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An in-depth exploration of e-learning, discussing its origins, definitions, advantages, disadvantages, and typical characteristics. It covers the differences between web-based instruction and e-learning, the various forms of e-learning, and the media and technology used in this educational approach. The document also delves into the advantages and disadvantages of e-learning, such as its potential for serving a large number of students at reduced costs, and the challenges posed by low access to computers and the internet. Additionally, it outlines the characteristics of a typical e-learning solution, including assessment and curriculum design, branded educational content, broad and easy access, regular reinforcement, access to fellow learners, centralized tracking, scalable technology, and organizational consulting.
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E-Learning
Structure
The Internet as the backbone of e-learning was originally developed in 1969 by the Advanced Research Project Agency of the Department of Defense, United States. Since then, the Internet has grown exponentially with the emergence of the World Wide Web (WWW) in 1991. According to one estimate, the Internet reached 50 million people in just four years. In comparison it took 38 years for Radio and 14 years for TV to reach the same number of target audience (Huber, 1997). The Internet and its WWW have simultaneously captured the imagination and interests of so many educators around the world leading to use of terms such as web-based learning, online learning, etc. The interests in the educational use of the web has been driven by higher demands for education and training, shift in the societal economy from labour intensive work to knowledge intensive work, and need for earning while learning. In the previous units in this block, we discussed educational delivery technologies such as the audio and radio, video and television, and satellite for interactive television. In fact, the WWW makes use of all of these in one way or other, and e-learning has become an important means of educational delivery to those having access to the WWW. In this unit, you will discuss the potentials of e-learning and basics of designing online learning environments.
After working through this unit, you are expected to be able to:
I. Platform independent delivery, accessible through any computer with a simple browser interface; II. Increased learner control through hypertext-based presentation of information; and III. Seamless integration of multimedia, enabling instruction designers to prepare quality materials and learners to get a rich learning environment (McCormack and Jones, 1998; Goldberg et al, 1996; Weller, 2000 and Starr, 1997). In spite of its enormous advantages, the web-based learning is not devoid of problems. It is essential to understand these problems to design useful learning environment for the learners. Some of the problems associated with e-learning are: i) Access to computers and Internet at present is abysmally low. At the end of 2009, only 26.6% of world population had access to the Internet. In Asia the access is just 20.1%, and in Africa it is 8.7% of the total population. The access statistics in just 7% for India (Source: www.internetworldstat.com). Because of the poor access, it is still being considered as a technology that can divide the society. ii) Internet bandwidth at present in most places is just 28.8 kbps, though access to broadband is increasing. Poor bandwidth makes the access slower and frustrating for the user. iii) Cost of access to computers and Internet is high too for the developing countries. Though price in this sector is fast going down, the cost of web-based courses is not accessible to most at present. However, the cost of the courses will also go down as the number of students would go up. iv) Students as well as teachers need to be trained to make use of this new technology. Preparedness to use technology for learning is very low with teachers, as a result technology dominates the pedagogic purposes. v) Lack of any acceptable standard of quality in web-based learning allows uncontrolled growth of teaching shops on the web. vi) Application of copyright laws on the web is indeterminate at this time as the users can download any text or image file that he or she can view. vii) Authentication and security over the network are still problematic to facilitate online assessment for certification (Starr, 1997; McCormack and Jones, 1998). According to Piskurich (2006), while e-learning can make distance learning more interactive and collaborative, it has some disadvantages such as the demand over more faulty time, reduced attention of learners in the cyberspace during synchronous sessions, non-participation in chat and discussion forums, and need for higher self-direction from the learners.
While you will learn about the various components of e-learning and technologies used in this unit, it is important to give a brief outline of the typical characteristics of e-learning solutions available in the market. The web-based technologies available in the market provides an integrated solution for various task of teaching and learning that can be performed on the web.
: Characteristics of A Complete e-Learning Solution
E-learning can be delivered in three modes: (i) using the web as a supplement to face-to-face instruction, (ii) using the web in a mixed mode with face-to-face instruction or distance learning scenario, and (iii) using web-based instruction as completely online with no face-to-face student- student or student-teacher interaction. It is the last category that is more challenging to educators and instructional designers. It allows training and learning opportunities to reach the learners just in time. The environment is beneficial for both learners and teachers, as it can facilitate shift from instructive to constructivist learning paradigm that represent “student- directed learning” rather than “teacher-directed learning” (French et al, 1999). The constructivist-learning paradigm believes:
While the constructivist approach is considered as the most suitable for e- learning, Mishra (2002) proposed an eclectic model of e-learning covering behaviors, cognitivism and constructivism. He analyzed these learning theories in the context of e-learning to identify the instructional approaches to be used (See Table 9.3). Based on the features identified, Mishra (2002) proposed the instructional design model ( See Figure 9.1) for e-learning environment that should consider the learners, the subject and learning outcomes desired in the learners to create the courses and programmers in the online world. Approaches to Instruction Learning Theories Overall assumption Basic instructional approaches Online approaches Behaviorism • Basically, behavior is a • Instruction is designed to • Lessons with function of its promote individual pacing explicit objectives in consequences. Learning is achieved through frequent response and and progress
v) Feedback : As we understand, feedback is a very essential component of the overall learning process. Learners can receive automated feedback to their assignments, and interaction with formative assessment tools in the web pages. Tutors can also provide e-mail-based feedback to learners with human touch. vi) Reflection : Using the asynchronous discussion tools, learners can express and reflect on ideas and conception held by other learners, as well as on real life events. vii) Articulation and Creation : When the learner is reflecting on someone else’s idea, he/she is also trying to articulate his/her own thought so as to put it in writing. In the process the learner applies greater depth of thinking and create new knowledge embedded in a social and meaningful context. viii) Discovery : The web provides an opportunity for the learner to discover new knowledge and learning materials on the web. Inclusion of search facility on the learning site can facilitate this or the learner can use other search tools. The emphasis here is on promoting independent learning and evaluating the quality of information that one gathers through web searches. Wilkinson et al (1997) have provided useful tips for evaluating quality of Internet resources. ix) Assessment : Though this is yet a foggy area, the web provides new ways and means of assessment. With the emphasis on self-directed learning and learner autonomy, the assessment issues become secondary as the learner tries to evaluate him/herself. However, the web provides opportunity for speed, and power test in objective type questions. Electronic assessment of essay type questions is also now possible to bring objectivity into the evaluation process (Swartz, 2001).
The Internet, the backbone of online learning, is an interlinked network of networks that allows computers worldwide to connect to it, and to communicate or exchange data with each other. The Internet is based on Transmission Control Protocol - Internet Protocol (TCP/IP); information is 71
Another emerging format is the Motion Pictures Experts Group (.MPEG), although the disadvantage of MPEG is that the whole file must be downloaded before it starts to play. If high bandwidth is available, all these technologies can deliver high quality video and sound. Today, the popular audio format is MP3, and video format is Flash Video (FLV). Animation and 3D-models: Animations and 3-D models can be very powerful in teaching and learning spatial applications, but need high bandwidth to display well. The WWW animation standard is animated GIF files, although Java, Shockwave and Macromedia Flash are also used. The standard for 3 - D modelling is Virtual Reality Modelling Language (VRML). A web browser needs a VRML plug-in to display 3-D models properly. Designing quality animation and 3-D models also requires a high degree of skills and experience in the appropriate software.
Internet communication is either asynchronous (email, mailing lists, bulletin boards) or synchronous (text-based chat, audio chat, videoconferencing). Web-based communication for teaching and learning has been popularised by the constructivist-learning paradigm (Oliver, 2000; Hung & Nichani, 2001), which is based on collaborative learning principles. Electronic mail: Users send and receive email text messages asynchronously through a programme (like Microsoft Outlook or Qualcomm’s Eudora Pro) installed on the user’s computer, which sends and receives information through an email server provided by the user’s Internet Service Provider (ISP) or office network. However, web-based email (like Hotmail or Yahoo Mail) allows users to access their account from any computer with an Internet connection. A user can send emails to multiple recipients simultaneously, and can attach files (word-processed documents, spreadsheets, images) to each message. This facilitates collaborative group learning at a distance, but puts the onus on the learner to initiate or maintain contact. Mailing lists: Mailing lists are many-to-many communication channels on the Internet, managed using specialised software such as Listserv, Majordomo, and Listproc. People email instructions to join or leave a list to the computer running the service. Lists can be moderated or unmoderated, and can be used to collaboratively discuss and debate education or training issues within learning communities. However, too large a group can hinder rather than help the learning process. Discussion boards: Internet discussion board systems such as WebBoard, Yahoogroups or GoogleGroups are similar to mailing lists, with the additional feature of everyone’s messages being available on the WWW as a series of discussions. Messages are displayed online as they are received or as appended replies to the original message, allowing simultaneous coverage of many topics. Chat: Internet Relay Chat (IRC) is the standard for synchronous, multi- person, text-based chat. Most IRC applications (such as MSN Messenger, ICQ, Skype, Yahoo Messenger, etc.) are independent of the WWW, but can also be launched from a web page. The software keeps track from a central server of when you, and a list of people you specify, are online. You can text- chat or voice chat one-to-one, or in a conference. Some systems have an electronic whiteboard on which a teacher may “write” information viewable by all online chat participants, simulating a classroom situation. However,
synchronous text or voice chat can create organisational problems - especially in globally offered web courses, where there are time zone issues. Other Communication Tools: Besides the above traditional tools, everyday new forms of communication tools based on the web are available. Some of these are Blog, Wiki, micro-blogging, etc. These are also often called Web 2. tools, and they provide the user an increased ability to interact and contribute to the system as an active participant rather than a passive receiver of information. These are discussed in Unit 17.
Designing E-learning requires grounding in pedagogy, an understanding of the subject to be taught and of how the WWW works. Collis and Moonen (2001) identify institution, implementation, pedagogy and technology as the key components; Jolliffe, Ritter and Stevens (2001) describe an 18-step process for developing online learning. However, they emphasise “there is no magic in the actual number of steps.” Let’s discuss a possible and systematic approach. Needs analysis Market research on the demand and need for an online course should be the starting point. The resulting report should contextualize the project,
theories (behaviourism, cognitivism, constructivism). The WWW provides opportunities to use all these.
As the e-learning practices in educational institutions and in the business and industry grew, virtual institutions started emerging to provide education and training opportunities. While analyzing the developments of Virtual Education, Farrell (1999) identified the forces driving and opposing the development of virtual education in the world. These are: Driving Forces
