I agree for E-learning is best because every one wants to go high, and every one knows we can do it with the use of technology but in my opinion in India not be used becausr by using this country use less man power and we how much we are?If it is in used than no. of people become unemployed and it effect our GDP growth. But we have to use technology to reach the zenieth so used it in a nice which donot effect anything.
well,accourding to me e-learning is the best way of learning..specially in this fast life of country through tyz we can study on any topic in a very short tyme. i also know that by using this technique we ll face the problem of enemployment.but if we hav to move forward like other developed countries we should use tyz one..but not in a large manners....
E-LEARNING: SUBSTITUTE OR SUPPLEMENT? M.Anandakrishnan Emerging Trends
The opportunities to pursue educational objectives through e-learning are emerging worldwide at a very rapid rate and in many different forms. They are variously described as e-courses, web courses, virtual learning, on-line courses, digital courses etc. The learners are attracted by their convenience and affordable cost to acquire additional knowledge and qualifications. Yet the process has not yet matured to the level of confidence seen in the conventional system of teaching and learning. The material for e-learning is made available in many forms such as CDs, Internet, Intranet and sometimes in combination with other forms of distance learning. The programmes offered through electronic media deal with a large variety and levels of subject knowledge and curriculum. Some are not particularly related to any curriculum but offer learning opportunity in the broad areas of subject knowledge by additional material or novel approaches to dealing with a subject or a topic. The Internet is full of such material for use from kindergarten to postgraduate levels. There are also several sites which offer stimulating discussions, experiments, problems, quizzes, and explanations on a large variety of subjects relating basic sciences, mathematics, humanities and social sciences, engineering and technology, and skill oriented subjects. The web also contains several types of library material in various languages in electronic form useful either as references or study guides. Definition of e-learning
There are many different ways e-learning is defined. Some of the definitions are listed below: “The convergence of the Internet and learning, or Internet-enabled learning.” “The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere.” “The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.” “A phenomenon that delivers accountability, accessibility, and opportunity allowing people and organizations to keep up with the rapid changes that define the Internet world.” “A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.” “ The use of the Internet and/or proprietary intranets to deliver, administer, and measure the effectiveness of training, instruction, and information dissemination. It can be an alternative delivery system or supplemental support to more traditional instructional systems such as the classroom, computer-based training, print self-study, and the like”. If designed and delivered correctly, e-learning can do all these things. The problem with most interpretations of this term, however, is that they focus too heavily on the technical side, less so on the dynamics of the learning process. The real challenge in e-learning is keeping in mind the people for whom it is designed. How do people learn? How do people acquire and retain skills? How do people access information to help their development? Only after these questions are addressed the technical side—the electronic delivery—is adapted to the learner. Choice of e-courses
A person wishing to pursue e-learning may have many different objectives. Some may wish to acquire additional knowledge on topics or subjects in a random manner. Some may want to strengthen their understanding of their conventional courses by enriching them with additional information and newer methods. Some may take a few web-based courses for credit to be counted partially or fully for degree or diploma requirement. The e-learning resources may have been developed and posted on the web by educational institutions that also offer formal courses on the same subjects in their institutions. Some of the web resources may be in the electronic form only for programmes offered by educational or commercial organizations. Many of the resources may be contributions of individuals or groups on a variety of topics or subjects without any formal curricular structure. Some of these resources may be freely available while many may require formal registration and access rights. In general the e-learning happens in the distance mode. Features of Distance Learning Distance learning courses are likely to fail if they are delivered as if they were traditional courses. Pedagogy must drive the choice of instructional technology, not the other way around. Compared with a human instructor, technology is less adaptive. Once a plan of integration is implemented, it is less likely to change it according to student's reactions. This is why instructional design plays an important role in bridging pedagogy and technology. Subject contents have to be well organized and strategies for teaching via a chosen medium have to be well thought out. Instructional design can help educators making the best use of technology; therefore guarantee a successful integration. There should be consistency between various courses developed by various instructors/designers. The general look and process of content exploration should be standardized. In a classroom, an instructor can adjust his delivery if he feels that a concept was not communicated clearly. Online, this type of adjustment is usually not possible. The design process must anticipate and meet potential concerns/ ambiguities. Instructional Design
E-learning is the fusion of technology and education, and most often, the instructional designer's greatest role is that of bridging the concepts between the content and the technology. This vital role ensures that graphic designers and programmers properly develop the concepts of an expert in the subject matter keeping in view the pedagogical requirements of e-learning. Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. It is a systematic approach to planning and producing effective instructional materials. It is similar to lesson planning, but more elaborate and more detailed. It includes instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. In general, Instructional Design needs to move in the direction of flexibility and learner-empowerment if it is to keep up with technological and institutional changes It is a systematic approach to course development that ensures that specific learning goals are accomplished. It is an iterative process that requires ongoing evaluation and feedback. Content Development The process of content development focuses on the most effective way to present the concepts and explanations. It begins with the learner and the learner experience Quality of course is ensured. It gives structure to the student's process of working through course material. A current concern in e-learning is development time. Proper use of technologies an speed up development. It should create a transparent process to track and utilize the experiences of development teams. The development of contents for e-learning requires a mature level of subject knowledge as well as the technical tools available for presentation. Course materials, which are in pure text form, tend to be monotonous. Excessive use of graphics and sound presents difficulties in accessing them if the learning does not have sufficient bandwidth. If there are courses developed and tested by reputed institutions and available for adoption by others, this would help to save considerable time and effort by individual institutions attempting course developments on their own except for purposes of additional content if needed. There is a trend in advanced countries to form consortia of institutions and assign the responsibility for developing courses in different subject to the best person available in one of the consortia institutions. The member institutions may adopt such courses for credit by the students in addition to other courses offered in the formal mode. The concerned institutions wishing to offer credits for e-courses should properly evaluate their contents. Academic Audit
With the growing proliferation of the e-resources, it will be helpful if there is a method of academic auditing of those courses, which are offered for the purpose of obtaining formal qualifications in the form of a certificate, a diploma or a degree. This will be useful for the protection of the interest of the learners as well the employers. For this purpose each country may establish an assessment system with clearly defined norms and standards of the content and methodology for the e-courses. This will prevent spurious programmes with unjustifiable claims. Limitations OF E-LEARNING
More and more organizations today are considering the potential of e-learning as an alternative means of improving and maintaining the knowledge and skills of their students, teachers and employees. To ensure success, it is important that organizations understand both the capabilities and the limitations of e-learning. Because development budgets are limited it is equally important that e-learning planners and developers become acquainted with successful e-learning applications, rather than start blindly and from scratch. E-learning is one of many education/training delivery system alternatives to classroom instruction. The Internet has made it possible to develop knowledge and skills and to deliver information with a degree of efficiency not often possible with traditional classroom instruction. It can reduce or eliminate such constraints associated with classroom instruction as: class scheduling, instructor staffing, student travel and lodging, time away from the job, training materials reproduction, distribution, and inventory. However e-learning has its constraints and trade-offs. Some of the key constraints to consider are: Level of Interactivity. The most common limitation is the lack of sufficient opportunity for interaction between the learner and the subject expert. It may not be possible always that the expert who developed the course will be available for interaction especially if the number of registered users is very large. This may be possible in some of the more advanced level courses where the teacher is accessible on line or on mail contact for a small group of students. Some face-to-face interactivity is possible using facilities such as teleconferencing and on-line discussions. However, other connectivity issues often come to bear in such applications. Sessions must be scheduled in advance and are impacted by time-zone differences among participants. Clearly, a high level of interactivity is desirable; but, seldom is it possible to achieve a level of highly adaptive interpersonal interactivity akin to that which can be provided by a live classroom. Some interactivity options that work well with e-learning applications include interactive question/answer sessions; multiple choice quizzes and tests; on-line demonstrations and presentations Whatever be form and content in which the e-courses are offered there is a need to over come some the severe limitations of these courses from effective learning. Bandwidth. Bandwidth refers to the rate at which the user's Internet connection can transmit (upload) and receive (download) information. In designing an e-learning application, the temptation is to exploit every feature of the content. For example, viewing "movies", if included in the lesson, is possible using a technique called streaming video. But, if the user does not have sufficient bandwidth, downloading and display can cause awkward pauses that may make the movie presentation jerky. Each e-learning method that developers contemplate should take into consideration the bandwidth connectivity available to their end users. Infrastructure Support. Like any other delivery system, e-learning requires a certain investment in hardware, software, and support staff. While much of the hardware/software investment may already have been committed as part of the organization's existing Internet or intranet facility, there remains the need for ongoing investments in support resources to develop and maintain e-learning components. Hence the institutions offering the e-courses and those availing such courses should ensure the interactive process by establishing study centres in which there will be a course mentor to assist the students on a regularly scheduled basis. The problems of bandwidth shortage can also be overcome by equipping such study centres with sufficient capacity. Such study centres can also serve to conduct examinations and tests as needed in a reliable manner. Another major limitation in availing the e-learning facilities sometimes is the high cost associated with them. This is generally the case offered by foreign institutions. Though this may be less than the cost of studying abroad it may still not be affordable to many aspiring learners. Yet another limitation is the acceptability of these courses by prospective employers or by academic institutions for further studies. Generally the programmes offered fully or partly through the web are not accredited by standard accrediting agencies. There is a need for a national policy either for accreditation mechanism for web based programmes or for a recognition process based on academic auditing for equivalence to similar approved courses.. Some Concerns Virtual universities use web technologies to deliver courses for diploma and degrees. But several concerns about the value of e-learning are being widely debated. The classrooms of students listening to live lectures by professors are giving way to courses taught on the Internet, via e-mail and on CD-ROMs. Stanford offers virtual master's-degree engineering courses. Oxford offers an online course on computers and historical research using electronic databases. Harvard also offers a Web-based computer course. At Duke, business students can earn a global executive MBA, which combines online learning with live class sessions. In Pennsylvania, Penn State University has launched an online program called the World Campus. Universities of Colorado, Kentucky and New York all have various online education and virtual-university projects under way. More than 50 colleges and universities from 16 Southern states launched the Southern Regional Electronic Campus with more than 100 online courses. Most of these publicly supported virtual universities say that their purpose is to help students overcome geographical barriers to an education. They also stress that the courses and degrees are aimed at the career learners, who are over the age of 22, don't want to live in a campus dorm and typically work during the day. Virtual universities are also seen as a new form of cost-effective education. It's clear that governments are looking at distance education as an alternative to the high cost of traditional education for college-bound students. Faced with thinning budgets and demographic projections that show a bulge of students about to enter the post-secondary education system, state colleges and universities are scrambling to make room and find professors. To fund online-education programs, some governments have been turning to the private sector for help. Michigan Virtual University is looking to "strategic partners," such as the automotive industry, to help fund its program. In 1998 Microsoft, Hughes Aircraft, Fujitsu and MCI announced plans to spend $300 million on a fiber-optic network that would connect California State's 22 campuses in exchange for the right to sell a projected $3.8 billion in high-tech products over the next decade to students and universities. The original plan was shelved after students and faculty heavily opposed the deal. It is presumed that the corporate sponsors are not donating funds for virtual universities out of purely altruistic reasons. Many of the firms see online education as a way to train their own workers and as a pipeline for new recruits. By providing funds, they hope that through online education they can maintain the kind of training today’s workers requires and also to retain the best and brightest. Some companies, such as Microsoft and AT&T, are creating their own corporate universities and then teaming up with established colleges to teach courses online to their workers.
At the less familiar level the Jones International and Western Governors' universities (WGU), students can earn online associate's, bachelor's and master's degrees. But these two institutions differ from the better-known universities in a major way. Neither owns a building or has a library, and the number of full-time faculty can be counted on the fingers of one hand. Advocates of online education point out that students are no longer limited by geography in order to further their education. Colleges and universities can add courses to meet demand without the expense of brick and mortar. But not everyone agrees on who benefits the most from virtual universities, nor is everyone happy with the changes that are occurring.
For instance, most established institutions, such as Oxford and Harvard, have shied away from offering undergraduate degrees online, citing the campus experience, with its rich social milieu, as the best way to educate students fresh out of high school. More troubling, according to critics, is the lack of accreditation standards for virtual universities and unclear guidelines pertaining to the intellectual property rights for courses developed by professors and then mass marketed to students on the Internet. Without more rigorous standards and rules, some professors fear our colleges and universities will become an automated education system that churns out digital diplomas at the expense of real education, while scholarly teaching becomes a software commodity that can be commercialized for profit. States, with their massive investments in public colleges, have been some of the most ardent supporters of virtual universities as a way of broadening access to higher education without the traditional costs. But setbacks, both political and programmatic, have taken some of the luster off of virtual learning. Not surprisingly, many professors are worried about the headlong rush into online education. They fault many of the merits of virtual universities, starting with the basic premise of learning online. They call it a sorry substitute for education, pointing out that nothing can match the quality of the classroom experience. As the number of students taught online by single professor increases, the quality drops further. Studies show that some students in online courses feel more isolated than typical students and are more likely to drop out. Advocates of online education counter that classroom teaching can be boring for many college students. Just think of all those students dozing off in the back of the class, they say. Besides, online education appeals to self-motivated students, who don't mind taking classes from their home and studying after work or once their children are in bed. But college courses shouldn't be reserved for certain classes of students, according to Mark Smith, associate director of government relations for the American Association of University Professors (AAUP). "Society has a responsibility to provide education to all students. It's one thing to deliver courses to students who are committed and another to deliver to freshmen right out of high school." Professors have also questioned the cost-effectiveness of online teaching. AAUP has reported that courses taught on the Internet actually require more class time, not less, resulting in the need for more instructors. And critics do not agree that lower tuition costs will result from e-learning. Stanford's online engineering courses cost 140 percent of the school's normal tuition, while Duke charges $85,500 for its quasi-online MBA program. Adding fuel to the fire on the issues of cost, choice and online education is a report from The College Board, the organization that develops and delivers the nation's Scholastic Aptitude Tests. The report entitled "The Virtual University & Educational Opportunity - Issues of Equity and Access for the Next Generation," concludes that information technology may deepen the divide between educational haves and have-nots. "Virtual universities will help only those who have the necessary equipment and experience to be comfortable with technologies," cautions the report. "Students who come from low-income and minority backgrounds are less likely to have been exposed to computers at home or school. A virtual university may widen opportunities for some, but not for those at the low end of the socio-economic scale." However, WGU's Edwards said that virtual universities aren't so much about saving money, but about saving time. "With competency-based learning, a student who is highly competent only has to take the classes he or she needs, which reduces the time spent on getting their degree." In the long run, that will also reduce the overall cost of education for the student, he added. Currently, tuition costs at WGU are the same as the states' brick and mortar institutions.
Lower Standards Professors have opposed virtual universities in a number of ways. At the University of Washington, 900 faculty, students and administrators signed a letter to the Governor protesting the state's ambitious plans for a virtual university. At UCLA in California, only 30 percent of the faculty followed a requirement that they post on the Internet a syllabus for every course they teach. Last March, Jones International University became the first virtual college to receive accreditation from one of the nation's six major regional accrediting associations. That move encountered strong opposition in the form of a letter from Dr. James Perley, chairman for the Committee on Accrediting of Colleges and Universities at AAUP, to the North Central Association of Colleges and Schools, which accredited Jones International. In addition to noting that Jones International had only two full-time faculty and no library, the letter denounced the fact that more than 90 percent of the students were simply taking a few courses or seeking certificates, not degrees. Perley pointed out that Jones International failed to meet several other primary criteria for an accredited institution, including proof of academic freedom (most courses are prepackaged, taught by "content experts" and not the professors who developed the course material themselves). Perley claims that online education does not give faculty the primary responsibility for such fundamental areas as curriculum, subject matter and methods of instruction.
Another troubling aspect of online education to professors is the issue of intellectual-property rights. With software as the tool and the Internet as the medium, some professors anticipate that in the not-too-distant future their knowledge may become a commodity that can be downloaded by hundreds or thousands of students and some publishing firms commercializing the courses for profit. One of the most vocal detractors of online education and virtual universities is York University (Ontario) Professor David Noble. Writing about the automation of higher education in a series of articles entitled, "Digital Diploma Mills," Noble blasted university administrators for the "commoditization of the research function of the university, transforming scientific and engineering knowledge into commercially viable, proprietary products that could be owned and bought and sold in the market ... Once faculty and courses go online, administrators gain much greater direct control over faculty performance and course content than ever before." Not all faculty are as anti-technology as Noble; in fact, AAUP points out that it is not opposed to technology-delivered instruction per se, but with the quality of instruction provided by virtual institutions. AAUP is also very concerned that policy-makers and administrators are shortchanging higher education as a whole in order to finance online education initiatives. "We don't think the issue is about less cost," said AAUP's Smith, "but cost shifting. You cut professors to increase IT spending."
Some virtual universities run into some difficulties as they attempt to grow due to lower-than-anticipated enrollment figures. In fact, high costs seem to be having a significant impact on performance of virtual universities on account of financing to develop curriculum, hire academic advisers and construct local centers where students could access their online classes or take tests. Meanwhile, new developments, including training-simulation CD-ROMs that replicate real-world conditions for students, are proving to be far better teaching tools than any classroom or textbook. Finally, the fact that schools, such as Oxford, Harvard, Duke and Stanford, are entering the field of online education adds brand-name legitimacy to the movement.
National Guidelines
With the availability of enormous variety of web based courses increasing around the world there is an urgent need to establish national guidelines for the recognition of such courses for the purpose of promoting high quality programmes on the one hand and preventing exploitation of gullible learners from the spurious offers. The guidelines would include the nature of courses that could be offered in the electronic form without loss of knowledge content. Such of those courses, which require hands on practical or laboratory experiences, may be excluded. The guidelines may spell out the nature of study centres with facilities for seamless and interactive learning. The academic auditing and accreditation norms may be included. Conclusion The dangers associated with spurious courses are real and require well defined norms, standards and guidelines. The growth and success of e-learning is closely linked to the design of quality learning, enabled through the use of technology. Instructional designers play the pivotal role of bringing together these disparate fields - for the benefit of students, instructors, and organizations. Many of the concerns of online learning drop out rates, learner resistance, and poor learner performance can be addressed through a structured design process. The resulting benefits - reduced design costs, consistent look and feel, transparency, quality control, and standardization - make organizational investment in Instructional Design a simple decision. The process of e-learning is under rapid evolution. There are severe constraints in taking full advantage of the opportunities available mainly due to the absence of approaches to their validation and recognition. Considering the current constraints and limitations and the reservations voiced on the value of e-learning, the prospects of it becoming a viable alternative to regular class-room learning is somewhere in the future. In the meantime it offers substantial scope for supplementing the knowledge and skill acquired through conventional systems.
Is E-Learning the Solution and Substitute for Conventional Learning?
Is E-Learning the Solution and Substitute for Conventional Learning?
Amirrudin Kamsin
Faculty of Computer Science & Information Technology, University of Malaya, 50603 Kuala Lumpur, Malaysia. Email: amir@um.edu.my
schools and institutions are applying this concept. “It is now feasible to offer remote
This study was conducted to assess whether substitution of conventional learning with e-learning can improve the education standard and knowledge of people especially in this information world. This paper was conducted mainly among students and lecturers in educational learning. It starts with a definition on e-learning and
students full, interactive participation in a class that would previously have been restricted to students who were attending locally. These technologies include such alternatives as two-way interactive, compressed video and electronic mail. One of the advantages of these technologies is a greater ability to support collaboration
conventional learning to provide a basic among students as well as between student
knowledge about e-learning and conventional learning. It continues with the introduction, the objectives, limitations and the scope of the topic as the guidelines to guide the research to be conducted thoroughly and precisely. This is followed by explanation of opinions and comments about the topic based on some additional sources or articles. A combination of procedures such as questionnaire and interview are used as instrument tool for this survey. The data gathered from the survey were analyzed to determine that e-learning provide more benefits than conventional learning.
and professor.”(Bricken, 1990; Shneiderman, 1993) It is made up of several methods of learning and use network technology to create, deliver and to enhance learning capabilities through Internet. It has been applied in school, college and business widely. This online learning enable people around the world access for information they need and this enables knowledge to be distributed widely.
E-LEARNING
E-Learning is an online education that is delivered in a synchronous or
Keywords:
E-learning, Conventional
asynchronous format. Synchronous format is
learning, knowledge sharing,
1. Introduction
E-Learning is becoming a recent phenomenon. Due to the vast improvement of computer technologies, more and more
a condition where lessons are carried out in real-time and led by instructor, while asynchronous format is self-paced whereby each individual progresses according to one’s pace. E-Learning requires the use of a network environment, also known as “cyberspace”.
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
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Amirrudin Kamsin
E-Learning is meant to reach students who encounter difficulties in attending traditional classes. This may bedue to
BENEFIT OF E-LEARNING 1.Convenience and Flexibility 2.Offers Individualized Instruction
distance,
personal
difficulties
and
3.Self-paced
responsibilities, or even time constraints. “Students who enroll in distance education courses tend to be aged 20-40, employed at least part-time, and sometimes unable to meet the entrance requirements to regular programs” (Faibisoff & Willis, 1987).
VIRTUAL CLASSROOM
The concept of Virtual Classroom is an extension from E-Learning, which occurs when there is a physical separation of instructor and student. “In the near future, it will become apparent that computers and other forms of technology are heavily used in classrooms and their objectives and results of those objectives will be heavily monitored and scrutinized.”(Goals 2000; Texas Education Agency 2000)
Virtual Classroom makes use of live broadcast, interactive video and electronic mail (e-mail). This electronic networking provides access to various resources, and e-
4.Broader Range of Opinions 5.Greater Range of Feedback 6.More Direct Control 7.High Level of Interaction 8.High Levels of Participation, Engagement and Concentration
DRAWBACK OF E-LEARNING
1. Technology Issue There are uncertainties in this subject. For instance, it is unsure that the existing technology infrastructure can accomplish the learning or training goals. 2. Inappropriate Content Though limited, there are possibilities that certain E-Learning materials might contain inappropriate content. Such contents might be materials that include sensitive issues or materials that are not suitable for students. 3. Cultural Acceptance There might be possibilities that
mail enables student to communicate with
student
demographics
and
friends, instructors, and even technical experts easily. This provides student with the opportunity to personally communicate with relevant parties and exchanging ideas.
To implement Virtual Classroom successfully, there are a few criteria to be followed:
Appropriate to the technology Consistent with the instructor’s philosophy and style of teaching Convenient, accessible and relevant to students Highly interactive Well-organized and well presented.
psychographics may predispose them against using computers. Therefore E- Learning will not be a suitable medium of education for them.
CONVENTIONAL LEARNING
There is an argument that conventional learning is the best way in maintaining a learning process. Other learning methods consider it to be less efficient. Universities have a proud tradition of combining learning, research, teaching, and professional development (Peter Cheese, 2003). This is caused by the reason that conventional learning is more efficient than e-learning in some aspects. Some professors and researchers believe that face-to-face
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instruction able to convey the meaning of the
Is E-Learning the Solution and Substitute for Conventional Learning?
felt. This makes them decide that online
lecturer than using distance learning. learning wasn’t the way to go – not as Conventional learning also gives more effective as classroom (George Siemens,
chance to students to meet their lecturer and discuss with them directly. Distance learning through Internet widens the gap between lecturers and students and this may lead to message being interpreted wrongly by students.
A second reason higher education resists e-learning is the absence of many of the technical skills needed as well as the
2002). Some professors afraid of their role as main instructor have been replaced by computer. This condition made them feel that they are not needed anymore in university.
The other challenge that is faced by universities is the cost involved. Views that e-learning reduces the expense of delivering learning are false (George Siemens, 2002).
experience in marketing and customer Cost that involved in developing e-learning
service necessary to support and develop this new market (Peter Cheese, 2003). From this field, can see that e-learning only provide the
is enormous that many universities cannot afford it. This is because e-learning is an Internet enabled learning that uses a wide
learning skills but do not provide the range of network technology to design,
technical skills. Students can learn many
deliver and administer it. Also, university
from the e-learning but they don’t know may need high technical skill of personnel in basic knowledge for the technical skills. providing training to lecturers and the salary
Technical skills only can develop when student involves themselves and take experience from it. Besides that, many universities are attempting some e-learning initiatives, but on a very limited scale (Peter Cheese, 2003). This happens because funding for such initiatives at the university level is another challenge and need right base of the skills. University also needs to
involved to hire a group experienced personnel is extremely high. This way has increased the burden of the university.
However, it has been found that the use of technology in learning give a positive effect to the learning process as committed by students. There are a few ways that may be applied to solve the problems that faced
deliberate the outcome for establish and by universities. Government support is very
introducing the e-learning direct to the students. To make the e-learning successful introduce in the universities area needed a great deal of time and resources to become sustainable.
E-learning is still not used widely in education as many universities are resisting to apply e-learning as their learning method. This is because many professors insist that e- learning is ineffective and reluctant to accept e-learning. They are usually afraid to use computer and do not have enough experience in high technology. They may need a long time in training sessions if e-learning is applied and this may waste their time as they
important in education. The great benefit of governmental support is that it can provide sponsorship and commitment (Peter Cheese, 2003). We need government sponsorship as a mean to sponsor the cost in introducing e- learning into universities. Universities need a development model that provides a common capability backed by government, allowing universities to exploit e-learning and focus on content and teaching. Within the sponsor from government, the universities can provide an inclusive e- learning platform for the students. Besides that, the universities also can support e- learning-based degree courses and modules for the entire student around the world.
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Amirrudin Kamsin
Government also can encourage other private companies to participate and support for the funding needed by universities. These
tutorials are updated online, online courses are offered and this enables knowledge to be spread widely to students around the world.
private companies may able to hire for Learning design expertise (Peter Cheese,
personnel that specific technical skills and
2003). Various multimedia tools and
technical infrastructure that needed in software are used in administrating the e-
bringing e-learning into universities.
learning
like
video
conferencing,
Collaboration with other university also can develop a strong and skillful management team that can design an effective and compelling plan in managing the process of e-learning efficiently.
The greatest asset to e-learning is it’s ability to allow the student to control the learning process by offering the student an immediate, action oriented, practical learning experience (Vernon Pursley, 2002). The most important for the e-learning process is the flexibility. This mean that students are free to skip the material which they already familiar with and focus on the other new material. Students are also able to review the information as often as they want, depend to their interest, needs and skill level. However, the conventional learning make the progress learning too slow or too fast, this make the student loss interest to learn it. Besides that, e-learning is convenience. Students are free to set their own schedules and not bound by
collaboration, online discussion forums and authoring tools. With web based learning, communication among learners from remote place are enhanced, knowledge being acquired and transferred among the learners, the ability to conduct an open discussion and students can learn based on their own schedule. All this facilities create creative abilities that can not be seen in conventional learning.
2.0 METHODOLOGY
PARTICIPANTS Participants were 78 students, 1 female lecturer from the University of Malaya and 1 male High School teacher from Catholic High School, Petaling Jaya. Majority of the student participants are from the Faculty of Computer Science and Information Technology while the rest were from Faculty of Engineering, Faculty of Education, Faculty of Arts and Social Science , Faculty
time. It makes the process learning can of Business and Faculty of Science. Most of
happen at anywhere, anytime and save much of the time. But for conventional learning, the students can’t set the schedules by themselves. The timetable is fit by lecturer or teacher. The student must follow the timetable to gain the knowledge. It also wastes the time for the student who stays far from school because they need to travel to and from class.
Besides that, e-learning also provides some advantages which are not found in traditional learning. The benefits that held in e-learning can be a competitive advantage for a higher education against other private education. In e-learning, all the notes and
the student participants are currently or previously involved in some sort of e- Learning, therefore are capable of understanding the concepts of e-Learning and most of all suitable for our research.
DATA COLLECTION A survey was conducted for the students. Survey questions were distributed to them while they are hanging around in the lobby or in the studying room. Each piece of survey question was given out one by one to avoid duplication of the results collected. This is because if there were a whole lot of students doing the survey questions together, the possibility of getting the same answers
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from them are quite high due to their peer influence and this will affect our research very much. The survey consisted of 16 short questions which took the students the fastest 10 minutes and the slowest 20 minutes to complete. Before the survey questions were given to the students, we had make sure the student taking part in the survey has a personal computer and somehow or other been involved in e-Learning before. This is to make sure that they comprehend fully what e-Learning is about and its pros and cons. Participants were informed that the content of the survey question would not be disclosed to the public in any manner.
Other than conducting a survey for the students, we have also conducted interviews with a lecturer of University of Malaya and an experience High School teacher. The experience of both would be of the best interest of us and by sharing them with us, would enlighten us about the view of e- Learning from a teacher or a lecturer’s point of view. As we have planned, both the candidates represent some contrasts with regard to background and demographic characteristics. As mentioned above, the female lecturer is in a position which has a high degree of exposure in e-Learning. In contrast, the male teacher has been teaching his classes for over ten years with limited experience in e-Learning. The design of the questions was as open-ended and non-directive as possible.
Is E-Learning the Solution and Substitute for Conventional Learning?
♦In your opinion, by implementing e- Learning, does or would it affect the outcome of the classes conducted? (In a positive way or negative way?) ♦Would you suggest substituting e- Learning for conventional learning? (Why do you think so? Please explain.) ♦Could you visualize our country’s education system in 5 years time based on the changes made recently?
Follow-up questions were used when applicable to probe the participant for more than a yes or no answer and to elaborate on a particular theme when it arose. Questions were asked for the individual to explain why the feelings accompanied the circumstance.
In all, interviewees were asked more of their personal opinions, knowledge and experience rather than the technical view of e-Learning.
DATA ANALYSIS Survey questions were collected on the spot and checked for completeness. If there were any unfilled questions, further approach was done to make sure the particular candidate could complete the survey questions. There were some survey questions which we overlooked when collecting and therefore resulted the particular survey question to be voided from our result. Other than completeness, we also carried out
Overall, the questions provided some analysis on each survey question collected.
consistency of structure in each interview while also allowing the participants to add their opinion whatever they felt was worthy data to the study. Below are some examples of the interview questions:
♦What is lecturer’s opinion about E- learning? ♦Have you been involved in any type of e-learning before? (If yes, for how long? if not, why not?)
We were very caution about the attitude of the candidates while they were filling in the survey questions. This to prevent them to simply fill in the questions provided. Secondly, we also analyzed the answers answered to prevent any contradicting answers from them. For example: 1. e- Learning is better than conventional learning methods. (Answer: Strongly agrees.) 2. In your opinion, e-Learning has the below mentioned benefits: (Answer: None).
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There were amazingly high number of cases similar to the above mentioned situation occurred. There was nothing we could do but to void their answers from out research.
As for the interviews, reports of the interview were generated and were checked by the interviewee for validity and reliability of the report prior to be analyzed by us.
3. RESULTS
QUESTIONNAIRE For the survey, our group has chosen forty members (students) from around University Malaya. The survey samples are taken from six different faculties, ranging from the Faculty of Computer Science and Information Technology, which made up the largest number of students being surveyed here, at 63% or 41 students out of sixty five,
PEOPLES EXPERIENCED IN E- LEARNING From the 65 students who filled the survey form, 36 students or 55.4% of them admitted to not having any first hand experience on any kind of e-learning methods before. The rest, 29 students said that they did have experienced at least one time with e-learning methods such as reading e-book, CCNA text and etc. Most of them who did experience it are the FSKTM students. It is because they had attended a course called Network Technology which needs all the students to do every chapter and tests on-line based on the CCNA qualification.
PEOPLE’S OPINION OF E-LEARNING CAN ENHANCE LEARNING SKILL When they were questioned on whether they think that the e-learning system could enhance their learning skills better compared
the Faculty of Arts and Social Science, to the conventional way, 40% or 26 of them
Faculty of Business and Faculty of Education, with 6 students each, the Faculty of Engineering with 3 students and the Faculty of Science, with only 2 representative. More samples had been taken from the Faculty of Computer Science and
stated yes. Meanwhile, 39 of them said no. From the 39 students who said no, related to the question before this, we can conclude that 10 students were spoke from assumption, remain 29 of them were spoke from experience.
Information
Technology
because
assumptions are made that their degree are more related to the e-learning system.
KNOWLEDGE OF E-LEARNING From the survey, we found that 73.8% of those surveyed, or 48 out of the 65 students, have heard and proclaimed to have a clear idea of the e-learning concepts, while 26.5%, or the remaining 17 students, stated not sure. None of them stated having no idea. Therefore, it can be concluded that e- learning is no longer something foreign or new to the community nowadays. At the survey form we also added a definition for e- learning as a short briefing about it. Thus, they can keeps on answering the remaining questions.
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PEOPLE AGREEABLENESS OF E- LEARNING BENEFIT 60% of them agreed that e-learning system saves money. 95.4% or majority of them choose the paperless environment as a benefit, while 61.5% are looking forward to enjoy the interactive that e- learning provides for its participants. 36.9% think that mobility is a benefit, a 29.2% think e- learning would be easier to understand, with 41.5% presuming e-learning lessons are easier to store. The lowest is 10% who pick high availability as a benefit while the 21% stated other benefits.
PEOPLE’S OPINION OF E-LEARNING CAN CONTRIBUTE TO MALAYSIA When they were asked to state their opinion on the possibility of e-learning making any contribution to the national education system’s growth, 55.4% or 36 students, answered no. Meanwhile, 26.1% or 17 students are claiming that they are not sure and 18.5% or 12 persons saying.
PEOPLE AGREEABLENESS OF E- LEARNING SHORT COMING After a more in depth analysis, we found that highest percentage of the students which are 45 persons of them or 69.2%, think that e-learning is only available to personal computer owners, and 36 persons out of those surveyed, or 55.4% of the total, agreed that there are other short comings in the e-learning system. Apart from that, 40 students or 61.5% did not acknowledge that poor interactivity among the participants is an e-learning turnoff. Meanwhile, the lowest percentage is 35.4% out of the grand total had claimed the e-learning is more expensive than the conventional education system.
PEOPLE RECOMMEND THE E- LEARNING AS A PART OF COUNTRY EDUCATION SYSTEM From the survey, we found that a huge majority or 87.5% of the students supported the motion of implementing e-learning into our country’s education system, while 5 of the respondents disagreed. This means that more people are viewing e-learning as beneficiary than not. One of the reason why such results can be occurs is the impact of continues improving of ICT in our country.
COMPARISON OF E-LEARNING AND CONVENTIONAL LEARNING A comparison was made between e- learning and the conventional learning method and it was found that the conventional system held an edge over the e- learning method; with 67.5% of them
Is E-Learning the Solution and Substitute for Conventional Learning?
preferring conventional learning and 60% think conventional learning is better. However, there are 65% think e-learning is more interesting.
PEOPLE’S OPINION OF E-LEARNING CAN SUBSTITUTE CONVENTIONAL LEARNING Regarding the future of e- learning, the respondents were asked if they think e- learning would one day being able to substitute the conventional way of learning in schools in the future, 57% think it would not and remaining 43% who do not. Therefore, from this survey we ca concluded that conventional learning is being more accepted than not, even though a higher sum of people agreeing that e-learning provides more advantages over the conventional learning method.
4. DISCUSSION
What degree of e-learning can deliver benefits for student? What is the short coming of e-Learning? Can e-learning be a substitute for conventional learning?
These are the major questions asked in the research.
THE BENEFITS OF E-LEARNING
There are a lot of benefits for e- learning. According to our research, e- learning have the following benefits: o E-learning can save money o E-learning can provide a paperless environment. o E-learning has more mobility and portable. o The teaching materials of e-learning are easy to be store. o The contents of e-learning are easier to understand. o There is higher accessibility of e- learning contents.
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Does e-learning really save money?
According to our research, there were 39 students disagreed and 26 students agreed for this statement. Before our group members start this survey, we expect that students mostly will agree that e-learning can save money for the process of teaching and learning. The survey result showed an opposite way that e-learning can’t save money. Our group thought that this is not a successive survey because the sample of this survey are too small, in additional, the
discussed. Students and teachers need not spend money to photocopy notes and buy books to study or reference.
Again, all the material can be store automatically and systematically. But there are still weaknesses, even though there are a lot of study resources available in the Internet, sometimes, it is not as good as a printed notes and book, which we can simply write down our comments and important point at the page of the book.
students are mostly from the Faculty of E-learning is more convenient than
Computer Science and Information Technology (FSKTM). Therefore, the result from this survey maybe bias and are not accurate. Even though this survey may not be accurate in some way, this survey is still considered to be able to provide some guide line for us to gain more understanding of students’ view of e-learning.
According to Kevin Kruse (2002), e- learning could actually reduce overall cost. It is because e-learning can eliminate the cost of instructor’s salaries, meeting room and class room rentals, the travel fees, lodging, and meals are directly quantifiable.
But in other perspective, the cost of implementing and monitoring an e-learning environment is also expensive. The fees of
conventional learning because it is portable.
According to our survey, there are 55% of students agree that e-learning is mobility which students can use their PDA , notebook when they are traveling everywhere.
According to a sample survey of University of Edinburgh, “Student Views of E-Learning-WebCT user 2004”, a similar question had been asked, it goes “Do students view ICT as a benefits for their study”. The table below shows a very large majority stating that ICT is a benefit to their studies, and remarkably few seeing it as a distraction. This emphasizes the degree to which students have.
yearly licensing, hardware maintenance and purchases also will burden the budget of e-
Total
Percent (%) Female Male
learning. As a conclusion, we need to do further research if we want to know whether e-learning can save money if compare with conventional learning.
Does e-learning provide a paperless environment?
According to our survey, it is clearly showed that e-learning can provide a
a very considerable benefit something of a benefit something of a distraction a very considerable distraction
78.9 78.4 79.4
19.3 19.2 19.7
1.6 2.1 0.9
0.2 0.3 0.0
paperless environment. The benefits are also related with the first benefits that we have
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(Depicted from a survey from University of Edinburgh WebCT users 2004)
This table of survey shows that e- learning has a very considerable benefit and it is not a distraction. From this table, we can conclude that the existing e-learning can give more benefits to students.
E-LEARNING DISADVANTAGE E-learning also has some short coming, among them are:
Is E-Learning the Solution and Substitute for Conventional Learning?
Meanwhile, Kevin Kruse (2002) also stated that: “e-learning does have its limitations, among them are: o Technology issues of the learners: most commonly technophobia and the unavailability of required technologies. o Reduced social and cultural interaction can be a drawback. The
o E-learning has poor interactivity
impersonality,
suppression
of
between students and teacher or lecturer compare with conventional learning. o E-learning is only available to PC
communication mechanisms such as body language, and elimination of peer-to-peer learning that are part of this potential disadvantage are
users.
lessening
with
advances in
o E-learning is more expensive.
According to our study, there are 38% of students who disagree that e-learning has poor interactivity if compared with conventional learning. The communication level of e-learning also can be enhanced with the advanced technology, for example, the using the application of video camera, multimedia and sound. The only short coming of e-learning is lacking of “human touch”. For example, students can only see an online course mates through a video camera or some through texts at one time and the lacking of eye-contact and touches between them are crucial in building a humane society. If compared with conventional learning, students can share their emotion, have human contacts, smile and even cry together. These kinds of life experience can only be acquired from conventional learning.
Can E-Learning Substitute Conventional Learning?
According to our survey analysis, there are 57% of the students accepted that e- learning can substitute conventional learning. There are still 43% of students who does not agree that e-learning can substitute conventional learning.
communications technologies.
For the overall conclusion, the existing of e-learning is really good to improve current education culture, but it is still lacking some features to substitute conventional learning. It will be a problem for our society if the students graduate from schools and universities lacking in communication techniques and most important of all being humane, and producing uneducated experts in the future. Imagine if the future of our education is fully based on e-Learning, what would be of our society? No doubt, because of the rapid advancement of our technology, e-Learning will gain more acceptances from the public. But we have to be very careful in adopting the “correct” methodology. E-learning is better to be as a supplement for a real class room and the degree of e-learning as a supplement of real class room can be determined according to the abilities of the institutes and developer and the users’ ability to adapt.
5. CONCLUSION
It clearly shows that e-learning has more benefit than conventional learning. Problems that exist within conventional learning can be solved partly through e-
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learning. By utilizing e-learning effectively, university’s ability to transfer knowledge and expertise to society can be enhanced. Also we are able to predict the future of learning in order to meet the needs of the changing world through continuous e-Learning activities. Before that, we must understand the problems that may happen within e- learning. Integration of high technology with multimedia tools must be emphasized
[4] Faibisoff, S.G. and Willis, D.J. (1987). Distance education: definition and overview. Journal of Education for Library and Information Science, 27, 223-232. [5] Ferdinand Kraus, (2004) IDEAS: Instructional Design for Elearning Approaches, Retrieved April 29, 2004 from http://ideas.blogs.com/lo/ [6] George Siemens, (2002) elearnspace. everything elearning, Retrieved August 25,
because e-learning relies heavily on technologies. Also, collaboration with government, private organizations and other
2004 from http://www.elearnspace.org/Articles/Week1_ Elearningvs.Classrooms.htm
universities is important to overcome the high cost involved in develop e-learning. We also need to provide experienced personnel with technical skill needed to implement e-learning. So, we could say that e-learning is a good solution to conventional learning as it is able to solve most of the problems that exist in conventional learning. However, e-learning has its own disadvantages and problems that needs to be solved before it can be implemented successfully. So e-learning can not substitute conventional learning wholly as there are still many aspects that must be considered before e-learning can replace conventional learning.
6. REFERENCES
[1] Bricken, W. (1990). Training in virtual reality. Unpublished paper. Retrieved July 29, 2004, from anonymous ftp archive ftp.u.washington.edu. [2] Deborah Barreau, Cheryl Eslinger, Kim Mcgoff, Cynthia Tonnesen. Group Collaboration in the virtual classroom: an evaluation of collaboration learning in the
[7] Giuseppe Chiazzese, Claudia Cortopassi, Maria Rita Laganà, Virtual secondary school classroom Retrieved August 21, 2004 from http://www.lmu.ac.uk/ies/conferences/Chiaz zese.html [8] Hsinchu, Starr Roxanne Hiltz, (1995), Designing a Virtual Classroom Retrieved July 23, 2004 from http://www.njit.edu/ old/CCCC/VC/Papers/Teaching.html [9]Jeff Haywood, Hamish Macleod, Denise Haywood, Nora Mogey, Wilma Alexander. (2004). A Survey of University of Edinburgh WedCT Users 2004: Student View of E- learning. Online resource. www.flp.ed.ac.uk/ ALTC2004/studentviews.pdf [10]Kevin Kruse. (2002-2004). The benefits and drawbacks of e-learning. Online article. [11] Marcia Conner, (2002) Global Implications of eLearning, Retrieved August 10, 2004 from http://www.linezine.com/7.2/articles/ mcgie.htm [12] Mark Cavender, (2000) eLearning ShmeeLearning, Retrieved August 10, 2004 from http://www.linezine.com/7.2/articles/ mces.htm [13] Peter Cheese, (2003) What Keeps Universities from Embracing e-Learning?
virtual classroom of CMSC 818s and the
Retrieved August 24,
2004 from
technology that supports it. [3] Dori Digenti, (2000), Building a Learning Strategy for Leaders Retrieved August 10, 2004 from http://www.linezine.com/7.2/ articles/ddbls4l.htm
http://www.elearningmag.com/ltimagazine/ar ticle/articleDetail.jsp?id=74867 [14] Seo Jee-yeon, (2004). E-Learning to Become Strategic Industry, Retrieved July 30 from
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http://times.hankooki.com/lpage/tech/200407 /kt2004072918404411790.htm [15] Shneiderman, B. (1993). Education by engagement and construction: experiences in the AT&T teaching theater. Keynote speech for ED-MEDIA '93, June 1993,Orlando, Florida. [16] "Student Views of E-Learning: A Survey of University of Edinburgh WebCT Users 2004", Jeff Haywood, Hamish Macleod, Denise Haywood, Nora Mogey & Wilma Alexander Texas Education Agency. (2000). Ch.126 texas essential knowledge skills for technology (prek-12). Austin, TX. TEA: Author. [17] Vernon Pursley (2002) E-learning Courses - Self Investment Retrieved August 24, 2004 from http://www.pcjournal.com/modules.php?nam e=News&file=print&sid=212
Is E-Learning the Solution and Substitute for Conventional Learning?
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(Redirected from E-learning) Jump to: navigation, search Electronic learning or eLearning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies. Contents [hide] • 1 Market • 2 Growth of e-learning • 3 Technology • 4 Services • 5 Goals of e-learning o 5.1 Computer-based learning o 5.2 Computer-based training • 6 Pedagogical elements • 7 Pedagogical approaches or perspectives • 8 Reusability, standards and learning objects • 9 Communication technologies used in e-learning • 10 E-Learning 2.0 • 11 Computer-aided assessment and learning design • 12 E-learning software platforms • 13 See also • 14 References • 15 External links
[edit] Market The worldwide e-learning industry is estimated to be worth over 38 billion euros according to conservative estimates, although in the European Union only about 20% of e-learning products are produced within the common market. Developments in internet and multimedia technologies are the basic enabler of e-learning, with content, technologies and services being identified as the three key sectors of the e-learning industry. [1] [edit] Growth of e-learning By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education in the United States.[2] Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities. [3] . [edit] Technology Many technologies can be, and are, used in eLearning, including: • screencasts • ePortfolios • electronic performance support system • PDA's • MP3 Players with multimedia capabilities • web-based teaching materials • hypermedia in general • multimedia CD-ROMs • web sites and web 2.0 communities • discussion boards • collaborative software • e-mail • blogs • wiki • text chat • computer aided assessment • educational animation • simulations • games • learning management software • electronic voting systems • virtual classrooms • podcasts Most eLearning situations use combinations of the above techniques. An example of this is moodle which uses: discussion board threading, wiki and real time textual chat. However, moodle is referred to as a CMS, this is because course material is often video, mp3, text documents, scanned images or links to other web sites. Along with the terms learning technology and Educational Technology, the term is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common. E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages. In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers. e-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training. [edit] Services E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations. [edit] Goals of e-learning E-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency. [edit] Computer-based learning Computer Based Learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing). [edit] Computer-based training This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (September 2007) Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, CBTs growth has been hampered by the enormous resources required: human resources to create a CBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times. [edit] Pedagogical elements Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be implemented in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or an iPod video. When beginning to create eLearning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students. [edit] Pedagogical approaches or perspectives It is possible to use various pedagogical approaches for eLearning which include: • instructional design - the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher. • social-constructivist - this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. • Laurillard's Conversational Model[4] is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards [5]. • Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.[6] • Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.[7] • Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.[8] • Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.[9] [edit] Reusability, standards and learning objects Much effort has been put into the technical reuse of electronically-based teaching materials and in particular creating or re-using Learning Objects. These are self contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository. A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Interoperability Framework) or categorizing meta-data (LOM). These standards themselves are early in the maturity process the oldest being 8 years old. They are also relatively vertical specific: SIF is primarily pK-12, LOM is primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with some Higher Ed. PESC- the Post-Secondary Education Standards Council- is also making headway in developing standards and learning objects for the Higher Ed space, while SIF is beginning to seriously turn towards Instructional and Curriculum learning objects. In the US pK12 space there are a host of content standards that are critical as well- the NCES data standards are a prime example. Each state government's content standards and achievement benchmarks are critical metadata for linking e-learning objects in that space. [edit] Communication technologies used in e-learning Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participants involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time. Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting. Virtual classrooms and meetings can often use a mix of communication technologies. [edit] E-Learning 2.0 The term eLearning 2.0 has been used to refer to the use of social software such as blogs and wikis.
All or part of this article may be confusing or unclear. Please help clarify the article. Suggestions may be on the talk page. (February 2007)
In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings. Second Life has recently become one of the cutting-edge virtual classrooms for major colleges and universities, including Princeton, Rice University, University of Derby (UK), Vassar, the University of Plymouth (UK) and the Open University (UK),[10]. In 2007 Second Life started to be used for foreign language tuition [11]. Both Second Life and real life language educators have begun to use the virtual world for language tuition. English (as a foreign language) has gained a presence through several schools, including the British Council, which has focused on the Teen Grid. Spain’s language and cultural institute “Instituto Cervantes” has an island on Second Life. A list of educational projects (including some language schools) in Second Life can be found on the SimTeach site. The various blogs that are being used for providing writing approaches are gaining popularity. [edit] Computer-aided assessment and learning design Computer-aided Assessment (also but less commonly referred to as E-assessment), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Most software for this is still very primitive however. The term learning design has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS[citation needed] which supports sequences of activities that can be both adaptive and collaborative. The IMS Learning Design specification is intended as a standard format for learning designs, and IMS LD Level A is supported in LAMS V2. [edit] E-learning software platforms Below is a list of some of the e-learning platforms that are available. Open source Open-source Virtual Learning Environments (VLE) • ATutor • Claroline • Dokeos • KEWL • LON-CAPA • Moodle • Sakai Project • OLAT Proprietary • Elluminate • ANGEL Learning • Authorware • Blackboard • Captivate • Brihaspati • Tooling University • FirstClass • Knowledge Forum • WebCT • WebEx • Xmind • TutorVista [edit] See also
Wikibooks has a book on the topic of ICT in Education
Wikibooks has a book on the topic of Blended Learning • Blended learning • e-CIT (EU-funded project) • SIF(Schools Interoperability Framework) • CALL (computer-assisted language learning) (for a more historical perspective) • Collaborative learning • Computeach • Computer Based Learning • Computer-based testing • Computer-based training • Distance education • Edublog • Educational game • Educational technology • Electronic performance support system • eLearning 2.0 • Flexible Learning • History of automated adaptive instruction in computer applications • History of virtual learning environments • Learning management system • Learning content management system • Learning & Development • M-learning • Microlearning • National University Virtual High School • Networked learning • Online deliberation • Online tutoring • Online learning community • Videobook • Virtual Campus • Virtual education • Virtual learning environment • Virtual university • Web-based training • eLML - eLesson Markup Language [edit] References 1. ^ Nagy, A. (2005). The Impact of E-Learning, in: Bruck, P.A.; Buchholz, A.; Karssen, Z.; Zerfass, A. (Eds). E-Content: Technologies and Perspectives for the European Market. Berlin: Springer-Verlag, pp.79-96 2. ^ "Sloan Consortium" 3. ^ Hebert, D. G. (2007). “Five Challenges and Solutions in Online Music Teacher Education,” Research and Issues in Music Education, Vol. 5 4. ^ Informal description of Laurillard's Model 5. ^ E-moderating: The Key to Teaching and Learning Online - Gilly Salmon , Kogan Page, 2000, ISBN 0-7494-4085-6 6. ^ Bloom, B. S., and D. R. Krathwohl. (1956). Taxonomy of Educational Objectives: Handbook 1 7. ^ Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations" 8. ^ Areskog, N-H. (1995) The Tutorial Process - the Roles of Student Teacher and Tutor in a Long Term Perspective 9. ^ Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design." 10. ^ Parker, Quin. "A second look at school life", The Guardian, 2007-04-6. Retrieved on 2007-06-16. 11. ^ Dorveaux, Xavier. "Apprendre une langue dans un monde virtuel", Le Monde, 2007-07-15. Retrieved on 2007-07-15. [edit] External links • Distance Learning at the Open Directory Project • Instructional Technology at the Open Directory Project Retrieved from "http://en.wikipedia.org/wiki/Electronic_learning"
I agree that E-learning is good... but according to me in e-learning the human touch is missing... The human touch means that...
it is not taught by any human being but by a computer... any machine can never be better than a human being... so i agree that e-learning is good but it still miss that human touch which is necessary....
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well,in my opinion evrything has its pros n cons so as e-learning also. but if we see it has more advantages than disadvantages.it is an ultimate technique to make people learn about different and upcoming trends by being at their palces.it helps people who are geographically scattered to learn the about anything without moving from their places in a more convenient manner.it is a cost-effective method also as by using this method of learning we will have to use less manpower and wud obviously have to pay less...just one person can teach 'n' number of people at different locations.
yes, i support e-learning because the work can be accurately completed. By using technology only any country will become the most dominating one. But i can say that without human brain nothing is possible with the technology. One thing i should remember every one that technology is invented by the humanbeings but not itself born like a human. It can be used in the right way for the development but everything should not be committed through technology.
9 comments:
I agree for E-learning is best because every one wants to go high, and every one knows we can do it with the use of technology but in my opinion in India not be used becausr by using this country use less man power and we how much we are?If it is in used than no. of people become unemployed and it effect our GDP growth. But we have to use technology to reach the zenieth so used it in a nice which donot effect anything.
well,accourding to me e-learning is the best way of learning..specially in this fast life of country through tyz we can study on any topic in a very short tyme. i also know that by using this technique we ll face the problem of enemployment.but if we hav to move forward like other developed countries we should use tyz one..but not in a large manners....
E-LEARNING: SUBSTITUTE OR SUPPLEMENT?
M.Anandakrishnan
Emerging Trends
The opportunities to pursue educational objectives through e-learning are emerging worldwide at a very rapid rate and in many different forms. They are variously described as e-courses, web courses, virtual learning, on-line courses, digital courses etc. The learners are attracted by their convenience and affordable cost to acquire additional knowledge and qualifications. Yet the process has not yet matured to the level of confidence seen in the conventional system of teaching and learning.
The material for e-learning is made available in many forms such as CDs, Internet, Intranet and sometimes in combination with other forms of distance learning. The programmes offered through electronic media deal with a large variety and levels of subject knowledge and curriculum. Some are not particularly related to any curriculum but offer learning opportunity in the broad areas of subject knowledge by additional material or novel approaches to dealing with a subject or a topic. The Internet is full of such material for use from kindergarten to postgraduate levels.
There are also several sites which offer stimulating discussions, experiments, problems, quizzes, and explanations on a large variety of subjects relating basic sciences, mathematics, humanities and social sciences, engineering and technology, and skill oriented subjects. The web also contains several types of library material in various languages in electronic form useful either as references or study guides.
Definition of e-learning
There are many different ways e-learning is defined. Some of the definitions are listed below:
“The convergence of the Internet and learning, or Internet-enabled learning.”
“The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere.”
“The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.”
“A phenomenon that delivers accountability, accessibility, and opportunity allowing people and organizations to keep up with the rapid changes that define the Internet world.”
“A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.”
“ The use of the Internet and/or proprietary intranets to deliver, administer, and measure the effectiveness of training, instruction, and information dissemination. It can be an alternative delivery system or supplemental support to more traditional instructional systems such as the classroom, computer-based training, print self-study, and the like”.
If designed and delivered correctly, e-learning can do all these things. The problem with most interpretations of this term, however, is that they focus too heavily on the technical side, less so on the dynamics of the learning process. The real challenge in e-learning is keeping in mind the people for whom it is designed. How do people learn? How do people acquire and retain skills? How do people access information to help their development? Only after these questions are addressed the technical side—the electronic delivery—is adapted to the learner.
Choice of e-courses
A person wishing to pursue e-learning may have many different objectives. Some may wish to acquire additional knowledge on topics or subjects in a random manner. Some may want to strengthen their understanding of their conventional courses by enriching them with additional information and newer methods. Some may take a few web-based courses for credit to be counted partially or fully for degree or diploma requirement.
The e-learning resources may have been developed and posted on the web by educational institutions that also offer formal courses on the same subjects in their institutions. Some of the web resources may be in the electronic form only for programmes offered by educational or commercial organizations. Many of the resources may be contributions of individuals or groups on a variety of topics or subjects without any formal curricular structure. Some of these resources may be freely available while many may require formal registration and access rights. In general the e-learning happens in the distance mode.
Features of Distance Learning
Distance learning courses are likely to fail if they are delivered as if they were traditional courses. Pedagogy must drive the choice of instructional technology, not the other way around. Compared with a human instructor, technology is less adaptive. Once a plan of integration is implemented, it is less likely to change it according to student's reactions. This is why instructional design plays an important role in bridging pedagogy and technology. Subject contents have to be well organized and strategies for teaching via a chosen medium have to be well thought out. Instructional design can help educators making the best use of technology; therefore guarantee a successful integration. There should be consistency between various courses developed by various instructors/designers. The general look and process of content exploration should be standardized. In a classroom, an instructor can adjust his delivery if he feels that a concept was not communicated clearly. Online, this type of adjustment is usually not possible. The design process must anticipate and meet potential concerns/ ambiguities.
Instructional Design
E-learning is the fusion of technology and education, and most often, the instructional designer's greatest role is that of bridging the concepts between the content and the technology. This vital role ensures that graphic designers and programmers properly develop the concepts of an expert in the subject matter keeping in view the pedagogical requirements of e-learning.
Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. It is a systematic approach to planning and producing effective instructional materials. It is similar to lesson planning, but more elaborate and more detailed. It includes instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.
In general, Instructional Design needs to move in the direction of flexibility and learner-empowerment if it is to keep up with technological and institutional changes It is a systematic approach to course development that ensures that specific learning goals are accomplished. It is an iterative process that requires ongoing evaluation and feedback.
Content Development
The process of content development focuses on the most effective way to present the concepts and explanations. It begins with the learner and the learner experience Quality of course is ensured. It gives structure to the student's process of working through course material. A current concern in e-learning is development time. Proper use of technologies an speed up development. It should create a transparent process to track and utilize the experiences of development teams.
The development of contents for e-learning requires a mature level of subject knowledge as well as the technical tools available for presentation. Course materials, which are in pure text form, tend to be monotonous. Excessive use of graphics and sound presents difficulties in accessing them if the learning does not have sufficient bandwidth.
If there are courses developed and tested by reputed institutions and available for adoption by others, this would help to save considerable time and effort by individual institutions attempting course developments on their own except for purposes of additional content if needed. There is a trend in advanced countries to form consortia of institutions and assign the responsibility for developing courses in different subject to the best person available in one of the consortia institutions. The member institutions may adopt such courses for credit by the students in addition to other courses offered in the formal mode. The concerned institutions wishing to offer credits for e-courses should properly evaluate their contents.
Academic Audit
With the growing proliferation of the e-resources, it will be helpful if there is a method of academic auditing of those courses, which are offered for the purpose of obtaining formal qualifications in the form of a certificate, a diploma or a degree. This will be useful for the protection of the interest of the learners as well the employers. For this purpose each country may establish an assessment system with clearly defined norms and standards of the content and methodology for the e-courses. This will prevent spurious programmes with unjustifiable claims.
Limitations OF E-LEARNING
More and more organizations today are considering the potential of e-learning as an alternative means of improving and maintaining the knowledge and skills of their students, teachers and employees. To ensure success, it is important that organizations understand both the capabilities and the limitations of e-learning. Because development budgets are limited it is equally important that e-learning planners and developers become acquainted with successful e-learning applications, rather than start blindly and from scratch.
E-learning is one of many education/training delivery system alternatives to classroom instruction. The Internet has made it possible to develop knowledge and skills and to deliver information with a degree of efficiency not often possible with traditional classroom instruction. It can reduce or eliminate such constraints associated with classroom instruction as: class scheduling, instructor staffing, student travel and lodging, time away from the job, training materials reproduction, distribution, and inventory.
However e-learning has its constraints and trade-offs. Some of the key constraints to consider are:
Level of Interactivity. The most common limitation is the lack of sufficient opportunity for interaction between the learner and the subject expert. It may not be possible always that the expert who developed the course will be available for interaction especially if the number of registered users is very large. This may be possible in some of the more advanced level courses where the teacher is accessible on line or on mail contact for a small group of students. Some face-to-face interactivity is possible using facilities such as teleconferencing and on-line discussions. However, other connectivity issues often come to bear in such applications. Sessions must be scheduled in advance and are impacted by time-zone differences among participants.
Clearly, a high level of interactivity is desirable; but, seldom is it possible to achieve a level of highly adaptive interpersonal interactivity akin to that which can be provided by a live classroom. Some interactivity options that work well with e-learning applications include interactive question/answer sessions; multiple choice quizzes and tests; on-line demonstrations and presentations Whatever be form and content in which the e-courses are offered there is a need to over come some the severe limitations of these courses from effective learning.
Bandwidth. Bandwidth refers to the rate at which the user's Internet connection can transmit (upload) and receive (download) information. In designing an e-learning application, the temptation is to exploit every feature of the content. For example, viewing "movies", if included in the lesson, is possible using a technique called streaming video. But, if the user does not have sufficient bandwidth, downloading and display can cause awkward pauses that may make the movie presentation jerky. Each e-learning method that developers contemplate should take into consideration the bandwidth connectivity available to their end users.
Infrastructure Support. Like any other delivery system, e-learning requires a certain investment in hardware, software, and support staff. While much of the hardware/software investment may already have been committed as part of the organization's existing Internet or intranet facility, there remains the need for ongoing investments in support resources to develop and maintain e-learning components.
Hence the institutions offering the e-courses and those availing such courses should ensure the interactive process by establishing study centres in which there will be a course mentor to assist the students on a regularly scheduled basis. The problems of bandwidth shortage can also be overcome by equipping such study centres with sufficient capacity. Such study centres can also serve to conduct examinations and tests as needed in a reliable manner.
Another major limitation in availing the e-learning facilities sometimes is the high cost associated with them. This is generally the case offered by foreign institutions. Though this may be less than the cost of studying abroad it may still not be affordable to many aspiring learners.
Yet another limitation is the acceptability of these courses by prospective employers or by academic institutions for further studies. Generally the programmes offered fully or partly through the web are not accredited by standard accrediting agencies. There is a need for a national policy either for accreditation mechanism for web based programmes or for a recognition process based on academic auditing for equivalence to similar approved courses..
Some Concerns
Virtual universities use web technologies to deliver courses for diploma and degrees. But several concerns about the value of e-learning are being widely debated. The classrooms of students listening to live lectures by professors are giving way to courses taught on the Internet, via e-mail and on CD-ROMs. Stanford offers virtual master's-degree engineering courses. Oxford offers an online course on computers and historical research using electronic databases. Harvard also offers a Web-based computer course. At Duke, business students can earn a global executive MBA, which combines online learning with live class sessions. In Pennsylvania, Penn State University has launched an online program called the World Campus. Universities of Colorado, Kentucky and New York all have various online education and virtual-university projects under way. More than 50 colleges and universities from 16 Southern states launched the Southern Regional Electronic Campus with more than 100 online courses. Most of these publicly supported virtual universities say that their purpose is to help students overcome geographical barriers to an education. They also stress that the courses and degrees are aimed at the career learners, who are over the age of 22, don't want to live in a campus dorm and typically work during the day. Virtual universities are also seen as a new form of cost-effective education.
It's clear that governments are looking at distance education as an alternative to the high cost of traditional education for college-bound students. Faced with thinning budgets and demographic projections that show a bulge of students about to enter the post-secondary education system, state colleges and universities are scrambling to make room and find professors. To fund online-education programs, some governments have been turning to the private sector for help. Michigan Virtual University is looking to "strategic partners," such as the automotive industry, to help fund its program. In 1998 Microsoft, Hughes Aircraft, Fujitsu and MCI announced plans to spend $300 million on a fiber-optic network that would connect California State's 22 campuses in exchange for the right to sell a projected $3.8 billion in high-tech products over the next decade to students and universities. The original plan was shelved after students and faculty heavily opposed the deal. It is presumed that the corporate sponsors are not donating funds for virtual universities out of purely altruistic reasons. Many of the firms see online education as a way to train their own workers and as a pipeline for new recruits. By providing funds, they hope that through online education they can maintain the kind of training today’s workers requires and also to retain the best and brightest. Some companies, such as Microsoft and AT&T, are creating their own corporate universities and then teaming up with established colleges to teach courses online to their workers.
At the less familiar level the Jones International and Western Governors' universities (WGU), students can earn online associate's, bachelor's and master's degrees. But these two institutions differ from the better-known universities in a major way. Neither owns a building or has a library, and the number of full-time faculty can be counted on the fingers of one hand. Advocates of online education point out that students are no longer limited by geography in order to further their education. Colleges and universities can add courses to meet demand without the expense of brick and mortar. But not everyone agrees on who benefits the most from virtual universities, nor is everyone happy with the changes that are occurring.
For instance, most established institutions, such as Oxford and Harvard, have shied away from offering undergraduate degrees online, citing the campus experience, with its rich social milieu, as the best way to educate students fresh out of high school.
More troubling, according to critics, is the lack of accreditation standards for virtual universities and unclear guidelines pertaining to the intellectual property rights for courses developed by professors and then mass marketed to students on the Internet. Without more rigorous standards and rules, some professors fear our colleges and universities will become an automated education system that churns out digital diplomas at the expense of real education, while scholarly teaching becomes a software commodity that can be commercialized for profit.
States, with their massive investments in public colleges, have been some of the most ardent supporters of virtual universities as a way of broadening access to higher education without the traditional costs. But setbacks, both political and programmatic, have taken some of the luster off of virtual learning. Not surprisingly, many professors are worried about the headlong rush into online education. They fault many of the merits of virtual universities, starting with the basic premise of learning online. They call it a sorry substitute for education, pointing out that nothing can match the quality of the classroom experience. As the number of students taught online by single professor increases, the quality drops further.
Studies show that some students in online courses feel more isolated than typical students and are more likely to drop out. Advocates of online education counter that classroom teaching can be boring for many college students. Just think of all those students dozing off in the back of the class, they say. Besides, online education appeals to self-motivated students, who don't mind taking classes from their home and studying after work or once their children are in bed.
But college courses shouldn't be reserved for certain classes of students, according to Mark Smith, associate director of government relations for the American Association of University Professors (AAUP). "Society has a responsibility to provide education to all students. It's one thing to deliver courses to students who are committed and another to deliver to freshmen right out of high school." Professors have also questioned the cost-effectiveness of online teaching. AAUP has reported that courses taught on the Internet actually require more class time, not less, resulting in the need for more instructors. And critics do not agree that lower tuition costs will result from e-learning. Stanford's online engineering courses cost 140 percent of the school's normal tuition, while Duke charges $85,500 for its quasi-online MBA program.
Adding fuel to the fire on the issues of cost, choice and online education is a report from The College Board, the organization that develops and delivers the nation's Scholastic Aptitude Tests. The report entitled "The Virtual University & Educational Opportunity - Issues of Equity and Access for the Next Generation," concludes that information technology may deepen the divide between educational haves and have-nots. "Virtual universities will help only those who have the necessary equipment and experience to be comfortable with technologies," cautions the report. "Students who come from low-income and minority backgrounds are less likely to have been exposed to computers at home or school. A virtual university may widen opportunities for some, but not for those at the low end of the socio-economic scale."
However, WGU's Edwards said that virtual universities aren't so much about saving money, but about saving time. "With competency-based learning, a student who is highly competent only has to take the classes he or she needs, which reduces the time spent on getting their degree." In the long run, that will also reduce the overall cost of education for the student, he added. Currently, tuition costs at WGU are the same as the states' brick and mortar institutions.
Lower Standards
Professors have opposed virtual universities in a number of ways. At the University of Washington, 900 faculty, students and administrators signed a letter to the Governor protesting the state's ambitious plans for a virtual university. At UCLA in California, only 30 percent of the faculty followed a requirement that they post on the Internet a syllabus for every course they teach. Last March, Jones International University became the first virtual college to receive accreditation from one of the nation's six major regional accrediting associations. That move encountered strong opposition in the form of a letter from Dr. James Perley, chairman for the Committee on Accrediting of Colleges and Universities at AAUP, to the North Central Association of Colleges and Schools, which accredited Jones International. In addition to noting that Jones International had only two full-time faculty and no library, the letter denounced the fact that more than 90 percent of the students were simply taking a few courses or seeking certificates, not degrees. Perley pointed out that Jones International failed to meet several other primary criteria for an accredited institution, including proof of academic freedom (most courses are prepackaged, taught by "content experts" and not the professors who developed the course material themselves). Perley claims that online education does not give faculty the primary responsibility for such fundamental areas as curriculum, subject matter and methods of instruction.
Another troubling aspect of online education to professors is the issue of intellectual-property rights. With software as the tool and the Internet as the medium, some professors anticipate that in the not-too-distant future their knowledge may become a commodity that can be downloaded by hundreds or thousands of students and some publishing firms commercializing the courses for profit.
One of the most vocal detractors of online education and virtual universities is York University (Ontario) Professor David Noble. Writing about the automation of higher education in a series of articles entitled, "Digital Diploma Mills," Noble blasted university administrators for the "commoditization of the research function of the university, transforming scientific and engineering knowledge into commercially viable, proprietary products that could be owned and bought and sold in the market ... Once faculty and courses go online, administrators gain much greater direct control over faculty performance and course content than ever before."
Not all faculty are as anti-technology as Noble; in fact, AAUP points out that it is not opposed to technology-delivered instruction per se, but with the quality of instruction provided by virtual institutions. AAUP is also very concerned that policy-makers and administrators are shortchanging higher education as a whole in order to finance online education initiatives. "We don't think the issue is about less cost," said AAUP's Smith, "but cost shifting. You cut professors to increase IT spending."
Some virtual universities run into some difficulties as they attempt to grow due to lower-than-anticipated enrollment figures. In fact, high costs seem to be having a significant impact on performance of virtual universities on account of financing to develop curriculum, hire academic advisers and construct local centers where students could access their online classes or take tests. Meanwhile, new developments, including training-simulation CD-ROMs that replicate real-world conditions for students, are proving to be far better teaching tools than any classroom or textbook. Finally, the fact that schools, such as Oxford, Harvard, Duke and Stanford, are entering the field of online education adds brand-name legitimacy to the movement.
National Guidelines
With the availability of enormous variety of web based courses increasing around the world there is an urgent need to establish national guidelines for the recognition of such courses for the purpose of promoting high quality programmes on the one hand and preventing exploitation of gullible learners from the spurious offers. The guidelines would include the nature of courses that could be offered in the electronic form without loss of knowledge content. Such of those courses, which require hands on practical or laboratory experiences, may be excluded. The guidelines may spell out the nature of study centres with facilities for seamless and interactive learning. The academic auditing and accreditation norms may be included.
Conclusion
The dangers associated with spurious courses are real and require well defined norms, standards and guidelines. The growth and success of e-learning is closely linked to the design of quality learning, enabled through the use of technology. Instructional designers play the pivotal role of bringing together these disparate fields - for the benefit of students, instructors, and organizations. Many of the concerns of online learning drop out rates, learner resistance, and poor learner performance can be addressed through a structured design process. The resulting benefits - reduced design costs, consistent look and feel, transparency, quality control, and standardization - make organizational investment in Instructional Design a simple decision.
The process of e-learning is under rapid evolution. There are severe constraints in taking full advantage of the opportunities available mainly due to the absence of approaches to their validation and recognition. Considering the current constraints and limitations and the reservations voiced on the value of e-learning, the prospects of it becoming a viable alternative to regular class-room learning is somewhere in the future. In the meantime it offers substantial scope for supplementing the knowledge and skill acquired through conventional systems.
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Abstract
Is E-Learning the Solution and
Substitute for Conventional Learning?
Is E-Learning the Solution and Substitute
for Conventional Learning?
Amirrudin Kamsin
Faculty of Computer Science & Information Technology,
University of Malaya, 50603 Kuala Lumpur, Malaysia.
Email: amir@um.edu.my
schools and institutions are applying this
concept. “It is now feasible to offer remote
This study was conducted to assess
whether substitution of conventional
learning with e-learning can improve the
education standard and knowledge of people
especially in this information world. This
paper was conducted mainly among students
and lecturers in educational learning. It
starts with a definition on e-learning and
students full, interactive participation in a
class that would previously have been
restricted to students who were attending
locally. These technologies include such
alternatives as two-way interactive,
compressed video and electronic mail. One
of the advantages of these technologies is a
greater ability to support collaboration
conventional learning to provide a basic among students as well as between student
knowledge about e-learning and
conventional learning. It continues with the
introduction, the objectives, limitations and
the scope of the topic as the guidelines to
guide the research to be conducted
thoroughly and precisely. This is followed by
explanation of opinions and comments about
the topic based on some additional sources
or articles. A combination of procedures
such as questionnaire and interview are used
as instrument tool for this survey. The data
gathered from the survey were analyzed to
determine that e-learning provide more
benefits than conventional learning.
and professor.”(Bricken, 1990; Shneiderman,
1993) It is made up of several methods of
learning and use network technology to
create, deliver and to enhance learning
capabilities through Internet. It has been
applied in school, college and business
widely. This online learning enable people
around the world access for information they
need and this enables knowledge to be
distributed widely.
E-LEARNING
E-Learning is an online education that
is delivered in a synchronous or
Keywords:
E-learning, Conventional
asynchronous format. Synchronous format is
learning, knowledge sharing,
1. Introduction
E-Learning is becoming a recent
phenomenon. Due to the vast improvement
of computer technologies, more and more
a condition where lessons are carried out in
real-time and led by instructor, while
asynchronous format is self-paced whereby
each individual progresses according to
one’s pace. E-Learning requires the use of a
network environment, also known as
“cyberspace”.
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
79
Amirrudin Kamsin
E-Learning is meant to reach students
who encounter difficulties in attending
traditional classes. This may bedue to
BENEFIT OF E-LEARNING
1.Convenience and Flexibility
2.Offers Individualized Instruction
distance,
personal
difficulties
and
3.Self-paced
responsibilities, or even time constraints.
“Students who enroll in distance education
courses tend to be aged 20-40, employed at
least part-time, and sometimes unable to
meet the entrance requirements to regular
programs” (Faibisoff & Willis, 1987).
VIRTUAL CLASSROOM
The concept of Virtual Classroom is an
extension from E-Learning, which occurs
when there is a physical separation of
instructor and student. “In the near future, it
will become apparent that computers and
other forms of technology are heavily used in
classrooms and their objectives and results of
those objectives will be heavily monitored
and scrutinized.”(Goals 2000; Texas
Education Agency 2000)
Virtual Classroom makes use of live
broadcast, interactive video and electronic
mail (e-mail). This electronic networking
provides access to various resources, and e-
4.Broader Range of Opinions
5.Greater Range of Feedback
6.More Direct Control
7.High Level of Interaction
8.High Levels of Participation,
Engagement and Concentration
DRAWBACK OF E-LEARNING
1. Technology Issue
There are uncertainties in this subject.
For instance, it is unsure that the
existing technology infrastructure can
accomplish the learning or training
goals.
2. Inappropriate Content
Though limited, there are possibilities
that certain E-Learning materials might
contain inappropriate content. Such
contents might be materials that
include sensitive issues or materials
that are not suitable for students.
3. Cultural Acceptance
There might be possibilities that
mail enables student to communicate with
student
demographics
and
friends, instructors, and even technical
experts easily. This provides student with the
opportunity to personally communicate with
relevant parties and exchanging ideas.
To implement Virtual Classroom
successfully, there are a few criteria to be
followed:
Appropriate to the technology
Consistent with the instructor’s
philosophy and style of teaching
Convenient, accessible and relevant
to students
Highly interactive
Well-organized and well presented.
psychographics may predispose them
against using computers. Therefore E-
Learning will not be a suitable medium
of education for them.
CONVENTIONAL LEARNING
There is an argument that conventional
learning is the best way in maintaining a
learning process. Other learning methods
consider it to be less efficient. Universities
have a proud tradition of combining learning,
research, teaching, and professional
development (Peter Cheese, 2003). This is
caused by the reason that conventional
learning is more efficient than e-learning in
some aspects. Some professors and
researchers believe that face-to-face
80
instruction able to convey the meaning of the
Is E-Learning the Solution and
Substitute for Conventional Learning?
felt. This makes them decide that online
lecturer than using distance learning. learning wasn’t the way to go – not as
Conventional learning also gives more effective as classroom (George Siemens,
chance to students to meet their lecturer and
discuss with them directly. Distance
learning through Internet widens the gap
between lecturers and students and this may
lead to message being interpreted wrongly
by students.
A second reason higher education
resists e-learning is the absence of many of
the technical skills needed as well as the
2002). Some professors afraid of their role
as main instructor have been replaced by
computer. This condition made them feel
that they are not needed anymore in
university.
The other challenge that is faced by
universities is the cost involved. Views that
e-learning reduces the expense of delivering
learning are false (George Siemens, 2002).
experience in marketing and customer Cost that involved in developing e-learning
service necessary to support and develop this
new market (Peter Cheese, 2003). From this
field, can see that e-learning only provide the
is enormous that many universities cannot
afford it. This is because e-learning is an
Internet enabled learning that uses a wide
learning skills but do not provide the range of network technology to design,
technical skills. Students can learn many
deliver and administer it. Also, university
from the e-learning but they don’t know may need high technical skill of personnel in
basic knowledge for the technical skills. providing training to lecturers and the salary
Technical skills only can develop when
student involves themselves and take
experience from it. Besides that, many
universities are attempting some e-learning
initiatives, but on a very limited scale (Peter
Cheese, 2003). This happens because
funding for such initiatives at the university
level is another challenge and need right base
of the skills. University also needs to
involved to hire a group experienced
personnel is extremely high. This way has
increased the burden of the university.
However, it has been found that the use
of technology in learning give a positive
effect to the learning process as committed
by students. There are a few ways that may
be applied to solve the problems that faced
deliberate the outcome for establish and by universities. Government support is very
introducing the e-learning direct to the
students. To make the e-learning successful
introduce in the universities area needed a
great deal of time and resources to become
sustainable.
E-learning is still not used widely in
education as many universities are resisting
to apply e-learning as their learning method.
This is because many professors insist that e-
learning is ineffective and reluctant to accept
e-learning. They are usually afraid to use
computer and do not have enough experience
in high technology. They may need a long
time in training sessions if e-learning is
applied and this may waste their time as they
important in education. The great benefit of
governmental support is that it can provide
sponsorship and commitment (Peter Cheese,
2003). We need government sponsorship as
a mean to sponsor the cost in introducing e-
learning into universities. Universities need
a development model that provides a
common capability backed by government,
allowing universities to exploit e-learning
and focus on content and teaching. Within
the sponsor from government, the
universities can provide an inclusive e-
learning platform for the students. Besides
that, the universities also can support e-
learning-based degree courses and modules
for the entire student around the world.
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
81
Amirrudin Kamsin
Government also can encourage other private
companies to participate and support for the
funding needed by universities. These
tutorials are updated online, online courses
are offered and this enables knowledge to be
spread widely to students around the world.
private companies may able to hire for Learning design expertise (Peter Cheese,
personnel that specific technical skills and
2003). Various multimedia tools and
technical infrastructure that needed in software are used in administrating the e-
bringing e-learning into universities.
learning
like
video
conferencing,
Collaboration with other university also can
develop a strong and skillful management
team that can design an effective and
compelling plan in managing the process of
e-learning efficiently.
The greatest asset to e-learning is it’s
ability to allow the student to control the
learning process by offering the student an
immediate, action oriented, practical learning
experience (Vernon Pursley, 2002). The
most important for the e-learning process is
the flexibility. This mean that students are
free to skip the material which they already
familiar with and focus on the other new
material. Students are also able to review the
information as often as they want, depend to
their interest, needs and skill level. However,
the conventional learning make the progress
learning too slow or too fast, this make the
student loss interest to learn it. Besides that,
e-learning is convenience. Students are free
to set their own schedules and not bound by
collaboration, online discussion forums and
authoring tools. With web based learning,
communication among learners from remote
place are enhanced, knowledge being
acquired and transferred among the learners,
the ability to conduct an open discussion and
students can learn based on their own
schedule. All this facilities create creative
abilities that can not be seen in conventional
learning.
2.0 METHODOLOGY
PARTICIPANTS
Participants were 78 students, 1 female
lecturer from the University of Malaya and 1
male High School teacher from Catholic
High School, Petaling Jaya. Majority of the
student participants are from the Faculty of
Computer Science and Information
Technology while the rest were from Faculty
of Engineering, Faculty of Education,
Faculty of Arts and Social Science , Faculty
time. It makes the process learning can of Business and Faculty of Science. Most of
happen at anywhere, anytime and save much
of the time. But for conventional learning,
the students can’t set the schedules by
themselves. The timetable is fit by lecturer or
teacher. The student must follow the
timetable to gain the knowledge. It also
wastes the time for the student who stays far
from school because they need to travel to
and from class.
Besides that, e-learning also provides
some advantages which are not found in
traditional learning. The benefits that held in
e-learning can be a competitive advantage
for a higher education against other private
education. In e-learning, all the notes and
the student participants are currently or
previously involved in some sort of e-
Learning, therefore are capable of
understanding the concepts of e-Learning
and most of all suitable for our research.
DATA COLLECTION
A survey was conducted for the
students. Survey questions were distributed
to them while they are hanging around in the
lobby or in the studying room. Each piece of
survey question was given out one by one to
avoid duplication of the results collected.
This is because if there were a whole lot of
students doing the survey questions together,
the possibility of getting the same answers
82
from them are quite high due to their peer
influence and this will affect our research
very much. The survey consisted of 16 short
questions which took the students the fastest
10 minutes and the slowest 20 minutes to
complete. Before the survey questions were
given to the students, we had make sure the
student taking part in the survey has a
personal computer and somehow or other
been involved in e-Learning before. This is
to make sure that they comprehend fully
what e-Learning is about and its pros and
cons. Participants were informed that the
content of the survey question would not be
disclosed to the public in any manner.
Other than conducting a survey for the
students, we have also conducted interviews
with a lecturer of University of Malaya and
an experience High School teacher. The
experience of both would be of the best
interest of us and by sharing them with us,
would enlighten us about the view of e-
Learning from a teacher or a lecturer’s point
of view. As we have planned, both the
candidates represent some contrasts with
regard to background and demographic
characteristics. As mentioned above, the
female lecturer is in a position which has a
high degree of exposure in e-Learning. In
contrast, the male teacher has been teaching
his classes for over ten years with limited
experience in e-Learning.
The design of the questions was as
open-ended and non-directive as possible.
Is E-Learning the Solution and
Substitute for Conventional Learning?
♦In your opinion, by implementing e-
Learning, does or would it affect the
outcome of the classes conducted?
(In a positive way or negative way?)
♦Would you suggest substituting e-
Learning for conventional learning?
(Why do you think so? Please
explain.)
♦Could you visualize our country’s
education system in 5 years time
based on the changes made recently?
Follow-up questions were used when
applicable to probe the participant for more
than a yes or no answer and to elaborate on a
particular theme when it arose. Questions
were asked for the individual to explain why
the feelings accompanied the circumstance.
In all, interviewees were asked more of
their personal opinions, knowledge and
experience rather than the technical view of
e-Learning.
DATA ANALYSIS
Survey questions were collected on the
spot and checked for completeness. If there
were any unfilled questions, further approach
was done to make sure the particular
candidate could complete the survey
questions. There were some survey questions
which we overlooked when collecting and
therefore resulted the particular survey
question to be voided from our result. Other
than completeness, we also carried out
Overall, the questions provided some analysis on each survey question collected.
consistency of structure in each interview
while also allowing the participants to add
their opinion whatever they felt was worthy
data to the study. Below are some examples
of the interview questions:
♦What is lecturer’s opinion about E-
learning?
♦Have you been involved in any type
of e-learning before? (If yes, for how
long? if not, why not?)
We were very caution about the attitude of
the candidates while they were filling in the
survey questions. This to prevent them to
simply fill in the questions provided.
Secondly, we also analyzed the answers
answered to prevent any contradicting
answers from them. For example: 1. e-
Learning is better than conventional learning
methods. (Answer: Strongly agrees.) 2. In
your opinion, e-Learning has the below
mentioned benefits: (Answer: None).
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
83
Amirrudin Kamsin
There were amazingly high number of
cases similar to the above mentioned
situation occurred. There was nothing we
could do but to void their answers from out
research.
As for the interviews, reports of the
interview were generated and were checked
by the interviewee for validity and reliability
of the report prior to be analyzed by us.
3. RESULTS
QUESTIONNAIRE
For the survey, our group has chosen
forty members (students) from around
University Malaya. The survey samples are
taken from six different faculties, ranging
from the Faculty of Computer Science and
Information Technology, which made up the
largest number of students being surveyed
here, at 63% or 41 students out of sixty five,
PEOPLES EXPERIENCED IN E-
LEARNING
From the 65 students who filled the
survey form, 36 students or 55.4% of them
admitted to not having any first hand
experience on any kind of e-learning
methods before. The rest, 29 students said
that they did have experienced at least one
time with e-learning methods such as reading
e-book, CCNA text and etc. Most of them
who did experience it are the FSKTM
students. It is because they had attended a
course called Network Technology which
needs all the students to do every chapter and
tests on-line based on the CCNA
qualification.
PEOPLE’S OPINION OF E-LEARNING
CAN ENHANCE LEARNING SKILL
When they were questioned on whether
they think that the e-learning system could
enhance their learning skills better compared
the Faculty of Arts and Social Science, to the conventional way, 40% or 26 of them
Faculty of Business and Faculty of
Education, with 6 students each, the Faculty
of Engineering with 3 students and the
Faculty of Science, with only 2
representative. More samples had been taken
from the Faculty of Computer Science and
stated yes. Meanwhile, 39 of them said no.
From the 39 students who said no, related to
the question before this, we can conclude
that 10 students were spoke from assumption,
remain 29 of them were spoke from
experience.
Information
Technology
because
assumptions are made that their degree are
more related to the e-learning system.
KNOWLEDGE OF E-LEARNING
From the survey, we found that 73.8%
of those surveyed, or 48 out of the 65
students, have heard and proclaimed to have
a clear idea of the e-learning concepts, while
26.5%, or the remaining 17 students, stated
not sure. None of them stated having no idea.
Therefore, it can be concluded that e-
learning is no longer something foreign or
new to the community nowadays. At the
survey form we also added a definition for e-
learning as a short briefing about it. Thus,
they can keeps on answering the remaining
questions.
84
PEOPLE AGREEABLENESS OF E-
LEARNING BENEFIT
60% of them agreed that e-learning
system saves money. 95.4% or majority of
them choose the paperless environment as a
benefit, while 61.5% are looking forward to
enjoy the interactive that e- learning provides
for its participants. 36.9% think that
mobility is a benefit, a 29.2% think e-
learning would be easier to understand, with
41.5% presuming e-learning lessons are
easier to store. The lowest is 10% who pick
high availability as a benefit while the 21%
stated other benefits.
PEOPLE’S OPINION OF E-LEARNING
CAN CONTRIBUTE TO MALAYSIA
When they were asked to state their
opinion on the possibility of e-learning
making any contribution to the national
education system’s growth, 55.4% or 36
students, answered no. Meanwhile, 26.1%
or 17 students are claiming that they are not
sure and 18.5% or 12 persons saying.
PEOPLE AGREEABLENESS OF E-
LEARNING SHORT COMING
After a more in depth analysis, we
found that highest percentage of the students
which are 45 persons of them or 69.2%,
think that e-learning is only available to
personal computer owners, and 36 persons
out of those surveyed, or 55.4% of the total,
agreed that there are other short comings in
the e-learning system. Apart from that, 40
students or 61.5% did not acknowledge that
poor interactivity among the participants is
an e-learning turnoff. Meanwhile, the lowest
percentage is 35.4% out of the grand total
had claimed the e-learning is more expensive
than the conventional education system.
PEOPLE RECOMMEND THE E-
LEARNING AS A PART OF COUNTRY
EDUCATION SYSTEM
From the survey, we found that a huge
majority or 87.5% of the students supported
the motion of implementing e-learning into
our country’s education system, while 5 of
the respondents disagreed. This means that
more people are viewing e-learning as
beneficiary than not. One of the reason why
such results can be occurs is the impact of
continues improving of ICT in our country.
COMPARISON OF E-LEARNING AND
CONVENTIONAL LEARNING
A comparison was made between e-
learning and the conventional learning
method and it was found that the
conventional system held an edge over the e-
learning method; with 67.5% of them
Is E-Learning the Solution and
Substitute for Conventional Learning?
preferring conventional learning and 60%
think conventional learning is better.
However, there are 65% think e-learning is
more interesting.
PEOPLE’S OPINION OF E-LEARNING
CAN SUBSTITUTE CONVENTIONAL
LEARNING
Regarding the future of e- learning, the
respondents were asked if they think e-
learning would one day being able to
substitute the conventional way of learning
in schools in the future, 57% think it would
not and remaining 43% who do not.
Therefore, from this survey we ca concluded
that conventional learning is being more
accepted than not, even though a higher sum
of people agreeing that e-learning provides
more advantages over the conventional
learning method.
4. DISCUSSION
What degree of e-learning can deliver
benefits for student? What is the short
coming of e-Learning? Can e-learning be a
substitute for conventional learning?
These are the major questions asked in
the research.
THE BENEFITS OF E-LEARNING
There are a lot of benefits for e-
learning. According to our research, e-
learning have the following benefits:
o E-learning can save money
o E-learning can provide a paperless
environment.
o E-learning has more mobility and
portable.
o The teaching materials of e-learning
are easy to be store.
o The contents of e-learning are easier
to understand.
o There is higher accessibility of e-
learning contents.
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
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Amirrudin Kamsin
Does e-learning really save money?
According to our research, there were
39 students disagreed and 26 students agreed
for this statement. Before our group
members start this survey, we expect that
students mostly will agree that e-learning can
save money for the process of teaching and
learning. The survey result showed an
opposite way that e-learning can’t save
money. Our group thought that this is not a
successive survey because the sample of this
survey are too small, in additional, the
discussed. Students and teachers need not
spend money to photocopy notes and buy
books to study or reference.
Again, all the material can be store
automatically and systematically. But there
are still weaknesses, even though there are a
lot of study resources available in the
Internet, sometimes, it is not as good as a
printed notes and book, which we can simply
write down our comments and important
point at the page of the book.
students are mostly from the Faculty of E-learning is more convenient than
Computer Science and Information
Technology (FSKTM). Therefore, the result
from this survey maybe bias and are not
accurate. Even though this survey may not
be accurate in some way, this survey is still
considered to be able to provide some guide
line for us to gain more understanding of
students’ view of e-learning.
According to Kevin Kruse (2002), e-
learning could actually reduce overall cost. It
is because e-learning can eliminate the cost
of instructor’s salaries, meeting room and
class room rentals, the travel fees, lodging,
and meals are directly quantifiable.
But in other perspective, the cost of
implementing and monitoring an e-learning
environment is also expensive. The fees of
conventional learning because it is
portable.
According to our survey, there are 55%
of students agree that e-learning is mobility
which students can use their PDA , notebook
when they are traveling everywhere.
According to a sample survey of
University of Edinburgh, “Student Views of
E-Learning-WebCT user 2004”, a similar
question had been asked, it goes “Do
students view ICT as a benefits for their
study”. The table below shows a very large
majority stating that ICT is a benefit to their
studies, and remarkably few seeing it as a
distraction. This emphasizes the degree to
which students have.
yearly licensing, hardware maintenance and
purchases also will burden the budget of e-
Total
Percent (%)
Female Male
learning. As a conclusion, we need to do
further research if we want to know whether
e-learning can save money if compare with
conventional learning.
Does e-learning provide a paperless
environment?
According to our survey, it is clearly
showed that e-learning can provide a
a very
considerable
benefit
something of a
benefit
something of a
distraction
a very
considerable
distraction
78.9 78.4 79.4
19.3 19.2 19.7
1.6 2.1 0.9
0.2 0.3 0.0
paperless environment. The benefits are also
related with the first benefits that we have
86
(Depicted from a survey from University of
Edinburgh WebCT users 2004)
This table of survey shows that e-
learning has a very considerable benefit and
it is not a distraction. From this table, we can
conclude that the existing e-learning can give
more benefits to students.
E-LEARNING DISADVANTAGE
E-learning also has some short coming,
among them are:
Is E-Learning the Solution and
Substitute for Conventional Learning?
Meanwhile, Kevin Kruse (2002) also
stated that: “e-learning does have its
limitations, among them are:
o Technology issues of the learners:
most commonly technophobia and
the unavailability of required
technologies.
o Reduced social and cultural
interaction can be a drawback. The
o E-learning has poor interactivity
impersonality,
suppression
of
between students and teacher or
lecturer compare with conventional
learning.
o E-learning is only available to PC
communication mechanisms such as
body language, and elimination of
peer-to-peer learning that are part of
this potential disadvantage are
users.
lessening
with
advances in
o E-learning is more expensive.
According to our study, there are 38%
of students who disagree that e-learning has
poor interactivity if compared with
conventional learning. The communication
level of e-learning also can be enhanced with
the advanced technology, for example, the
using the application of video camera,
multimedia and sound. The only short
coming of e-learning is lacking of “human
touch”. For example, students can only see
an online course mates through a video
camera or some through texts at one time
and the lacking of eye-contact and touches
between them are crucial in building a
humane society. If compared with
conventional learning, students can share
their emotion, have human contacts, smile
and even cry together. These kinds of life
experience can only be acquired from
conventional learning.
Can E-Learning Substitute Conventional
Learning?
According to our survey analysis, there
are 57% of the students accepted that e-
learning can substitute conventional learning.
There are still 43% of students who does not
agree that e-learning can substitute
conventional learning.
communications technologies.
For the overall conclusion, the existing
of e-learning is really good to improve
current education culture, but it is still
lacking some features to substitute
conventional learning. It will be a problem
for our society if the students graduate from
schools and universities lacking in
communication techniques and most
important of all being humane, and
producing uneducated experts in the future.
Imagine if the future of our education is fully
based on e-Learning, what would be of our
society? No doubt, because of the rapid
advancement of our technology, e-Learning
will gain more acceptances from the public.
But we have to be very careful in adopting
the “correct” methodology. E-learning is
better to be as a supplement for a real class
room and the degree of e-learning as a
supplement of real class room can be
determined according to the abilities of the
institutes and developer and the users’ ability
to adapt.
5. CONCLUSION
It clearly shows that e-learning has
more benefit than conventional learning.
Problems that exist within conventional
learning can be solved partly through e-
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
87
Amirrudin Kamsin
learning. By utilizing e-learning effectively,
university’s ability to transfer knowledge and
expertise to society can be enhanced. Also
we are able to predict the future of learning
in order to meet the needs of the changing
world through continuous e-Learning
activities. Before that, we must understand
the problems that may happen within e-
learning. Integration of high technology
with multimedia tools must be emphasized
[4] Faibisoff, S.G. and Willis, D.J. (1987).
Distance education: definition and overview.
Journal of Education for Library and
Information Science, 27, 223-232.
[5] Ferdinand Kraus, (2004) IDEAS:
Instructional Design for Elearning
Approaches, Retrieved April 29, 2004 from
http://ideas.blogs.com/lo/
[6] George Siemens, (2002) elearnspace.
everything elearning, Retrieved August 25,
because e-learning relies heavily on
technologies. Also, collaboration with
government, private organizations and other
2004 from
http://www.elearnspace.org/Articles/Week1_
Elearningvs.Classrooms.htm
universities is important to overcome the
high cost involved in develop e-learning.
We also need to provide experienced
personnel with technical skill needed to
implement e-learning. So, we could say that
e-learning is a good solution to conventional
learning as it is able to solve most of the
problems that exist in conventional learning.
However, e-learning has its own
disadvantages and problems that needs to be
solved before it can be implemented
successfully. So e-learning can not
substitute conventional learning wholly as
there are still many aspects that must be
considered before e-learning can replace
conventional learning.
6. REFERENCES
[1] Bricken, W. (1990). Training in virtual
reality. Unpublished paper. Retrieved July
29, 2004, from anonymous ftp archive
ftp.u.washington.edu.
[2] Deborah Barreau, Cheryl Eslinger, Kim
Mcgoff, Cynthia Tonnesen. Group
Collaboration in the virtual classroom: an
evaluation of collaboration learning in the
[7] Giuseppe Chiazzese, Claudia Cortopassi,
Maria Rita Laganà, Virtual secondary school
classroom Retrieved August 21, 2004 from
http://www.lmu.ac.uk/ies/conferences/Chiaz
zese.html
[8] Hsinchu, Starr Roxanne Hiltz, (1995),
Designing a Virtual Classroom Retrieved
July 23, 2004 from http://www.njit.edu/
old/CCCC/VC/Papers/Teaching.html
[9]Jeff Haywood, Hamish Macleod, Denise
Haywood, Nora Mogey, Wilma Alexander.
(2004). A Survey of University of Edinburgh
WedCT Users 2004: Student View of E-
learning. Online resource. www.flp.ed.ac.uk/
ALTC2004/studentviews.pdf
[10]Kevin Kruse. (2002-2004). The benefits and
drawbacks of e-learning. Online article.
[11] Marcia Conner, (2002) Global Implications
of eLearning, Retrieved August 10, 2004
from http://www.linezine.com/7.2/articles/
mcgie.htm
[12] Mark Cavender, (2000) eLearning
ShmeeLearning, Retrieved August 10, 2004
from http://www.linezine.com/7.2/articles/
mces.htm
[13] Peter Cheese, (2003) What Keeps
Universities from Embracing e-Learning?
virtual classroom of CMSC 818s and the
Retrieved August 24,
2004 from
technology that supports it.
[3] Dori Digenti, (2000), Building a Learning
Strategy for Leaders Retrieved August 10,
2004 from http://www.linezine.com/7.2/
articles/ddbls4l.htm
http://www.elearningmag.com/ltimagazine/ar
ticle/articleDetail.jsp?id=74867
[14] Seo Jee-yeon, (2004). E-Learning to
Become Strategic Industry, Retrieved July 30
from
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http://times.hankooki.com/lpage/tech/200407
/kt2004072918404411790.htm
[15] Shneiderman, B. (1993). Education by
engagement and construction: experiences in
the AT&T teaching theater. Keynote speech
for ED-MEDIA '93, June 1993,Orlando,
Florida.
[16] "Student Views of E-Learning: A Survey of
University of Edinburgh WebCT Users 2004",
Jeff Haywood, Hamish Macleod, Denise
Haywood, Nora Mogey & Wilma Alexander
Texas Education Agency. (2000). Ch.126
texas essential knowledge skills for
technology (prek-12). Austin, TX. TEA:
Author.
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Self Investment Retrieved August 24, 2004
from
http://www.pcjournal.com/modules.php?nam
e=News&file=print&sid=212
Is E-Learning the Solution and
Substitute for Conventional Learning?
International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December, 2005) pp 79-89
89
Electronic learning
(Redirected from E-learning)
Jump to: navigation, search
Electronic learning or eLearning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'. In many respects, it is commonly associated with the field of advanced learning technology (ALT), which deals with both the technologies and associated methodologies in learning using networked and/or multimedia technologies.
Contents
[hide]
• 1 Market
• 2 Growth of e-learning
• 3 Technology
• 4 Services
• 5 Goals of e-learning
o 5.1 Computer-based learning
o 5.2 Computer-based training
• 6 Pedagogical elements
• 7 Pedagogical approaches or perspectives
• 8 Reusability, standards and learning objects
• 9 Communication technologies used in e-learning
• 10 E-Learning 2.0
• 11 Computer-aided assessment and learning design
• 12 E-learning software platforms
• 13 See also
• 14 References
• 15 External links
[edit] Market
The worldwide e-learning industry is estimated to be worth over 38 billion euros according to conservative estimates, although in the European Union only about 20% of e-learning products are produced within the common market. Developments in internet and multimedia technologies are the basic enabler of e-learning, with content, technologies and services being identified as the three key sectors of the e-learning industry. [1]
[edit] Growth of e-learning
By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education in the United States.[2] Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities. [3] .
[edit] Technology
Many technologies can be, and are, used in eLearning, including:
• screencasts
• ePortfolios
• electronic performance support system
• PDA's
• MP3 Players with multimedia capabilities
• web-based teaching materials
• hypermedia in general
• multimedia CD-ROMs
• web sites and web 2.0 communities
• discussion boards
• collaborative software
• e-mail
• blogs
• wiki
• text chat
• computer aided assessment
• educational animation
• simulations
• games
• learning management software
• electronic voting systems
• virtual classrooms
• podcasts
Most eLearning situations use combinations of the above techniques.
An example of this is moodle which uses: discussion board threading, wiki and real time textual chat. However, moodle is referred to as a CMS, this is because course material is often video, mp3, text documents, scanned images or links to other web sites.
Along with the terms learning technology and Educational Technology, the term is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common.
E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.
Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages.
In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Management Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers.
e-Learning can also refer to educational web sites such as those offering learning scenarios, worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.
[edit] Services
E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.
[edit] Goals of e-learning
E-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency.
[edit] Computer-based learning
Computer Based Learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).
[edit] Computer-based training
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Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (September 2007)
Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, CBTs growth has been hampered by the enormous resources required: human resources to create a CBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial. Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium though some systems allow for online testing and evaluation at specific times.
[edit] Pedagogical elements
Pedagogical elements are an attempt to define structures or units of educational material. For example, this could be a lesson, an assignment, a multiple choice question, a quiz, a discussion group or a case study. These units should be format independent, so although it may be implemented in any of the following methods, pedagogical structures would not include a textbook, a web page, a video conference or an iPod video.
When beginning to create eLearning content, the pedagogical approaches need to be evaluated. Simple pedagogical approaches make it easy to create content, but lack flexibility, richness and downstream functionality. On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging learning experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing the most engaging educational experiences for students.
[edit] Pedagogical approaches or perspectives
It is possible to use various pedagogical approaches for eLearning which include:
• instructional design - the traditional pedagogy of instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.
• social-constructivist - this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves.
• Laurillard's Conversational Model[4] is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards [5].
• Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.[6]
• Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.[7]
• Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.[8]
• Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.[9]
[edit] Reusability, standards and learning objects
Much effort has been put into the technical reuse of electronically-based teaching materials and in particular creating or re-using Learning Objects. These are self contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository.
A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Interoperability Framework) or categorizing meta-data (LOM).
These standards themselves are early in the maturity process the oldest being 8 years old. They are also relatively vertical specific: SIF is primarily pK-12, LOM is primarily Corp, Military and Higher Ed, and SCORM is primarily Military and Corp with some Higher Ed. PESC- the Post-Secondary Education Standards Council- is also making headway in developing standards and learning objects for the Higher Ed space, while SIF is beginning to seriously turn towards Instructional and Curriculum learning objects.
In the US pK12 space there are a host of content standards that are critical as well- the NCES data standards are a prime example. Each state government's content standards and achievement benchmarks are critical metadata for linking e-learning objects in that space.
[edit] Communication technologies used in e-learning
Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. The idea here is that participants may engage in the exchange of ideas or information without the dependency of other participants involvement at the same time. Electronic mail (Email) is also asynchronous in that mail can be sent or received without having both the participants’ involvement at the same time.
Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting.
Virtual classrooms and meetings can often use a mix of communication technologies.
[edit] E-Learning 2.0
The term eLearning 2.0 has been used to refer to the use of social software such as blogs and wikis.
All or part of this article may be confusing or unclear.
Please help clarify the article. Suggestions may be on the talk page. (February 2007)
In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities, essential for the learners in these environments, require frequent chat sessions in the form of virtual classrooms and/or blog meetings.
Second Life has recently become one of the cutting-edge virtual classrooms for major colleges and universities, including Princeton, Rice University, University of Derby (UK), Vassar, the University of Plymouth (UK) and the Open University (UK),[10]. In 2007 Second Life started to be used for foreign language tuition [11]. Both Second Life and real life language educators have begun to use the virtual world for language tuition. English (as a foreign language) has gained a presence through several schools, including the British Council, which has focused on the Teen Grid. Spain’s language and cultural institute “Instituto Cervantes” has an island on Second Life. A list of educational projects (including some language schools) in Second Life can be found on the SimTeach site.
The various blogs that are being used for providing writing approaches are gaining popularity.
[edit] Computer-aided assessment and learning design
Computer-aided Assessment (also but less commonly referred to as E-assessment), ranging from automated multiple-choice tests to more sophisticated systems is becoming increasingly common. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Most software for this is still very primitive however.
The term learning design has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS[citation needed] which supports sequences of activities that can be both adaptive and collaborative. The IMS Learning Design specification is intended as a standard format for learning designs, and IMS LD Level A is supported in LAMS V2.
[edit] E-learning software platforms
Below is a list of some of the e-learning platforms that are available.
Open source
Open-source Virtual Learning Environments (VLE)
• ATutor
• Claroline
• Dokeos
• KEWL
• LON-CAPA
• Moodle
• Sakai Project
• OLAT
Proprietary
• Elluminate
• ANGEL Learning
• Authorware
• Blackboard
• Captivate
• Brihaspati
• Tooling University
• FirstClass
• Knowledge Forum
• WebCT
• WebEx
• Xmind
• TutorVista
[edit] See also
Wikibooks has a book on the topic of
ICT in Education
Wikibooks has a book on the topic of
Blended Learning
• Blended learning
• e-CIT (EU-funded project)
• SIF(Schools Interoperability Framework)
• CALL (computer-assisted language learning) (for a more historical perspective)
• Collaborative learning
• Computeach
• Computer Based Learning
• Computer-based testing
• Computer-based training
• Distance education
• Edublog
• Educational game
• Educational technology
• Electronic performance support system
• eLearning 2.0
• Flexible Learning
• History of automated adaptive instruction in computer applications
• History of virtual learning environments
• Learning management system
• Learning content management system
• Learning & Development
• M-learning
• Microlearning
• National University Virtual High School
• Networked learning
• Online deliberation
• Online tutoring
• Online learning community
• Videobook
• Virtual Campus
• Virtual education
• Virtual learning environment
• Virtual university
• Web-based training
• eLML - eLesson Markup Language
[edit] References
1. ^ Nagy, A. (2005). The Impact of E-Learning, in: Bruck, P.A.; Buchholz, A.; Karssen, Z.; Zerfass, A. (Eds). E-Content: Technologies and Perspectives for the European Market. Berlin: Springer-Verlag, pp.79-96
2. ^ "Sloan Consortium"
3. ^ Hebert, D. G. (2007). “Five Challenges and Solutions in Online Music Teacher Education,” Research and Issues in Music Education, Vol. 5
4. ^ Informal description of Laurillard's Model
5. ^ E-moderating: The Key to Teaching and Learning Online - Gilly Salmon , Kogan Page, 2000, ISBN 0-7494-4085-6
6. ^ Bloom, B. S., and D. R. Krathwohl. (1956). Taxonomy of Educational Objectives: Handbook 1
7. ^ Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
8. ^ Areskog, N-H. (1995) The Tutorial Process - the Roles of Student Teacher and Tutor in a Long Term Perspective
9. ^ Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design."
10. ^ Parker, Quin. "A second look at school life", The Guardian, 2007-04-6. Retrieved on 2007-06-16.
11. ^ Dorveaux, Xavier. "Apprendre une langue dans un monde virtuel", Le Monde, 2007-07-15. Retrieved on 2007-07-15.
[edit] External links
• Distance Learning at the Open Directory Project
• Instructional Technology at the Open Directory Project
Retrieved from "http://en.wikipedia.org/wiki/Electronic_learning"
I agree that E-learning is good...
but according to me in e-learning the human touch is missing...
The human touch means that...
it is not taught by any human being but by a computer...
any machine can never be better than a human being...
so i agree that e-learning is good but it still miss that human touch which is necessary....
Dear friends, we request you to post your ideas in comments.
THANK YOU.....
well,in my opinion evrything has its pros n cons so as e-learning also. but if we see it has more advantages than disadvantages.it is an ultimate technique to make people learn about different and upcoming trends by being at their palces.it helps people who are geographically scattered to learn the about anything without moving from their places in a more convenient manner.it is a cost-effective method also as by using this method of learning we will have to use less manpower and wud obviously have to pay less...just one person can teach 'n' number of people at different locations.
yes, i support e-learning because the work can be accurately completed. By using technology only any country will become the most dominating one. But i can say that without human brain nothing is possible with the technology. One thing i should remember every one that technology is invented by the humanbeings but not itself born like a human. It can be used in the right way for the development but everything should not be committed through technology.
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