Electronic learning

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Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. It is used interchangeably in so many contexts that it is critical to be clear what one means when one speaks of 'eLearning'.

Market

The worldwide e-learning industry is estimated to be worth over 38 billion euros according to conservative estimates, although in the European Union only about 20% of e-learning products are produced within the common market. Developments in Internet and multimedia technologies are the basic enabler of e-learning, with content, technologies and services being identified as the three key sectors of the e-learning industry ^[1], although it can be seen that there are two additional sectors, those being the consulting and support sectors.

Organisations such as SkillSoft, Epic, LearningSteps.com, BlueU and REDTRAY are leading innovators in the design and development of e-learning in the commercial world. Of these, SkillSoft are by far the largest and most experienced company in the global e-learning market, whilst Epic are the largest bespoke e-learning content providers.

History

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The first general-purpose e-learning system was the PLATO System developed at The University of Illinois at Urbana-Champaign. The Plato system evolved with the involvement of Control Data who created the first authoring software used to create learning content. The authoring software was called Plato. The Science Research Council then wrote the first CAI system of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal and developed English and Math curriculum for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system. The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal. It is from this design that the entire computer learning centres globally evolved which were forerunners of e-learning.

Nitin yadav & Aroon Singh

Growth of e-learning

Among the early institutions of on-line learning in the mid-1980s were the Western Behavioural Sciences Institute, the New York Institute of Technology, the Electronic Information Exchange System - EIES - of the New Jersey Institute of Technology, and Connected Education. More recently the organization Independent Student Media has developed a working curriculum that instructs students through an Interactive On-line Textbook. The term e-Learning itself originated in the corporate literature of CBT Systems (now SkillSoft) in the mid-1990s.

By 2003, more than 1.9 million students were participating in on-line learning at institutions of higher education in the United States, according to a report from the "Sloan Consortium", an authoritative source of information about on-line higher education. The explosive rate of growth -- now about 25 percent a year -- has made hard numbers a moving target. But according to Sloan, virtually all public higher education institutions, as well as a vast majority of private, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, says that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private Institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to work with students on-line. These staff members must be able to not only understand the content area, but also be highly trained in the use of the computer and Internet.

The concept of a Digital native has also become popular, and there are certainly likely to be generational influences on the future of e-learning. As more and more adult learners enter into this field the gap will begin to close.

In addition, e-Learning takes advantage of the versatility provided by asynchronous capabilities of internet delivered education.

Aroon Singh LBP

Technology

Many technologies can, and are, used in eLearning:

screencasts
ePortfolios
EPSS (electronic performance support system)
Palm pilots
MP3 Players
the use of web-based teaching materials
hypermedia in general
multimedia CD-ROMs
web sites
discussion boards
collaborative software
e-mail
blogs
wiki
text chat
computer aided assessment
educational animation
simulations
games
learning management software
electronic voting systems

Most eLearning situations use combination of the above techniques.

An example of this is moodle which use: discussion board threading, wiki and real time textual chat. However, moodle is referred to a CMS, this is because course material if often video, mp3, text documents, scanned images or links to other web sites.

Along with the terms learning technology and Educational Technology, the term is generally used to refer 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 On-line 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 is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.

Typical Managed Learning Environment with a navigation menu and icons giving access to automated tools and content pages.

In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Managed 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-counselling, online textbook purchase, student governments and student newspapers.

e-Learning can also refer to educational web sites 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.^[2]

Creating an Effective Online Learning Environment

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An abundance of research has been done to determine the effectiveness of online learning. In reading through the research you’ll find the conclusions from one researcher to another to be ambiguous. Regardless of the research conclusions, there is agreement that the crafting of an online course is important to student success.

Key elements of an effective online course [1]:

• As with any learning environment, know your audience. Respect your audience.

• Develop the course around clearly defined learning objectives and goals, and clearly communicate these to the learners.

• Special attention must be given to how online courses are displayed. Artistry is not the goal. Instead, focus on organization to allow ease of navigation and learning enhancement. Graphics should present information to support learning. Attention must be given to student skill levels and equipment limitations when embedding audio, video, and web links.

• Create a collaborative community spirit by requiring sharing activities between students and teachers, ensuring constructive criticism, maintaining motivation, and providing assessment tools with timely feedback.

• Keep the learning environment flexible. Individual needs, interests, and objectives must be considered, but should not become the end in itself. Knowledge must be built on in real-time and customized to meet educational goals.

• Technical support services must be made available to train and provide ongoing support for both learners and instructor.

• Provide related links and resource listings to support and enhance the body of knowledge.

• On-line learning web pages must be maintained to ensure up-to-date relevance.

Advantages and Disadvantages

The most notable advantages of e-learning are flexibility, convenience and the ability to work at your own pace. E-classes are asynchronous which allows learners to participate and complete coursework in accordance with their daily commitments. This makes an e-learning education a viable option for those that have other commitments such as family or work.

Other advantages of e-learning include the ability to communicate with fellow classmates from around the country, a greater adaptability to learner's needs, more variety in learning experience with the use of multimedia and the non-verbal presentation of teaching material. Video instruction provides visual and audio learning that can be reviewed as often as needed. For organizations with distributed and constantly changing learners (e.g. restaurant staff), e-learning has huge benefits when compared with organizing classroom training.

Disadvantages of e-learning include the lack of face-to-face interaction with a teacher. Critics of e-learning argue that the process is no longer "educational" in the highest philosophical sense (for example, as defined by RS Peters, a philosopher of education). Supporters of E-learning claim that this criticism is largely unfounded, as human interactions can readily be encouraged through audio or video-based web-conferencing programs, threaded discussion boards,of fact, many in K12 would support e-learning if it was not associated with the more extreme versions that attempt to cut out the directed teacher-student relationship.

The feeling of isolation experienced by distance learning students is also often cited, although discussion forums and other computer-based communication can in fact help ameliorate this and in particular can often encourage students to meet face-to-face and form self-help groups. Discussion groups can also be formed on-line. Human interaction, faculty-to-student as well as student-to-student, should be encouraged in any form.

Web and software development in particular can be expensive as can systems specifically geared for e-learning. The development of adaptive materials is also much more time-consuming than that of non-adaptive ones. Consequently, some of the cost is often forwarded to the students as online college courses tend to cost more than traditional courses. However, there are transportation cost (and time) benefits with not having to commute to and from campus.

Services

E-learning services have evolved since computers were first used in education. There is a trend to move toward blended learning services, where computer-based activities are integrated with practical or classroom-based situations.

Computer Based Learning

Computer Based Learning, sometimes abbreviated CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes. The concept is generally seen as being distinct from the use of computers in ways where learning is at least a peripheral element of the experience (e.g. computer games and web browsing).

Computer Based Training

Computer-based training (CBT) services are where a student learns by executing special training programs on a computer relating to their occupation. CBT is especially effective for training people to use computer applications because the CBT program can be integrated with the applications so that students can practice using the application as they learn. Historically, CBTs growth has been hampered by the enormous resources required: human resources to create a CBT program, and hardware resources needed to run it. However, the increase in PC computing power, and especially the growing prevalence of computers equipped with CD-ROMs, is making CBT a more viable option for corporations and individuals alike. Many PC applications now come with some modest form of CBT, often called a tutorial.^{[citation needed]} Web-based training (WBT) is a type of training that is similar to CBT; however, it is delivered over the Internet using a web browser. Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads. WBT is usually a self-paced learning medium, however some systems allow for online testing and evaluation at specific times.

Pedagogical approaches

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It is clearly possible to apply any specific pedagogical approach to eLearning, however some approaches are more common than others. Two of the most common are those of instructional design and social-constructivist pedagogy. The latter in particular is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. Adaptability to different learning styles is also still in vogue in certain circles.

Laurillard's Conversational Model is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.

There are four fundamental pedagogical perspectives which historically have influenced the approach to computer based pedagogy, distance education and continues to provide guiding principles for the pedagogy of e-learning:

Cognitive Perspective

The Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

Bishop, J. (2007) "The Psychology of how Christ Created Faith and Social Change: Implications for the design of E-Learning Systems"
Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design."
Bloom, B. S., and D. R. Krathwohl. (1956). Taxonomy of Educational Objectives: Handbook 1
Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
Gagné, R. (1970) The conditions of learning
Holmberg, B. (1995) Theory and Practice of Distance Education
Moore, M. G. & Kearsley, G. (1996). Distance Education: A Systems View.
Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers

Emotional Perspective

The Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.

Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
Holmberg, B. (1995) Theory and Practice of Distance Education
Malala, J. N. (2005) Virtual Learning Environments: What's in the Name? Business Research Yearbook, Vol VII, 529-533.
Malala, J. N. (2005). The E-Business of Online Education: An Ethnographic Probe of Students' Perception of Efficacy. Business Research Yearbook Vol XII, 499-503.
Malala, J. N.; Moshell, J.M.; Hobbs, D. (2004). The differential Roles of Authors’ Profiles and Students’ Perceptions of Efficacy in Asynchronous Computer-generated Learning. Business Research yearbook, Vol. XI 715-719.
Moore, M. G. & Kearsley, G. (1996). Distance Education: A Systems View.
Rogers, C. (1969) Freedom to learn
Rekkedal, T. (1985) Introducing the personal tutor/counsellor in the system of distance education
Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers
Zimmer, R. (1995)"The Empathy Templates - A way to support collaborative learning"

Behavioural Perspective

The Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.

Areskog, N-H. (1995) The Tutorial Process - the Roles of Student Teacher and Tutor in a Long Term Perspective.
Bååth, J. A. (1982) "Distance Students' Learning - Empirical Findings and Theoretical Deliberations"
Cobb, B. (1997) HP E-mail Mentor Program
Distlehorst, L. & Barrows, H. (1982). A new tool for problem-based, self-directed learning
Feletti, G. (1995) Developing Students into Information Literate Professionals
Mahling, D., Sorrows, B. and Skogseid, I. (1995) A Collaborative Environment for SemiStructured Medical Problem Based Learning
McCown, R. & Driscoll, M. (1995) Using Collaborative Writing and Problem-Based Learning in the College Classroom
Moore, M. G. & Kearsley, G. (1996). Distance Education: A Systems View.
Rowntree, D. (1986) Teaching through self-instruction: A practical handbook for course developers
Verduin, J. & Clark, T. (1991) Distance Education : The Foundations of Effective Practice

Contextual Perspective

The contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.

Black, J. & McClintock, R. (1995) "An Interpretation Construction Approach to Constructivist Design."
Moore, M. G. & Kearsley, G. (1996). Distance Education: A Systems View.
Phillips, G., Santoro, G. and Kuehn, S. (1988) "The use of computer-mediated communication in training students in group problem solving and decision-making techniques
Petraglia, J. (1998) The Real World on a Short Leash: The (Mis)Application of Constructivism to the Design of Educational Technology
Kember, D. (1995). Open learning courses for adults - a model of student progress
Lave, J. & Wenger, E. (1991). Situated learning : legitimate peripheral participation
Bronfenbrenner, U. (1979) The Ecology of Human Development : Experiments by nature and design
Bandura, A. (1977) Social Learning Theory
Vygotsky, L. (1934/reprinted 1962). Thought and language
Synnes, K. (1997) Distributed Education using the mStar Environment.

According to Vikas Shaw, " The Motion Picture is destined to revolutionize our educational system and in few years it will supplant largely, if not entirely the use of text books."^{[citation needed]}

Reusability, standards and learning objects

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.

A common standard format for e-learning content is SCORM whilst other specifications allow for the transporting of "learning objects" (Schools Interoperability Framework) or categorizing meta-data (LOM).

These standards themselves are early in the maturity process 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.

Communication technologies

Communication technologies are generally categorised as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. Synchronous activities occur with all participants joining in at once, as with a chat session or a virtual classroom or meeting.

The term eLearning 2.0 has been used to refer to the user of social software such as blogs and wikis. This approach has been particularly evangelised by Stephen Downes who runs the very popular daily blog and newsletter.

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In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overview of the basic learning models and the activities required for the participants to join the learning sessions across the virtual classroom or even across standard classrooms enabled by technology. Many activities essential for the learners in these environments require frequent chat sessions in the form of virtual classrooms and/or blog meetings.

The various blogs that are being used for providing writing approaches are gaining popularity.

Computer Aided Assessment and Learning Design

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. Most software for this is still very primitive however.

The term Learning Design has sometimes come to refer to the type of activity enabled by software such as the open-source system LAMS^{[citation needed]} which 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.

The first general-purpose system for computer-assisted instruction from which e-learning evolved, was the PLATO System developed at The University of Illinois at Urbana-Champaign.The Plato system evolved with the involvement of Control Data who created the first authoring software used to create learning content. The authoring software was called Plato. The Science Research Council then wrote the first CAI system of Math for K-6. Wicat Systems then created WISE as their authoring tool using Pascal and developed English and Math curriculum for K-6. The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah using the Wicat system. The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal. It is from this design that all the computer learning centers globally evolved and which were the forerunners of eLearning.^{[citation needed]}

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Online Education Nepal

Wednesday, May 2, 2007