E-learning

E-learning

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.

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. 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.

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.

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, and the ones developed at the University of Guelph in Canada. 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.

The Open University in Britain 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, making heavy use of web-based training and online distance learning and online discussion between students. Practitioners such as Harasim (1995) 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. 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.

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.

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. 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 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. In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.

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.

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.

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.

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.

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. 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.