Assess the relative value of e-learning in meeting the different needs of learners in schools, in full time higher education and in part time and continuing education/training.
Assess the relative value of e-learning in meeting the different needs of learners in schools, in full time higher education and in part time and continuing education/training.
The Internet is a global network of computers, consisting of millions of smaller networks all around the world. The Internet is not in one place, neither is it owned by anyone. The origins go back to the late 1960s, when the United States government aimed to enable computer networks across the USA to continue to communicate with each other, even if some of the networks were destroyed by Russian attack. They started with four computers linked together using a computer protocol system called Internet Protocol.
Today the Internet is a vast system of intercommunicating networks, funded by businesses, governments and educational bodies. More than one hundred and fifty countries are now linked via the Internet, this number growing almost daily. As well as countries joining the Internet on an almost daily basis so are the UK's schools.
The vast growth of the Internet has had a big impact on education at all levels. This impact has not only affected what is taught in places of education, but the way in which education is delivered, particularly in higher education. Using a computer to learn is referred to as 'e-learning', which takes place in a number of different formats.
The Internet has allowed people to enrol and study courses based at universities anywhere in the world, without ever having to go there. In other words someone from Scarborough could study to gain a degree from the University of Queensland, Australia without ever having to go to Australia, as the materials needed to pass the course are delivered across the internet, similarly work for assessment is sent from the learners computer to moderators in Queensland, this is usually asynchronous and requires motivation and dedication from the learner to manage their time and work successfully. This is a style of e-learning referred to as distance learning.
The National Council for Educational Technology (NCET) has suggested a three-fold classification of e-learning levels:
* Centre-based provision - Use of online learning as part of a strategy of resource based learning in an established educational institution.
* Local provision - Computer and/or Internet based learning made available by a provider within a local area, typically through drop-in learning workshops.
* Distance learning - Organised by a national provider who offer individual study opportunities.
The actual learning materials and resources that are delivered using ICT usually fit into one of the following categories:
Computer Aided Instruction (CAI) - 'characterised by teaching/instructional software in which the 'locus of control' lies more with the computer' (Williams, 2003). The learner is subject to testing and in cases of error the computer offers remedial material until the learner meets a target performance level.
Computer Assisted Learning (CAL) - 'is characterised by learning software in which the locus of control lies more with the learner' (Williams, 2003). This sort of material provides resources to assist ...
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The actual learning materials and resources that are delivered using ICT usually fit into one of the following categories:
Computer Aided Instruction (CAI) - 'characterised by teaching/instructional software in which the 'locus of control' lies more with the computer' (Williams, 2003). The learner is subject to testing and in cases of error the computer offers remedial material until the learner meets a target performance level.
Computer Assisted Learning (CAL) - 'is characterised by learning software in which the locus of control lies more with the learner' (Williams, 2003). This sort of material provides resources to assist the learner in completing open ended and learner directed tasks.
The above two styles of learning material are based on different theories; CAI based on behaviourist theories and CAL on constructivist theories, either/both or a combination of the two may be used, it is the responsibility of the lecturer, or person producing the learning materials to decide which types of material are most suitable for the task and which are most suitable for the students in question, as this may vary.
Many people see these new ways of learning as a very positive development in the way students learn, recognising that...
...every learner can, at his or her own choice of time and place, access a world of multimedia material...immediately the learner is unlocked from the shackles of fixed and rigid schedules, from physical limitations...and is released into an information world which reacts to his or her own pace of learning.
(Benjamin, A. 1994)
Whether educationalists should be as optimistic as this is yet to be seen.
The main impact of the internet on schools has been to the curriculum rather than the method of delivery, for example, only since the rapid development of the internet has The National Curriculum required key stage two children to know how to send and receive emails. However at primary and secondary school level, there are no e-learning courses available (when using http://www.google.com to search for 'e-learning courses').
The main reason that schools choose not to offer e-learning courses is simply that without attending school, the children would not know how to access the information and what to do with it, and few parents would have the time or ability to assist their child in such learning. It is simply not possible for a five year old to start an e-learning course using the Internet when most five year olds cannot confidently or accurately read or write.
However schools can still use e-learning 'to augment and expand a programme that continues to be taught through lecture, seminar and workshop or laboratory activities' (Hurley, 2001). For example the teacher may use a web-based activity to enhance children's knowledge and understanding in an ICT lesson, where he/she can supervise the children, this is an example of centre based provision, however the teacher would be unable to set web based homework as not all children would have access to the Internet outside school.
Even if a child has the necessary skills to take part on an e-learning course, in order for a learner to get the most from an e-learning course they must be 'motivated to spend time and effort' (Salmon, 2000), it is up to the learner to plan their time and their learning, this is another factor which contributes to e-learning being rarely used in primary or secondary schools, as most children are not motivated towards all areas of the curriculum, this means that the children may not study such parts of the curriculum, with no teacher to encourage the child, the child's education would fail.
It appears that a complete primary and/or secondary online education is not feasible, aspects of e-learning may be integrated into certain programmes of work but should only be done so if it provides an equal or better way of delivering learning in comparison to traditional methods of teaching.
Full time higher education e-learning courses are becoming ever more popular, with access to computers and the internet increasing and the cost of computers and the internet falling, access to online courses is becoming much easier and more desirable as well as more convenient. The amount of debt, which students acquire while studying at traditional universities, is well documented, often featured on the news and in the press; this is a deterrent from university, and a push big factor towards distance learning. The cost of a computer and an internet connection and subscription fee is likely to be considerably less expensive than the average debt students leave traditional universities with. Distance learning also offers flexibility to students, for example a distance learner can chose what time they start, what days they work as well as tend to other commitments such as take children to school and pick them up, chores which may not fit into the schedule of a traditional university attendee.
The reason that full time higher education e-learning courses can be more successful is because the students who enrol on such a course have made a decision in their lives to study on that course, they have decided the subject is what they want to do and that it will help them in their future career choice. This means that such students have paid for the privilege of being on the course and actually want to be on the course, therefore they should be motivated towards the work that will be expected from them.
However, e-learning does not always work for full time higher education students, such a course requires lots of self discipline, without a tutor by ones side to offer support and encouragement it is easy to see how students can lose interest and get behind with work, the fact that there is no teacher to check what has been studied makes it all the easier to miss out parts of the course. Another problem, which may occur, is if a student requires extra help in order to understand or carry out a task they would have to email their lecturer and may not be able to continue their work until they receive a reply, during this time the student may get behind with their work, this highlights a major disadvantage of an asynchronous way of learning.
Despite e-learning becoming ever-popular experts believe that this new way of learning will not replace traditional universities.
University campuses will always be in demand because they create a protected environment where young people can come to terms with life, love, liquor and learning - while sparing the rest of the community the sight of these often-unsightly processes.
(Daniel, J. 2000)
There is a lot of truth in this statement, as 'most students will name the social aspect of university life as one of the most significant elements of their overall experience' (Weller 2002). Watching a recorded lecture over the internet or listening to an audio recording is a very passive process usually done in isolation, rarely having the same value of a face to face lecture, the discussion which takes part during and after lectures between students often helps with the students understanding, a distance learner does not get this experience.
An establishment which offers e-learning courses, such as the University of Queensland in Australia, is financially structured much differently to a traditional university, the University of Queensland does also offer courses on campus, however the department for e-learning spends most of its finances and time on developing online materials using students tuition fees to fund this development. Continuous development of e-learning materials ensure that lecturers can provide materials to suit a wide range of learning styles, that are kept right up to date.
Other categories of learner who often turn to e-learning are continuing learners and part time learners, these are learners who already have a job and are seeking further education to better their position or in some cases make a complete career change. On the surface e-learning appears to be an idyllic way for working people to further their education, for whatever reason. However there are drawbacks to this situation. If a student has got a job, whether it's full or part time, by the time that student settles down to do their work they are likely to be tired, possibly stressed and thinking about the day at work they have just had. Local provision and centre based provision types of e-learning are unsuitable for continuing and part time students as they would be hard to fit around students working, distance learning is the most suitable way of providing e-learning to such students however they would have to be truly dedicated and motivated towards the course despite the stresses and strains of working as well.
It appears that e-learning can meet the needs of part time and continuing learners as well as full time higher education learners, all of whom, especially part time and continuing learners, need to demonstrate full commitment and motivation to their chosen courses in order to make their e-learning a success. However it seems highly unlikely that primary or secondary schools will ever adopt a complete e-learning system. Although small amounts of e-learning will, and has already started to, become commonplace in the classroom.
Benjamin, A (1994) 'Affordable, restructured education: A solution through information technology', RSA Journal, 5: 49
Daniel, J, S., (2000) 'Preparing for change, address at the Internet Revolution Conference', The Internet and higher education, 9th May, London. http://www.open.ac.uk, accessed 23/11/03
Hurley, J (2001) Supporting on-line learning, Learning Partners, Gloucestershire.
Salmon, G (2000) E-Moderating: The Key to Teaching and Learning Online, Kogan Page, London.
Weller, M (2002) Delivering Learning on the Net, Kogan Page, London.
Williams, Peter (2003), ICT and Learning unpublished doctoral thesis, University of Hull.
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