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What is eLearning?
What is eLearning?
Any learning that utilizes a network (LAN, WAN or Internet) for delivery,
interaction, or facilitation. This would include distributed learning , distance
learning (other than pure correspondence ), Computer Based Training (CBT)
delivered over a network, and Web Based Training (WBT). Can be synchronous ,
asynchronous , instructor-led or computer-based or a combination.
What technologies are used?
eLearning can make use of a wide range of technologies and media.
These technologies can be categorized by delivery media or interaction tools. It
is also important to realize that each learner will often learn best with
certain technologies. We recommend that potential online learners reserve
judgment about any of the technologies until they have used them in a real
learning situation.
It is worth mentioning that many companies make similar products from the
following technologies. Some eLearning providers (colleges & companies) select
technologies from a variety of vendors and many others select an all inclusive
course delivery or management system that may include many of these
technologies. Some providers blend online with traditional offline technologies.
How do people Interact in an online course?
In a traditional class learners can pose questions or comments to the
instructor, interact in verbal discussions, or collaborate with small groups.
Similar forms of interaction and collaboration exist in online courses, with a
few substantial differences.
The first major difference is that written communication is much more prevalent
in online classrooms. Of the ten types of interactive tools listed on the
previous page eight use the written word. Only tele-conferencing and
video-conferencing use verbal communication skills.
The next major difference is that of the eight interactive tools, five are
asynchronous . This means that instructors and learners will be making their
comments as little as a few minutes, and as much as a few weeks, apart from one
another. Keep in mind that in a CBT , the interaction happens with the computer
program, rather than a live instructor.
Entirely new skills need to be developed by both instructors and learners to
make this asynchronous collaboration effective.Everyone in the discussion needs
to follow new rules of etiquette, and each interactive tool is slightly
different.
If done well, asynchronous class discussions can be as effective as traditional
class discussions. For some learners, that either take longer to formulate their
thoughts, or are too shy to express their thoughts verbally, online discussions
can be more effective. In the asynchronous class, the instructor will typically
pose weekly questions or discussion topics for the class. The discussion threads
that follow may involve 30 or more learners over a course of weeks.
There are also typically places and times for learners to start topics of their
own. To sample one of these asynchronous discussions you may want to join one of
our virtual learning communities.
In the synchronous class, discussions occur at a set time when the instructor
will meet the class. Study groups may also set their own meeting times, based on
their schedules. Some more traditional distance learning classes may meet
exclusively through dedicated videoconferencing systems - which remove many of
the differences between normal class environments (however, the technology does
add new roles and etiquette just like the other tools). As the bandwidth of the
Internet increases over the coming years synchronous conferencing options will
become more effective, less costly and complex, and may gain more popularity.
Benefits Of eLearning
- Learners appreciate the following of eLearning
- Instructors value the following strengths of eLearning
- Advantages of eLearning experienced by instructional developers include
- Advantages of eLarning for training and education administrators include the
following
- Eight issues with eLearning
- Instructors value the following strengths of eLearning
Learners appreciate the following qualities of eLearning:
eLearning fosters interaction among students and instructors.
Interaction stimulates understanding and the recall of information.
Accommodates different learning styles and fosters learning through a variety of
activities that apply to different learning styles.
Fosters self-paced learning whereby students can learn at the rate they prefer.
Convenient for students to access any time, any place.
Reduces travel time and travel costs for students.
Encourages students to browse information through hyperlinks to sites on the
worldwide Web and there by find information relevant to their personal
situations.
Allows students to select learning materials, or to be directed to content that
meets their level of knowledge, interest and what they need to know to perform
more effectively in their particular activity.
Provides context sensitive help (Electronic performance support
systems) to computer users and helps them complete tasks on-the-fly.
Develops knowledge of the Internet that will help learners throughout their
careers.
Encouraging students to take responsibility for their learning and succeeding
builds self-knowledge and self-confidence
Instructors value the following strengths of eLearning:
eLearning permits instructors to develop materials using the world-wide
resources of the Web.
Allows instructors to communicate information in a more engaging fashion than in
text-based distance education programs. eLearning offers a wide-range of text,
diagrams and images with video and sound, including virtual reality technology
that in the future will improve the effectiveness of the approach even further.
Convenient for instructors to access any time, any place.
Allows instructors to package essential information for all students to access.
Instructors can then concentrate on high level activities.
Retains records of discussion and allows for later reference through the use of
threaded discussion on bulletin boards.
Generates more personal gratification for instructors through quality student
participation.
Reduces travel and accommodation costs associated with training programs.
Advantages of eLearning experienced by instructional developers include:
Developers can develop training, demonstrating, in very specific details, how to
perform a task such as repairing equipment.
eLearning sets a framework for standardized course delivery.
Facilitates modifying training and education materials, by using html.
Allows developers to design once and use the same module in several programs, by
using 'template-like' learning objects.
Promotes the orderly layout of course materials, assignments and general
administration through a Web site.
Advantages of eLearning for training and education administrators include the
following:
eLearning accommodates automated, continuous assessment of student progress.
Reduces capital costs associated with traditional bricks and mortar schools and
training facilities.
Can be accessed by a variety of platforms such as Windows, UNIX and Mac because
they all read html files.
Template approach to developing online learning engenders consistency.
Allows institutions to build the eLearning modules from courses of leading
instructors.
Eight issues with eLearning
1. Students may be required to purchase or rent new computer equipment.
2. Technical difficulties or operator error may hamper students and instructors.
3. Students and instructors may have gaps in their computer knowledge in such
areas as Windows, so they will require training in computer basics before they
can start the online learning training.
4. Using telephones lines and Internet service providers to access Internet
services, when required, leads to high user fees in many parts of the world.
5. Initial costs of developing courses may be considerable, depending on the
approach taken.
6. Instructors may need to become familiar with electronic text books;
Internet-based research material, copyright, and other e-learning related
topics.
7. Internet bandwidth may not be robust enough to support the desired level of
multimedia.
8. People working in the eLearning field at an individual location may be
pioneers and not have the support of a network of more experienced colleagues.
Instructors value the following strengths of eLearning:
eLearning permits instructors to develop materials using the world-wide
resources of the Web.
Allows instructors to communicate information in a more engaging fashion than in
text-based distance education programs. eLearning offers a wide-range of text,
diagrams and images with video and sound, including virtual reality technology
that in the future will improve the effectiveness of the approach even further.
Convenient for instructors to access any time, any place.
Allows instructors to package essential information for all students to access.
Instructors can then concentrate on high level activities.
Retains records of discussion and allows for later reference through the use of
threaded discussion on bulletin boards.
Generates more personal gratification for instructors through quality student
participation.
Reduces travel and accommodation costs associated with training programs.
Technology has revolutionized business; now it must revolutionize learning.
The need to transform how organizations learn points to a more modern,
efficient, and flexible alternative: e-learning. The mission of corporate
e-learning is to supply the workforce with an up-to-date and cost-effective
program that yields motivated, skilled, and loyal knowledge workers.
Anywhere, anytime, anyone.
We estimate that approximately 80% of the professional workforce already uses
computers on the job. Technical obstacles, such as access, standards,
infrastructure, and bandwidth, will not be an issue two years from now. The
growth of the World Wide Web, high-capacity corporate networks, and high-speed
desktop computers will make learning available to people 24 hours a day, seven
days a week around the globe. This will enable businesses to distribute training
and critical information to multiple locations easily and conveniently.
Employees can then access training when it is convenient for them, at home or in
the office.
Substantial cost savings due to elimination of travel expenses.
The biggest benefit of e-learning, however, is that it eliminates the expense
and inconvenience of getting the instructor and students in the same place.
According to Training Magazine, corporations save between 50–70% when replacing
instructor-led training with electronic content delivery. Opting for e-training
also means that courses can be pared into shorter sessions and spread out over
several days or weeks so that the business would not lose an employee for entire
days at a time.
Just-in-time access to timely information.
Web-based products allow instructors to update lessons and materials across the
entire network instantly. This keeps content fresh and consistent and gives
students immediate access to the most current data. Information can be retrieved
just before it is required, rather than being learned once in a classroom and
subsequently forgotten.
Training Magazine reported that technology-based training has proven to have a
50–60% better consistency of learning than traditional classroom learning
(c-learning).
Higher retention of content through personalized learning.
Since they can customize the learning material to their own needs, students have
more control over their learning process and can better understand the material,
leading to a 60% faster learning curve, compared to instructor-led training. The
delivery of content in smaller units, called "chunks," contributes further to a
more lasting learning effect. Whereas the average content retention rate for an
instructor-led class is only 58%, the more intensive e-learning experience
enhances the retention rate by 25 – 60%.
Improved collaboration and interactivity among students.
Teaching and communication techniques which create an interactive online
environment include case studies, story-telling, demonstrations, role-playing,
simulations, streamed videos, online references, personalized coaching and
mentoring, discussion groups, project teams, chat rooms, e-mail, bulletin
boards, tips, tutorials, FAQs, and wizards. Distance education can be more
stimulating and encourage more critical reasoning than a traditional large
instructor-led class because it allows the kind of interaction that takes place
most fully in small group settings. Another study found that online students had
more peer contact with others in the class, enjoyed it more, spent more time on
class work, understood the material better, and performed, on average, 20%
better than students who were taught in the traditional classroom.
Online training is less intimidating than instructor-led courses.
Students taking an online course enter a risk-free environment in which they can
try new things and make mistakes without exposing themselves. This
characteristic is particularly valuable when trying to learn soft skills, such
as leadership and decision-making. A good learning program shows the
consequences of students' actions and where/why they went wrong. After a
failure, students can go back and try again. This type of learning experience
eliminates the embarrassment of failure in front of a group.
Effectiveness of eLearning
Is eLearning really effective?
When looking at the existing body of research on eLearning there are several
factors to keep in mind. The first thing to consider is the wide range of
terminology and technology that are involved with online learning. We consider
eLearning to encompass virtual classrooms that some studies may call distance
learning or distributed learning , as well as self paced and computer delivered
instruction such as web tutorials and CBT . This range is so large that no study
could adequately prove eLearning's effectiveness. As a result we are more
concerned with any studies related to the effectiveness of any independent form
of eLearning.
There is a huge body of research on distance learning beteween the years of 1952
and 1992 that seems to conclude that learning outcomes are not that different
from those of a traditional classroom. The major problem with this research is
that it looks primarily at televised instruction rather than web & computer
based instruction.
Although this research is somewhat related it is not what we need.
More recent research on distance learning programs that use web technologies has
had positive findings. Several studies indicate that students taking distance
learning courses have similar attitudes, grades and test scores as those
students in traditional classrooms.
However, some analysis suggests that these studies have critical shortcomings
that prevent their findings from being accepted.
There seems to be some agreement that there are important gaps in the existing
research related to online courses. Future research is needed
that:
Looks at the effects of several technologies rather than simply comparing a
single technology to traditional classroom interaction.
Considers differences in learners such as age, motivation and learning style.
Evaluates entire online programs rather than simply single classes.
Goal of eLearning
Goal 1: All students and teachers will have access to information technology in
their classrooms, schools, communities and homes.
Goal 2: All teachers will use technology effectively to help students achieve
high academic standards.
Goal 3: All students will have technology and information literacy skills.
Goal 4: Research and evaluation will improve the next generation of technology
applications for teaching and learning.
Goal 5: Digital content and networked applications will transform teaching and
learning.
eLearning Glossary
- Asynchronous Learning
- Computer Based Training (CBT)
- Correspondence Course
- Distance Education
- Distance Learning
- Distance Training
- Distributed Learning
- eLearning
- eLearner
- Instructor-led Training (ILT)
- Online Learning
- Online Training
- Synchronous Learning
- Web Based Training (WBT)
Asynchronous Learning – Any learning event where interaction is delayed over
time. This allows learners to participate according to their schedule, and be
geographically separate from the instructor.
Could be in the form of a correspondence course or eLearning .
Interaction can take use various technologies like threaded discussion.
Computer Based Training (CBT) – Training or instruction where a computer program
provides motivation and feedback in place on a live instructor. CBT can be
delivered via CD-ROM, LAN or Internet. Creation is done by teams of people
including instructional designers, and often has high development costs.
Correspondence Course - A course completed from a distance using written
correspondence for interaction and to submit assignments.
Correspondence classes became popular in the 1890's.
Distance Education – The formal process of distance learning . This term has
traditionally implied the higher education level.
Distance Learning – Learning where the instructor and the students are in
physically separate locations. Can be either synchronous or asynchronous . Can
include correspondence , video or satellite broadcasts, or eLearning . Usually
implies the higher education level.
Distance Training - A reference to distance learning for the corporate or
professional levels. More commonly referred to as distributed learning , WBT or
e-Learning .
Distributed Learning – Distance learning that makes use of information
technology. Includes most types of distance learning but not plain
correspondence (very similar to e-Learning )
eLearning – Any learning that utilizes a network (LAN, WAN or
Internet) for delivery, interaction, or facilitation. This would include
distributed learning , distance learning (other than pure correspondence ), CBT
delivered over a network, and WBT . Can be synchronous , asynchronous ,
instructor-led or computer-based or a combination.
eLearner – Any learner taking part in an eLearning course or program.
Instructor-led Training (ILT) – A learning event which is led by an instructor ,
and either held in a physical location or delivered via a network ( WBT ,
eLearning ). Usually implies the professional or corporate level and synchronous
learning.
Online Learning – eLearning over the Internet (as opposed to a local or wide
area network).
Online Training – Same as online learning , only it implies the professional or
corporate level.
Synchronous Learning – Any learning event where interaction happens
simultaneously in real-time. This requires that learners attend class at its
scheduled time. Could be held in a traditional classroom, or delivered via
distributed or eLearning technologies.
Web Based Training (WBT) - Training which is delivered over a network (LAN, WAN
or Internet). Can be either Instructor-led or Computer Based . Very similar to
eLearning , but it implies that the learning is in the professional or corporate
level.
eLearning Philosophies
eLearning is the online delivery of information, communication, education, and
training.
eLearning provides a new set of tools that can add value to all the traditional
learning modes-classroom experiences, textbook study, CD-ROM, and traditional
computer based training.
Old-world learning models don't scale to meet the new world learning challenge.
eLearning can provide the tools to meet that challenge.
eLearning will not replace the classroom setting, but enhance it, taking
advantage of new content and delivery technologies to enable learning.
With eLearning you can empower learners, and the learner, as well as the
mentoring system, is held accountable.
Retention for a learner varies, based on content type and the delivery vehicle.
The better the match of content and delivery vehicle to a learner's style, the
greater the retention, and therefore the greater the results.
What is eLearning?
eLearning is a effective and efficient system of self-paced personal training,
available over the Internet. Microsoft has made courses available in eLearning
form to cover several of the important new technologies included in Visual
Studio 2005, like Connected Systems and Smart Clients, plus Windows Server 2003,
with more planned for the near future.
http://msdn.microsoft.com/elearning/faq/
eLearning
"... the effective teaching and learning process created by combining e-digital
content with local community and tutor support along with global community
engagement."
Learning Outcomes
After completing this lesson, you will be able to:
Search for more definitions of eLearning and related terms Define eLearning
taking into consideration the context of your institution Explain the divergence
and convergence in meaning of:
distance learning
online education
distributed learning
Internet education
computer-based training
computer-mediated communication
computer-assisted instruction
virtual education
cyber learning
multi-modal instruction
The Basics of eLearning
eLecture
eLearning uses learning management systems (such as Blackboard, WebCT, KEWL,
etc.) as a web-based platform for distributing and facilitating the eLearning
curricula. Learning management systems allow for effective use of the Web for
learning by:
Providing access to rich sources of information.
Encouraging meaningful interactions with content.
Bringing people together to challenge, support, or respond to each other.
Exemplary eLearning courses should have the following aspects:
eLectures – eLectures provide crucial concept or technique that students need in
order to apply it to a problem or discussion.
Discussion Forum – This is where online interaction takes place for each course.
You will be expected to initiate a discussion and post replies.
Ask an expert – In addition to the local learning facilitator, you will have
access to an expert practitioner for each course. This expert practitioner will
be available to generate discussion about a particular topic and to respond to
questions.
Mentorship – If you require an online mentor who is a professional in a
particular subject area and who can provide ongoing feedback let your course
instructor know so we can help locate an online mentor for you.
Local learning facilitator or tutor support – A local learning facilitators
and/or lecturer will be available for face to face interaction at your Home
Institution.
Access to network resources - Additional reading materials relevant to your
course are located in "Course documents". Moreover, some assignments will
require that you locate material on the Internet for sharing in the conference
room or discussion forum.
Structured group activity – You will be expected to participate in a combination
of the following structured group activities: seminars, small group discussions,
learning partnerships and dyads, student work groups and learning circles, team
presentations, simulations or role plays, and peer learning groups. Please get
some guidance from your course instructor or local learning facilitator.
Informal peer interaction -- Sometimes the best learning occurs during informal
peer interaction so please email each other if you require private space.
Connected Education
Of the various related terms and definitions, I appreciate Steven Gilbert
(2000:15) vision of connected education. "In this vision of education,
individual learners, teachers, and related support professionals connect better
to information, ideas and each other via effective combinations of pedagogy and
technology – both old and new."
Gilbert continues that "within the context of the institution's educational
mission, all have more opportunities to connect with each other's efforts to
identify, understand, develop, and improve effective combinations of:
Learners' capabilities, needs, and goals;
Teachers' capabilities, needs, and goals;
Academic content;
Approaches to teaching and learning (pedagogy);
Media and applications of technology; and
Assessment and Feedback."
e-Quality: Access to Quality eLearning
Before we proceed, let's take some time to look at quality assurance concerns
that started to be voiced as more traditional universities started to offer
Internet-based distance learning and as more private sector entities started to
offer diplomas based entirely on computer-mediated learning. The eight regional
accrediting commissions
which assure the quality of the great majority of degree-granting institutions
of higher learning in the United States issued a statement of commitment about
their resolve to sustain certain values in the face of greater movement towards
Internet-based distance learning (not as we have defined eLearning above). These
values are:
that education is best experienced within a community of learning where
competent professionals are actively and cooperatively involved with creating,
providing, and improving the instructional program;
that learning is dynamic and interactive, regardless of the setting in which it
occurs;
that instructional programs leading to degrees having integrity are organized
around substantive and coherent curricula which define expected learning
outcomes;
that institutions accept the obligation to address student needs related to, and
to provide the resources necessary for, their academic success;
that institutions are responsible for the education provided in their name;
that institutions undertake the assessment and improvement of their
quality, giving particular emphasis to student learning;
that institutions voluntarily subject themselves to peer review.
Based on an initial draft by the Western Cooperative for Educational
Telecommunications (http://www.wiche.edu/telecom/), the eight regional
accrediting commissions offered the following best practices to reflect the
"common understandings of those elements that reflect quality distance education
programming." The best practices are meant to assist institutions in planning
distance education activities and to provide a self-assessment framework for
those already nvolved and are intended to inform and facilitate the evaluation
policies and processes of each region. These Best Practices are divided into
five separate components, each of which addresses a particular area of
institutional activity relevant to distance education. They are:
Institutional Context and Commitment
Curriculum and Instruction
Faculty Support
Student Support
Evaluation and Assessment
Blackboard Inc and the U.S. National Education Association (NEA) commissioned a
study on "Quality on the Line: Benchmarks for Success in Internet-Based Distance
Education". The study set out to validate a set of benchmarks applicable to
Internet-based distance education.The study outcome is a list of 24 benchmarks,
grouped under seven general categories that are essential to ensure quality in
Internet-based distance education. The seven categories are:
Institutional Support Benchmarks
Course Development Benchmarks
Teaching/Learning Benchmarks
Course Structure Benchmarks
Student Support Benchmarks
Faculty Support Benchmarks
Evaluation and Assessment Benchmarks
These are the very same benchmarks used for addressing quality in traditional
on-campus education. For example, the core criteria for education and training
providers in South Africa include the following:
Policy statement
Quality management systems
Review mechanisms
Programme delivery
Staff policies
Learner policies
Assessment policies
Management system and policies
These core criteria are reflected in the Quality Evaluation Guide prepared by
the Association of African Universities. Included in the quality evaluation are:
performance areas and some related quality indicators include vision, mission,
goals and objectives; teaching and learning; assessment; research;
organizational and management
structure; planning, budgeting and human resources; campus and community
relations; facilities; norms, values and ethics; gender equity; new
technologies; internationalization; response to changing social demands. I am
not sure to what extent this quality evaluation guide has been tested with
distance education programs in Africa. For quality assurance purposes,
institutions in Africa, such as the University of Dar es Salaam, are recognizing
the need to prepare for an Internet-based on-campus and off-campus education.
They are reviewing the applicability to their own situation of the "Quality on
the Line: Benchmarks for Success in Internet-Based Distance Education."
Related Terms to eLearning
Related terms include Distance Education, Online Education, Distributed
Learning, Internet Education, Computer-based Training, Computer-Mediated
Communication, Computer-Assisted Instruction, Virtual Education, Cyber-Learning,
Asynchronous Learning, and Multi-modal Instruction. The meaning of these terms
are starting to
converge. Where there is a difference in usage is explained by place (same
place, any place, on-campus, off-campus); time (same time -- synchronous or not
at the same time -- asynchronous); interaction (learner to computer; learner to
instructor; learner to other learners); use of the computer (presentation,
interactive, collaborative, generative); type of technology (text, audio, video,
multimedia); and absence or presence of face-to-face interaction.
Here are some basic definitions and characteristics of these related terms:
Distance Education
Barry Willis (1995) considers distance education as taking place "when a teacher
and student(s) are separated by physical distance, and technology (i.e., voice,
video, data, and print), often in concert with face-to-face communication, is
used to bridge the instructional gap." Willis (1995) indicates that "these types
of programs can provide adults with a second chance at a college education,
reach those disadvantaged by limited time, distance or physical disability, and
update the knowledge base of workers at their places of employment."
Traditional high-end distance education technologies require special-purpose
equipment or services (video-conferencing rooms, satellite uplinks). At the low
end, reliance on public services designed for one-way broadcast (such as
television) or point-to-point connections (the switched telephone network),
severely limit the interaction between participants.
Online Education
Greg Kearsley (1997) defines Online Education as follows:
"OnLine Education allows the study of higher education courses through the
electronic medium of Internet. Course Materials, including reference papers,
study materials and contact with tutors and fellow students are all accessed
through the use of personal computers and telecommunications."
Kearsley continues:
"OnLine Education allows students previously unknown freedom to study at
virtually any location and at any pace that can accommodate their other
commitments such as work and family. Diploma, undergraduate and masters degrees,
the duration of which is a maximum of five years, can be studied at day or night
from home, office and even hotel room if you are a frequent traveler."
Kearsley indicated that online learning affords learner's great flexibility in
terms of location and duration of study. He also suggests that additional plus
is that online courses "are also highly regarded by both the academic and
business community."
Here is yet another definition of online learning:
"Simply put, online learning refers to learning and other supportive resources
that are available through a computer. The computer prompts the learner for more
information and presents appropriate material based on the learner's response."
( Carliner 1998).
Carliner's definition suggests a "learner to computer" interaction
whereas other definitions highlight "online interaction" also
historically called "computer mediated communication" (CMC), although
this term covers applications beyond instruction (e.g.,
decision-making in work teams)."
Electronic Collaboration: a Practical Guide for Educators (1999:1) states that
"Internet-based work allows collaborators to communicate anytime, from
anywhere to any place. People from different parts of a building,
state, country, or continent can exchange information, collaborate on
shared documents and ideas, study together, or reflect on their own
practices."
A comprehensive definition from Department of Education, Training and
Employment (South Australia) follows:
"Online Education courses are conducted through the Internet, allowing
you to receive and submit course work and interact with participants
and your professor via your computer and modem. The predominantly
asynchronous nature of the lessons, activities and communication
methods allows you to participate in courses at times and places
convenient to you."
Distributed Learning
Oblinger and Maruyama (1996:6) characterizes a distributed learning
environment as follows:
"where the learning environment exists among a dispersed student
population, is structured according to learners' needs, and tends to
integrate traditional institutional functions (e.g. classroom and
library)."
Internet Education
Using the Internet to teach. The Internet is the "network of networks"
or a global computer connection, that allows any user (called a client
with an Internet connection) to access information on any other
computer that furnishes it.
Computer-Based Training (CBT)
Training (of humans) done by interaction with a computer. The programs
and data used in CBT are known as "courseware."
Computer-Mediated Communication (CMC)
Computer-Mediated Communication that takes place through, or is
facilitated by, computers. Examples include Usenet and
e-mail, but CMC also covers real-time chat tools like lily, IRC, and
even video conferencing.
Computer-Assisted Instruction
In a one hundred percent computer-assisted instruction program, "the
computer takes over from the teacher in providing the learner with
drill, practice, and revision, as well as testing and diagnosis". The
teaching may be linear or branching, or extended to thinking and
problem solving through simulation. However, learner's responses are
limited to a prescribed set of multiple choices. Free, creative
responses, cannot yet be accommodated.
Virtual Education
Virtual education is the use of information and communication
technologies (ICTs) to deliver educational programs and courses.
Farrell (1999, p2) reports that "the label virtual is widely and
indiscriminately used around the world and frequently used
interchangeably with other labels such as open and distance learning,
distributed learning, networked learning, Web-based learning, and
computer learning."
Cyber-Learning
Cyber Learning is an innovative approach to higher education on the
Internet. Students take courses from home, office or other convenient
locations at times that fit their schedule.
Asynchronous Learning Networks (ALN)
The ALN Center defines Asynchronous Learning Networks (ALN) as "people networks
for anytime - anywhere learning. " ALN "combines self-study with substantial,
rapid, asynchronous interactivity with others." In ALN, "learners use computer
and communications technologies to work with remote learning resources,
including coaches and other learners, but without the requirement to be online
at the same time. The most common ALN communication tool is the World Wide Web."
ALN, by this definition, includes: a web-based workshop that requires frequent
online conferencing and collaboration with others; a text- or computer-based
training course that requires learners to use email to discuss assignments with
each other and with the training coach or facilitator; a proctored examination
at a specified time and place; occasional synchronous chat or lab sessions for
near-campus learners, or face to face kickoff meeting. By the above definition,
what is NOT ALN includes: distance education based primarily on a synchronous
audio or video presentation or conference requiring learners and instructors to
be available at the same time; a videotaped course or mail-based correspondence
course or computer-based training with no substantial and rapid interactivity
with others, even though the learner might mail in a paper or test and receive a
reply days later.
Blended learning and multi-modal instruction
This term is often used when learning takes advantage of the best aspects of
in-person or face-to-face interaction and e-learning technologies.
Thus, blended learning comes closest to the following NetTel definition of
eLearning.
Learning Tasks
These learning tasks and activities build on your learning tasks and activities
from Lesson 1.
Read
http://www.press.uchicago.edu/Misc/Chicago/075117.html Using Electronic
Resources for Teaching Excerpted from pages 143-67 of The Chicago Handbook for
Teachers: A Practical Guide to the College Classroom by Alan Brinkley, Betty
Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric Rothschild,
published by the University of Chicago Press. (c)1999 by the University of
Chicago.
Search
Using your favorite seach engine, locate additional online resources that define
or explain eLearning.
Be ready to explain what you liked or did not like about the additional
resources you have located.
Interview
Interview someone from the telecommunications sector and someone from the
education sector. Before you begin, explain to your interviewees that you are
doing a learning task or activity about the importance of eLearning and the
definition of eLearning; request their permission to use their responses for the
discussion forum; and ask whether they wish to be named or to be anonymous.
Interview someone from the telecommunications sector and ask for a summary
explanation of
policy objectives in the telecommunications sector and in the education sector
what synergies might there be between telecommunications policy objectives and
education policy objectives
how telecommunications objectives can assist in the achievement of education
policy objectives
what the implications are of telecommunications policy objectives on eLearning
why eLearning might be important or not important for broader development goals
of the country
Do the same interview from someone from the education sector.
Discuss
Go into the discussion forum and post the results of your interview.
As you discuss with your peer group:
Share insights about how you phrased your questions.
Compare and contrast the responses from the two interviewees. Posit an
explanation of the difference or similarity in their responses.
Connect the responses of the interviewees to the importance or lack of
importance of eLearning and to a definition of eLearning.
Create
Add 2 few more slides to your powerpoint presentation (which you have started
after completing Lesson 1) that explain how you define eLearning taking into
consideration your local context.
Learning Assessment
1) Assess yourself by reflecting on the following:
Define eLearning taking into consideration the context of your institution
Explain the divergence and convergence in meaning of:
distance learning
online education
distributed learning
Internet education
computer-based training
computer-mediated communication
computer-assisted instruction
virtual education
cyber learning
multi-modal instruction
2) Points towards final grade
Participation in the discussion forum = 1 point
Quality of participation in the discussion forum = 2 points
Powerpoint slides = 1 point
E-Learning. eLearning. "e"learning. However you write it, definitions abound.
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
delivering accountability, accessibility, and opportunity to allow 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. With good design and
delivery, eLearning does all these things. But, at its heart, it is, simply,
learning. Too bad most interpretations focus on the technology (the "e") and not
on the learning.
eLearning has to keep the people it's designed for in mind. How do we learn? How
do we acquire and retain skills and information to help us develop? Only when we
address individual learning styles can the "e" in eLearning factor in. Then the
technical side -- the electronic delivery -- can be adapted to the learner.
Maybe the "e" should actually follow the word "learning." However you type it,
eLearning will alter the marketplace.
Want more? E-Learner.com explains what is e-Learning, how does it work, and some
of the terms you'll find when you take eLearning courses.
Even more? What is E-Learning? (from HowStuffWorks) explains what it is and how
it works.
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