrary to deviate too much from it, embracing only computer-assisted training. It is appropriate to be flexible and to choose to carry out the pedagogical act using both variants equally, by alternating them in a modular aspect.