E-Learning

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From M/Cyclopedia of New Media

==E-Learning==

E-learning or Electronic Learning is the delivery of educational content via any electronic media, including the internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, CD-Rom, interactive CDs, and computer-based training (Tastle 2005, p.241). E-learning is distributed in many different forms of educational programs including online courses, web enhanced learning and Distance Education.

E-Learning is generally web-based allowing for flexibility as it is easily accessed via the internet. The virtual classroom (see E-Learning - The Virtual Classroom) allows for different methods of learning and allows for a high degree of interactivity through collaborative software. Online education can range between asynchronous independent training via on-line courses, to distance learning in which students connect to synchronous training at the same time via two-way satellite or audio/video conferencing with an instructor in real-time. Course content can be altered to suit individual career needs and goals. E-Learning is also quite effective in its ability to produce measurable results by monitoring attendance, effectiveness, performance, and recording test scores.

E-Learning is currently very similar to the traditional classroom in the way its educational tools are used. However, the has recently begun to evolve by shifting its focus towards providing an environment that facilitates broad based content creation, sharing, reuse, and distribution (Tastle 2005, p.242).

=== History of E-Learning===

The development of the E-learning revolution arose from a number of other ‘educational revolutions’. Four such revolutions cited by Billings and Moursund (1988) are:

the invention of reading & writing
the emergence of the profession of teacher/scholar
the development of moveable type (print technology)
the development of electronic technology

When discussing the ‘beginnings’ of E-learning it is important to note that valid tools of E-learning include now somewhat overlooked technologies such as calculators, VCRs, radio and bulletin board systems (or BBS). All of these developments have contributed to ideas concerning the uses of the E-learning systems.

Computer Assisted Learning projects first began in the late 1950’s and yielded research that suggested computers were a valuable addition tradition instruction/education. The discourse of early electronic education centred on teaching students to use computer-programming languages like BASIC. The realisation that learning a computer language was diverting valuable time away from conventional subject matter caused a paradigm shift in the 1980s and the current trend of application packages began.

In separate studies Souleles (2004) and Oblinger & Hawkins (2005) all noted that the benefits of E-learning have not been forthcoming in all instances. Soueles (2004) cites that some level of organization change is required for the implementation of E-learning is to be successful. Part of the problem with many ‘modern’ E-learning initiatives is that the organizations responsible have been primarily concerned with limiting expenditures on content preparation to maximize financial gains (Oblinger & Hawkins, 2005).

===Current Issues===

Current issues concerning E-learning include the development of new assistive technologies. An assistive technology in e-learning classrooms is “any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities�? (Bodjak & Amin, 2004, p.1). They include technologies such as alternative input devices (eg. Specialized keyboards), alternative output devices (eg. Braille embossers), software features and processing aids (Bodjak & Amin, 2004, p. 2). A number of these learning enhancement technologies are currently emerging and are sometimes divided into the following categories (Kolencherry Job & Ylen, 2004):

These emerging technologies are becoming increasingly important tools in the virtual classroom and the ability of institutions to keep up with relevant technological developments will determine their ability to create qualty E-learning experiences for students (Kolencherry Job & Ylen 2004).

Learning management systems are also incredibly useful for students unable to be present in the classroom as they provide ways for them to participate in a classroom environment, while allowing them to learn at their own pace (Armanious & Anderson, 2004, p.1). These systems provide a place for students to submit assignments, collaborate on projects, organize content material, check marks and facilitate online discussions (Armanious & Anderson, 2004, p.2). Such resources a becoming common add-ons to traditional course offerings thus creating the potential for curriculums that utilize some of the strengths inherent in both systems. Their primary attraction is found in their ability to allow students located in different places to access the same online communication and learning spaces (Young & Richardson 2004). In these environments teachers are encouraged to integrate a wide range of supported technologies into their teaching. While such learning management systems are increasing in popularity, there are a number of concerns that are slowing progress in this area:

Resources – Teachers lack time to manage technical skills, develop alternative pedagogies, and prepare for lessons. Also, schools have issues concerning machanical breakdown, slow bandwidth, filters and firewalls.
Support – Lack of technical support.
Usefulness – Teachers find no reason to change their subject area when they think the course model is already successful.
Technical knowledge and skills – The lack of computers and internet experience results in the teachers being afraid to incorporate technology into their unit.
Learning environment – Teachers require different strategies and procedures to suit the new environment. (Davies, 2004)

Another major concern for E-learning systems is their innability to accomodate students lacking access to new technologies. The digital divide is a term that refers to the gap between those who benefit from the access to computers and the internet and those who do not (El-Achrafi & Siddiq 2004). The largest portion of the population lacking access to computers and the internet are composed primarily of the poor, elderly, and less educated educated portions of society (Hüsing 2004). About 70% of students are using the internet and more than half of those are 24 years old and older. Meanwhile, only two percent of less educated students and those aged 65 and over are using the internet (Hüsing 2004).

===Future Developments===

Future developments in E-learning will be dependant not only on new technologies, but on the willingness of teachers and learners to embrace them. E-learning has always been celebrated for its flexibility, allowing learners to attend ‘virtual classes’ at their convenience. Most recently, E-learning has seen a shift towards reducing its dependence on location through the use of mobile devices (see M-Learning). We have already witnessed the preliminary stages of this shift in tertiary institutions with the majority of universities now implementing their own wireless local area networks or WLANs. This enables staff and students wireless access via their laptop computers from anywhere within the allocated areas on campus. A major part of this shift will embrace new technologies in handheld devices such as PDAs and Mobile Phones. The problem with current handheld devices is not their capability in delivering information, but rather their limited ability to display it. With the current focus on handheld devices unrestricted by time, space or display, it is believed that we are on the verge of a new form of learning - where reality and virtuality become interconnected.

Another evolving technology that will become an important part of E-learning is the recent emergence of language translation software. It is believed these softwares will remove the final obstacle in the shift towards a truly global learning environment. Meanwhile, it has also been predicted that the educational benefits of trends such as Blogs will be furthered by developments in E-learning technology. The theme common to all future developments in E-learning appears to be that of Convergence. The 4G will see us incorporate very high speed wireless access, and the concept of a persuasive/ubiquitous networking, giving us the ability to carry a multitude of wireless technologies in a single handheld device. In the realm of E-learning this could potentially create a situation where an individual can simultaneously be accessing educational content as well as creating it, further promoting ideas of lifelong learning and unlimited shared knowledge.

Contributors to This Entry Include:

Jessica Strudwick 10:02, 6 Sep 2005 (EST)
Greg David Toolen 10:43, 6 Sep 2005 (EST)
Rebecca Ngok 10:50, 6 Sep 2005 (EST)
Stephanie Dodgson 10:50, 6 Sep 2005 (EST)
Michael chappelow 21:03, 29 Sep 2005 (EST)
Andy Miller
User:Elyse Pickens
User:Melissa Jennings

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