E-learning refers to the use of
electronic media and
information and communication technologies (ICT) in education.
E-learning is
broadly inclusive of all forms of
educational technology in
learning and
teaching. E-learning is inclusive of, and is broadly synonymous with
multimedia learning, technology-enhanced learning (TEL),
computer-based instruction (CBI), computer-based training
(CBT), computer-assisted instruction or computer-aided instruction
(CAI), internet-based training (IBT), web-based training
(WBT), online education, virtual education,
virtual learning environments (VLE) (which are also called
learning platforms),
m-learning, and digital educational collaboration. These alternative
names emphasize a particular aspect, component or delivery method.
E-learning includes numerous types of media that deliver text, audio,
images, animation, and streaming video, and includes technology
applications and processes such as audio or video tape, satellite TV,
CD-ROM, and computer-based learning, as well as local intranet/extranet
and
web-based learning.
Information and
communication systems, whether free-standing or based on either
local networks or the Internet in
networked learning, underly many e-learning processes.[1]
E-learning can occur in or out of the classroom. It can be
self-paced,
asynchronous learning or may be instructor-led,
synchronous learning. E-learning is suited to
distance learning and flexible learning, but it can also be used in
conjunction with face-to-face teaching, in which case the term
blended learning is commonly used.
It is commonly thought that new technologies make a big difference in
education.[2]
Many proponents of e-learning believe that everyone must be equipped
with basic knowledge of technology, as well as use it as a vehicle for
reaching educational goals.
Overview
E-learning refers to the use of technology in learning and education.
There are several aspects to describing the intellectual and technical
development of e-learning, which can be categorized into discrete areas.
These are addressed in turn in the sections of this article:
- e-learning as an educational approach or tool that
supports traditional subjects;
- e-learning as a technological medium that assists in the
communication of knowledge, and its development and exchange;
- e-learning itself as an educational subject; such courses
may be called "Computer Studies" or "Information
and Communication Technology (ICT)";
- e-learning administrative tools such as education
management information systems (EMIS).
Background
E-learning is a broadly inclusive term that describes
educational technology that electronically or technologically
supports
learning and
teaching.
Bernard Luskin, a pioneer of e-learning, advocates that the "e"
should be interpreted to mean "exciting, energetic, enthusiastic,
emotional, extended, excellent, and educational" in addition to
"electronic." This broad interpretation focuses on new applications and
developments, and also brings learning and
media psychology into consideration.[3]
Parks suggested that the "e" should refer to "everything, everyone,
engaging, easy".[4]
Depending on whether a particular aspect, component or delivery
method is given emphasis, a wide array of similar or overlapping terms
has been used. As such, e-learning encompasses
multimedia learning, technology-enhanced learning (TEL),
computer-based training (CBT), computer-assisted instruction (CAI),
internet-based training (IBT), web-based training (WBT), online
education, virtual education,
virtual learning environments (VLE) which are also called learning
platforms,
m-learning, digital educational collaboration, distributed learning,
computer-mediated communication, cyber-learning, and multi-modal
instruction. Every one of these numerous terms has had its advocates,
who point up particular potential distinctions. In practice, as
technology has advanced, the particular "narrowly defined" aspect that
was initially emphasized has blended into "e-learning." As an example,
"virtual learning" in a narrowly-defined
semantic sense implies entering the environmental simulation within
a
virtual world,[5][6]
for example in treating
PTSD.[7][8]
In practice, a "virtual education course" refers to any instructional
course in which all, or at least a significant portion, is delivered by
the
Internet. "Virtual" is used in that broader way to describe a course
that not taught in a classroom face-to-face but through a substitute
mode that can conceptually be associated "virtually" with classroom
teaching, which means that people do not have to go to the physical
classroom to learn. Accordingly, virtual education refers to a form of
distance learning in which course content is delivered by various
methods such as
course management applications,
multimedia resources, and
videoconferencing. Students and instructors communicate via these
technologies.[9]
The worldwide e-learning industry is economically significant, and
was estimated in 2000 to be over $48 billion according to conservative
estimates.[10]
Developments in internet and multimedia technologies are the basic
enabler of e-learning, with consulting, content, technologies, services
and support being identified as the five key sectors of the e-learning
industry.[11]
Information and communication technologies (ICT) are used
extensively by young people.[12]
E-learning expenditures differ within and between countries. Finland,
Norway, Belgium and Korea appear to have comparatively effective
programs.[13]
History
In 1960, the
University of Illinois initiated a classroom system based in linked
computer terminals where students could access informational
resources on a particular course while listening to the lectures that
were recorded via some form of remotely device like television or audio
device.[14]
In the early 1960s,
Stanford University psychology professors
Patrick Suppes and
Richard C. Atkinson experimented with using computers to teach math
and reading to young children in
elementary schools in
East Palo Alto, California. Stanford's
Education Program for Gifted Youth is descended from those early
experiments. In 1963, Bernard Luskin installed the first computer in a
community college for instruction, working with Stanford and others,
developed computer assisted instruction. Luskin completed his landmark
UCLA dissertation working with the Rand Corporation in analyzing
obstacles to computer assisted instruction in 1970.
Educational institutions began to take advantage of the new medium by
offering distance learning courses using computer networking for
information.
Early e-learning systems, based on Computer-Based Learning/Training
often attempted to replicate autocratic teaching styles whereby the role
of the e-learning system was assumed to be for transferring knowledge,
as opposed to systems developed later based on
Computer Supported Collaborative Learning (CSCL), which encouraged
the shared development of knowledge.
Computer-based learning made up many early e-learning courses such as
those developed by
Murray Turoff and
Starr Roxanne Hiltz in the 1970s and 80s at the
New Jersey Institute of Technology,[15]
and the ones developed at the
University of Guelph in Canada.[16]
By mid 1980’s, accessing course content become possible at many college
libraries.
Cassandra B. Whyte researched about the ever increasing role that
computers would play in higher education. This evolution, to include
computer-supported collaborative learning, in addition to data
management, has been realized. The type of computers has changed over
the years from cumbersome, slow devices taking up much space in the
classroom, home, and office to laptops and handheld devices that are
more portable in form and size and this minimalization of technology
devices will continue.[17]
The
Open University in Britain[16]
and the University of British Columbia (where Web CT, now incorporated
into Blackboard Inc. was first developed) began a revolution of using
the Internet to deliver learning,[18]
making heavy use of web-based training and online distance learning and
online discussion between students.[19]
Practitioners such as Harasim (1995)[20]
put heavy emphasis on the use of learning networks.
With the advent of
World Wide Web in the 1990s, teachers embarked on the method using
emerging technologies to employ multi-object oriented sites, which are
text-based online virtual reality system, to create course websites
along with simple sets instructions for its students.[21]
As the
Internet becomes popularized, correspondence schools like
University of Phoenix became highly interested with the virtual
education, setting up a name for itself in 1980.[22]
In 1993, Graziadei described an online computer-delivered lecture,
tutorial and assessment project using electronic mail. By 1994, the
first
online high school had been founded. In 1997, Graziadei described
criteria for evaluating products and developing technology-based courses
include being portable, replicable, scalable, and affordable, and having
a high probability of long-term cost-effectiveness.[23]
By 1994, CALCampus presented its first online curriculum as Internet
becoming more accessible through major telecommunications networks.
CALCampus is where concepts of online-based school first originated,
this allowed to progress real-time classroom instructions and Quantum
Link classrooms.[24]
With the drastic shift of
Internetfunctionality, multimedia began introducing new schemes of
communication; through the invention of
webcams,
educators can simply record lessons live and upload them on the website
page. Now, there are currently wide varieties of online education that
are reachable for colleges, universities and
K-12 students. In fact, the
National Center for Education Statistics estimate the number of K-12
students enrolled in online distance learning programs increased by 65
percent from 2002 to 2005. This form of high learning allowed for
greater flexibility by easing the communication between teacher and
student, now teachers received quick lecture feedbacks from their
students. The idea of Virtual Education soon became popular and many
institutions began following the new norm in the education history.
The emergence of e-learning is arguably[who?]
one of the most powerful tools available to the growing need for
education. The need to improve access to education opportunities allowed
students who desire to pursue their education but are constricted due to
the distance of the institution to achieve education through "virtual
connection" newly available to them. Online education is rapidly
increasing and becoming as a viable alternative for traditional
classrooms. According to a 2008 study conducted by the
U.S Department of Education, back in 2006-2007 academic year, about
66% of postsecondary public and private schools began participating in
student financial aid programs offered some distance learning courses,
record shows only 77% of enrollment in for-credit courses being for
those with an online component.[25].
In 2008, the Council of Europe passed a statement endorsing e-learning's
potential to drive equality and education improvements across the EU.[26]
Recent studies show that the effectiveness of online instruction is
considered equal to that of face-to-face classroom instructions but not
as effective as the combination of face-to-face and online methods.[25]
Educational
approach
The extent to which e-learning assists or replaces other learning and
teaching approaches is variable, ranging on a continuum from none to
fully
online
distance learning.[27][28]
A variety of descriptive terms have been employed (somewhat
inconsistently) to categorize the extent to which technology is used.
For example, 'hybrid learning' or 'blended
learning' may refer to classroom aids and laptops, or may refer to
approaches in which traditional classroom time is reduced but not
eliminated, and is replaced with some online learning.[29][30][31]
'Distributed learning' may describe either the e-learning component of a
hybrid approach, or fully online
distance learning environments.[27]
Another scheme described the level of technological support as 'web
enhanced', 'web supplemented' and 'web dependent'.(Sloan Commission)[citation
needed]
Synchronous and asynchronous
E-learning may either be
synchronous or
asynchronous. Synchronous learning occurs in real-time, with all
participants interacting at the same time, while asynchronous learning
is self-paced and allows participants to engage in the exchange of ideas
or information without the dependency of other participants involvement
at the same time.
Synchronous learning involves 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. In
e-learning environments, examples of synchronous communications include
online real-time live teacher instruction and feedback, Skype
conversations, or chat rooms or virtual classrooms where everyone is
online and working collaboratively at the same time.
Asynchronous learning may use technologies such as
email,
blogs,
wikis, and
discussion boards, as well as
web-supported textbooks,[32]
hypertext documents, audio[33]
video courses, and
social networking using
web 2.0.
At the professional educational level, training may include
virtual operating rooms.[34]
Asynchronous learning is particularly beneficial for students who have
health problems or have child care responsibilities and regularly
leaving the home to attend lectures is difficult. They have the
opportunity to complete their work in a low stress environment and
within a more flexible timeframe.[19]
In asynchronous online courses, students proceed at their own
pace. If they need to listen to a lecture a second time, or think about
a question for awhile, they may do so without fearing that they will
hold back the rest of the class. Through online courses, students can
earn their diplomas more quickly, or repeat failed courses without the
embarrassment of being in a class with younger students. Students also
have access to an incredible variety of enrichment courses in online
learning, and can participate in college courses, internships, sports,
or work and still graduate with their class.
Both the asynchronous and synchronous methods rely heavily on
self-motivation, self-discipline, and the ability to communicate in
writing effectively.[35]
Linear learning
Computer-based learning or training (CBT) refers to self-paced
learning activities delivered on a
computer or handheld device such as a tablet or smartphone. CBT
often delivers content via CD-ROM, and typically presents content in a
linear fashion, much like reading an online book or manual. For this
reason, CBT is often used to teach static processes, such as using
software or completing mathematical equations. Computer-based training
is conceptually similar to web-based training (WBT), the primary
difference being that WBTs are delivered via
Internet using a
web browser.
Assessing learning in a CBT is often by assessments that can be
easily scored by a computer such as multiple choice questions,
drag-and-drop, radio button, simulation or other interactive means.
Assessments are easily scored and recorded via online software,
providing immediate end-user feedback and completion status. Users are
often able to print completion records in the form of certificates.
CBTs provide learning stimulus beyond traditional learning
methodology from textbook, manual, or classroom-based instruction. For
example, CBTs offer user-friendly solutions for satisfying continuing
education requirements. Instead of limiting students to attending
courses or reading printed manuals, students are able to acquire
knowledge and skills through methods that are much more conducive to
individual learning preferences.[citation
needed] For example, CBTs offer visual learning
benefits through animation or video, not typically offered by any other
means.[citation
needed]
CBTs can be a good alternative to printed learning materials since
rich media, including videos or animations, can easily be embedded to
enhance the learning.
However, CBTs pose some learning challenges. Typically the creation
of effective CBTs requires enormous resources. The software for
developing CBTs (such as
Flash or
Adobe Director) is often more complex than a subject matter expert
or teacher is able to use. In addition, the lack of human interaction
can limit both the type of content that can be presented as well as the
type of assessment that can be performed. Many learning organizations
are beginning to use smaller CBT/WBT activities as part of a broader
online learning program which may include online discussion or other
interactive elements.
Collaborative
learning
Computer-supported collaborative learning (CSCL) uses instructional
methods designed to encourage or require students to work together on
learning tasks. CSCL is similar in concept to the terminology,
"e-learning 2.0".
Collaborative learning is distinguishable from the traditional
approach to instruction in which the instructor is the principal source
of knowledge and skills. For example, the neologism "e-learning 1.0"
refers to the direct transfer method in computer-based learning and
training systems (CBL). In contrast to the linear delivery of content,
often directly from the instructor's material, CSCL uses
blogs,
wikis, and
cloud-based document portals (such as
Google Docs and
Dropbox). With technological
Web 2.0
advances, sharing information between multiple people in a
network has become much easier and use has increased.[36]:1
One of the main reasons for its usage states that it is "a breeding
ground for creative and engaging educational endeavors."[36]:2
Using
Web 2.0 social tools in the classroom allows for students and
teachers to work collaboratively, discuss ideas, and promote
information. According to Sendall (2008),[37]
blogs, wikis, and social networking skills are found to be significantly
useful in the classroom. After initial instruction on using the tools,
students also reported an increase in knowledge and comfort level for
using Web 2.0 tools. The collaborative tools also prepare students with
technology skills necessary in today's workforce.
Locus of control remains an important consideration in successful
engagement of e-learners. According to the work of Cassandra B. Whyte,
the continuing attention to aspects of motivation and success in regard
to e-learning should be kept in context and concert with other
educational efforts. Information about motivational tendencies can help
educators, psychologists, and technologists develop insights to help
students perform better academically.[38]
Classroom 2.0
Classroom 2.0 refers to online
multi-user
virtual environments (MUVEs) that connect schools across
geographical frontiers. Also known as "eTwinning",
computer-supported collaborative learning (CSCL) allows learners in
one school to communicate with learners in another that they would not
get to know otherwise,[39][40][41]
enhancing educational outcomes and cultural integration. Examples of
classroom 2.0 applications are Blogger and Skype.[42]
E-learning 2.0
E-learning 2.0 is a type of
computer-supported collaborative learning (CSCL) system that
developed with the emergence of
Web 2.0.[43][44][45]
From an e-learning 2.0 perspective, conventional e-learning systems were
based on instructional packets, which were delivered to students using
assignments. Assignments were evaluated by the teacher. In contrast, the
new e-learning places increased emphasis on
social learning and use of
social software such as blogs, wikis, podcasts and virtual worlds
such as
Second Life.[46]
This phenomenon has also been referred to as Long Tail Learning[47]
See also (Seely
Brown & Adler 2008)[48]
E-learning 2.0, in contrast to e-learning systems not based on CSCL,
assumes that knowledge (as meaning and understanding) is
socially constructed. Learning takes place through conversations
about content and
grounded interaction about problems and actions. Advocates of social
learning claim that one of the best ways to learn something is to teach
it to others.[48]
In addition to virtual classroom environments, social networks have
become an important part of E-learning 2.0. Social networks have been
used to foster
online learning communities around subjects as diverse as test
preparation and
language education.[49]
Mobile Assisted Language Learning (MALL) is the use of handheld
computers or cell phones to assist in language learning. Traditional
educators may not promote social networking unless they are
communicating with their own colleagues.[50]
Technology
Various technologies are used to facilitate e-learning. Most
e-learning uses combinations of these techniques, including
blogs,
collaborative software,
ePortfolios, and
virtual classrooms.
Audio
The radio has been around for a long time and has been used in
educational classrooms. Recent technologies have allowed classroom
teachers to stream audio over the internet. There are also webcasts and
podcasts available over the internet for students and teachers to
download. For example, iTunes has various podcasts available on a
variety of subjects that can be downloaded for free.
Video
Videos allow teachers to reach students who are visual learners and
tend to learn best by seeing the material rather than hearing or reading
about it. Teachers can access video clips through the internet instead
of relying on DVDs or VHS tapes. Websites like YouTube are used by many
teachers. Teachers can use messaging programs such as Skype, Adobe
Connect, or webcams, to interact with guest speakers and other experts.
Interactive video games are being integrated in the curriculum at both
K-12 and higher education institutions.
Research on the use of video in lessons is preliminary, but early
results show an increased retention and better results when video is
used in a lesson. Creating a systematic video development method holds
promise for creating video models that positively impact student
learning.[51]
Computers, tablets and mobile devices
Computers and tablets allow students and teachers access to websites
and other programs, such as Microsoft Word, PowerPoint, PDF files, and
images. Many mobile devices support
m-learning.
Blogging
Blogs
allow students and teachers to post their thoughts, ideas, and comments
on a website. Blogging allows students and instructors to share their
thoughts and comments on the thoughts of others which could create an
interactive learning environment.[52]
Webcams
The development of
webcams
and
webcasting has facilitated the creation of
virtual classrooms and
virtual learning environments. Virtual classrooms supported by such
technology are becoming more and more popular, especially since they are
contributing as a main solution to solving problems with travel
expenses. Virtual classrooms with such technology also provide the
benefits of being easy to set up.[53]
Whiteboards
Interactive whiteboards ("smartboards") allow teachers and students
to write on the touch screen, so learning becomes interactive and
engaging.
Screencasting
Screencasting is a recent trend in e-learning. There are many
screencasting tools available that allow users to share their screens
directly from their browser and make the video available online so that
the viewers can stream the video directly. The advantage of such tools
is that it gives the presenter the ability to show his ideas and flow of
thoughts rather than simply explain them, which may be more confusing
when delivered via simple text instructions. With the combination of
video and audio, the expert can mimic the one-on-one experience of the
classroom and deliver clear, complete instructions. From the learner's
point of view this provides the ability to pause and rewind and gives
the learners the advantage of moving at their own pace, something a
classroom cannot always offer.
Combining
technology
Along with the terms learning technology, instructional
technology, the term
educational technology refers 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, however, also has
implications beyond just the technology and refers to the actual
learning that takes place using these systems.
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-counseling, online textbook
purchases, student governments and student newspapers.
E-learning can also refer to educational websites 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.
Virtual classroom
Virtual Learning Environments (VLE), also known as learning
platforms, utilize virtual classrooms and meetings which often use a mix
of communication technologies. One example of web conferencing software
that enables students and instructors to communicate with each other via
webcam, microphone, and real-time chatting in a group setting, is Adobe
Connect, which is sometimes used for meetings and presentations.[54]
Participants in a virtual classroom can also use icons called emoticons
to communicate feelings and responses to questions or statements.
Students are able to 'write on the board' and even share their desktop,
when given rights by the teacher. Other communication technologies
available in a virtual classroom include text notes, microphone rights,
and breakout sessions. Breakout sessions allow the participants to work
collaboratively in a small group setting to accomplish a task as well as
allow the teacher to have private conversations with his or her
students.
The virtual classroom also provides the opportunity for students to
receive direct instruction from a qualified teacher in an interactive
environment. Students have direct and immediate access to their
instructor for instant feedback and direction. The virtual classroom
also provides a structured schedule of classes, which can be helpful for
students who may find the freedom of asynchronous learning to be
overwhelming. In addition, the virtual classroom provides a social
learning environment that replicates the traditional "brick and mortar"
classroom. Most virtual classroom applications provide a recording
feature. Each class is recorded and stored on a server, which allows for
instant playback of any class over the course of the school year. This
can be extremely useful for students to review material and concepts for
an upcoming exam. This also provides students with the opportunity to
watch any class that they may have missed, so that they do not fall
behind. It also gives parents the ability to monitor any classroom to
ensure that they are satisfied with the education their child is
receiving.
Administrative
tools
Learning
management system
A
learning management system (LMS) is software used for delivering,
tracking and managing training and education; for example, tracking
attendance, time on task, and student progress. Educators can post
announcements, grade assignments, check on course activity, and
participate in class discussions. Students can submit their work, read
and respond to discussion questions, and take quizzes.[52]
An LMS may allow teachers, administrators, students, and permitted
additional parties (such as parents if appropriate) to track various
metrics. LMSs range from systems for managing training/educational
records to software for distributing courses over the Internet and
offering features for online collaboration. The creation and maintenance
of comprehensive learning content requires substantial initial and
ongoing investments of human labor. Effective translation into other
languages and cultural contexts requires even more investment by
knowledgeable personnel.[55]
Two widely used internet-based
learning management systems tools for e-learning are
Blackboard Inc. and
Moodle.
Blackboard Inc. has over 20 million users daily. Offering six
different platforms: Blackboard Learn, Blackboard Collaborate,
Blackboard Mobile, Blackboard Connect, Blackboard Transact, and
Blackboard Analytics; Blackboard's tools allow educators to decide
whether their program will be blended or fully online,
asynchronous or
synchronous. Blackboard can be used for K-12 education, Higher
Education, Business, and Government collaboration.[56]
Moodle
is an Open Source Course Management System. It is free to download and
provides blended learning opportunities as well as platforms for
distance learning courses. The Moodle website has many tutorials for
creating a program or becoming a Moodle student.[57]
Learning content management system
A
learning content management system (LCMS) is software for author
content (courses, reusable content objects). An LCMS may be solely
dedicated to producing and publishing content that is hosted on an LMS,
or it can host the content itself. The
Aviation Industry Computer-Based Training Committee (AICC)
specification provides support for content that is hosted separately
from the LMS.
A recent trend in LCMSs is to address this issue through
crowd-sourcing (cf.SlideWiki[58]).
Computer-aided assessment
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.
The best examples follow a
formative Assessment structure and are called "Online Formative
Assessment". This involves making an initial formative assessment by
sifting out the incorrect answers. The author of the assessment/teacher
will then explain what the pupil should have done with each question. It
will then give the pupil at least one practice at each slight variation
of sifted out questions. This is the formative learning stage. The next
stage is to make a
summative assessment by a new set of questions only covering the
topics previously taught.
Learning design is the type of activity enabled by software that
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.elearning has been replacing the traditional settings due to its cost
effectiveness.
Electronic performance support systems (EPSS)
An
electronic performance support system (EPSS) refers to a
"computer-based system that improves worker productivity by providing
on-the-job access to integrated information, advice, and learning
experiences".[59][citation
needed]
Content
Content is a core component of e-learning and includes issues such as
pedagogy and
learning object re-use.
Pedagogical
elements
Pedagogical elements are defined as structures or units of
educational material. They are the educational content that is to be
delivered. These units are independent of format, meaning that although
the unit may delivered in various ways, the pedagogical structures
themselves are not the textbook, web page,
video conference,
Podcast,
lesson, assignment, multiple choice question, quiz, discussion group or
a case study, all of which are possible methods of delivery.
Pedagogical
approaches
Various
pedagogical perspectives or
learning theories may be considered in designing and interacting
with e-learning programs.
E-learning theory examines these approaches, including social-constructivist,
one application of which was
One Laptop Per Child,[60]
Laurillard's conversational model[61]
including
Gilly Salmon's five-stage model,[62]
and cognitive,[63]
emotional,[64]
behavioral,[65]
and contextual perspectives.[66]
In 'mode neutral' learning online and classroom learners can coexist
within one learning environment, encouraging interconnectivity.[67]
Self-regulated learning refers to several concepts that play major
roles in e-learning. Learning courses should provide opportunities to
practice these strategies and skills. Self-regulation and
structured supervision both enhance e-learning.[68]
Learning
object standards
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.
Sharable Content Object Reference Model (SCORM) is a collection of
standards and specifications that applies to certain web-based
e-learning. Other specifications such as
Schools Framework allow for the transporting of
learning objects, or for categorizing metadata (LOM).
These standards themselves are early in the maturity process with 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.
An excellent example of e-learning that relates to knowledge
management and reusability is Navy E-Learning, which is available to
Active Duty, Retired, or Disable Military members. This on-line tool
provides certificate courses to enrich the user in various subjects
related to military training and civilian skill sets. The e-learning
system not only provides learning objectives, but also evaluates the
progress of the student and credit can be earned toward higher learning
institutions. The Internet allows for learning to be directed at one’s
current objectives.[69]
This reuse is an excellent example of knowledge retention and the
cyclical process of knowledge transfer and use of data and records.
Applications
Preschool
Various forms of electronic media are a feature of preschool life.[70]
Although parents report a positive experience, the impact of such use
has not been systematically assessed.[70]
The age when a given child might start using a particular technology
such as a cellphone or computer might depend on matching a technological
resource to the recipient's developmental capabilities, such as the
age-anticipated stages labeled by Swiss psychologist,
Jean Piaget.[71]
Parameters, such as age-appropriateness, coherence with sought-after
values, and concurrent entertainment and educational aspects, have been
suggested for chosing media.[72]
K–12
E-learning is utilized by public
K–12 schools in the United States as well as private schools. Some
e-learning environments take place in a traditional classroom, others
allow students to attend classes from home or other locations. There are
several states that are utilizing cyber and virtual school platforms for
e-learning across the country that continue to increase.
Virtual school enables students to log into
synchronous learning or
asynchronous learning courses anywhere there is an internet
connection. Technology kits are usually provided that include computers,
printers, and reimbursement for home internet use. Students are to use
technology for school use only and must meet weekly work submission
requirements. Teachers employed by K–12 online public cyber schools must
be certified teachers in the state they are teaching in. Cyber schools
allow for students to maintain their own pacing and progress, course
selection, and provide the flexibility for students to create their own
schedule.[citation
needed]
E-learning is increasingly being utilized by students who may not
want to go to traditional brick and mortar schools due to severe
allergies or other medical issues, fear of
school violence and
school bullying and students whose parents would like to homeschool
but do not feel qualified.[73]
Cyber schools create a safe haven for students to receive a quality
education while almost completely avoiding these common problems. Cyber
charter schools also often are not limited by location, income level or
class size in the way brick and mortar charter schools are.[74]
National private schools are also available online. These provide the
benefits of e-learning to students in states where charter cyber schools
are not available. They also may allow students greater flexibility and
exemption from state testing.
Virtual education in
K-12 schooling often refers to
cyber schools, and in higher education to
virtual universities.
Virtual schools are “cybercharter
schools"[75]
with innovative administrative models and course delivery technology.[75]
Higher education
In the
United States, e-learning has become a predominant form of
post-secondary education.[citation
needed] Enrollments for fully online learning
increased by an average of 12–14 percent annually between 2004–2009,
compared with an average of approximately 2 per cent increase per year
in enrollments overall.[76][77]
In 2006, 3.5 million students participated in on-line learning at higher
education institutions in the United States.[78]
Almost a quarter of all students in post-secondary education were taking
fully online courses in 2008.[76]
In 2009, 44 percent of post-secondary students in the USA were taking
some or all of their courses online, this figure is projected to rise to
81 percent by 2014.[79]
During the fall 2011 term, 6.7 million students enrolled in at least one
online course.[80]
Over two-thirds of chief academic officers believe that online learning
is critical for their institution.[81]
The Sloan report, based on a poll of academic leaders, indicated that
students are as satisfied with on-line classes as with traditional ones.
Although a large proportion of
for-profit higher education institutions now offer online classes,
only about half of private,
non-profit schools do so. Private institutions may become more
involved with on-line presentations as the costs decrease. Properly
trained staff must also be hired to work with students online. These
staff members need to understand the content area, and 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.[82]
Although
massively-open online courses (MOOCs) may have limitations that
preclude them from fully replacing college education,[83]
such programs have significantly expanded.
MIT,
Stanford and
Princeton University offer classes to a global audience, but not for
college credit.[84]
University-level programs, like
edX founded
by
Massachusetts Institute of Technology and
Harvard University, offer wide range of disciplines at no charge.
Private organizations also offer classes, such as
Udacity,
with free computer science classes, and
Khan Academy, with over 3,900 free micro-lectures available via
YouTube.
Coursera, an online-enrollment platform, is now offering education
for millions of people around the world. A certification is consigned by
Coursera for students who are able to complete an adequate performance
in the course. Free online courses are administered by the website-
fields like
computer science,
medicine,
networks and
social sciences are accessibly offered to pursuing students. The
lectures are recorded into series of short videos discussing different
topics and assignments in a weekly basis.
This virtual curriculum complement the curriculum taught in the
traditional education setting by providing equality for all students,
despite disability, and geographical location and socioeconomic status.
Corporate
and professional
E-learning has now been adopted and used by various companies to
inform and educate both their employees and customers. Companies with
large and spread out
distribution chains use it to educate their sales staff about the
latest
product developments without the need of organizing physical onsite
courses. Compliance has also been a big field of growth with banks using
it to keep their staff's CPD levels up. Other areas of growth include
staff development, where employees can learn valuable workplace
skills.
Advantages and disadvantages
Key advantages of e-learning include:
- Improved open access to education, including access to full
degree programs[85]
- Better integration for non-full-time students, particularly in
continuing education,[85]
- Improved interactions between students and instructors,[86]
- Provision of tools to enable students to independently solve
problems,[86]
- Acquisition of technological skills through practice with tools
and computers.
Key disadvantages of e-learning, that have been found to make
learning less effective than traditional class room settings, include:
- Potential distractions that hinder true learning,
- Ease of cheating,[citation
needed]
- Bias towards tech-savvy students over non-technical students,
- Teachers' lack of knowledge and experience to manage virtual
teacher-student interaction,[87]
- Lack of social interaction between teacher and students,[88]
- Lack of direct and immediate feedback from teachers,[88]
- Asynchronic communication hinders fast exchange of question,[88]
- Danger of procrastination.[88]
See also