E-Learning
Instructor: Manuel Johnican
Cheanel Nolden
October 19, 2018
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E-Learning
Understanding E-Learning is very simple. It encompasses learning using electronic technologies to gain access to educational curriculum that is outside a traditional classroom. In most of the cases, it refers to a program, a course or a degree that is completely delivered online. There are many terms used to describe eLearning ranging from online learning, distant learning and computerized electronic learning, among many others. The term is used to describe courses that are delivered via the internet to any other place other than in the classroom where the professor is teaching. It is not a course offered via a CD-ROM or a DVD or a television channel (Singh & Hardaker, 2014).
Developments in eLearning over the Past Ten Years
It is common knowledge that a lot can happen in ten years, especially regarding technology. It is hard to believe that 2008 was a decade ago. At this time, eLearning had taken off, especially taking into consideration the overhaul of the former SCORM protocol that had been used to dominate eLearning (Smith, ABhogal & Sharma, 2014).
One of the most significant developments that have occurred over the ten years to eLearning was the influence of mobile technology in 2009. During this time, tablets, smartphones and similar devices stormed the market thus opening opportunities of how individuals learn on the go. Matter of fact, this was the shift that eventually brought about Tin Can API in the first place. Over the last seven years, moreover, there have been breakthrough developments in the application of AR and VR training. This can be attributed to smaller footprint microchips, faster processors and other technological innovations such as Facebook’s Oculus and Apple’s AR glasses. The era also saw the introduction of applications that were originally unthinkable such as training doctors in complex medical procedures (Smith, ABhogal & Sharma, 2014).
There have also been significant trends in Learning Management Systems’ (LMS). Since the launching of the first cloud-based LMS in 2008, progressive efforts have been made to change the management of training content in the cloud. Given this development, learners find it easier accessing and consuming content using mobile devices like smartphones. During this time, moreover, the Open University was introduced. OU is leading in the field of learning analytics. The educational application of the web analytics is aimed at profiling learners (Smith, ABhogal & Sharma, 2014). By conducting an analysis of the history of learners using online platforms, instructors can single out those in need of extra support thus leading to better learner outcomes. Lastly, more learning institutions have been opening to using eLearning for far-away students as opposed to how it was in the past. In fact, online degrees are becoming more and more acknowledged in the job market.
Benefits of Offering high Quality eLearning Programs
It is important for companies to invest in their people through online learning courses that improve efficiency by developing skills. Choosing to offer eLearning courses to employees is important as it will enable them to gain more skills while at the same time working their normal hours. This option sees to it that staff can access the programs based on their convenience, even if they are in different parts of the world. K-12 students and those in higher learning institutions reap the same benefits as eLearning allows them to access content anywhere and at any time.
The second benefit of eLearning to businesses, K-12 students and those in higher learning is that videos are supported. YouTube is by far the star when it comes to digital educational channels. All these groups are, therefore, able to complement their classroom work with more educational videos. For the kids, simple videos with educational content can keep them still for longer hours as opposed to text-loaded learning materials. The reason for this lies with the brain of the learners. There is more brain activity associated with videos than reading since it involves the use of more senses in the process of learning. For companies, using online learning platforms like videos reduces time and the cost of training (Law, 2015).
Thirdly, offering high-quality eLearning programs sees to it that individuals gain a competitive advantage in the market. For example, working people are put in a better position to stay ahead of their competitors. The K-12 learners, in the same way, gain a better understanding of some of the hardest concepts taught in class. Those in college are also put in a better position to get deeper knowledge of their curricula, thus turning them into qualified employees in the future (Law, 2015).
Why Some Businesses, K-12 Schools and Institutions of Higher learning are Hesitant to offer Full Online Programs and Courses
One of the main reasons why institutions of higher learning, K-12 schools and some businesses are usually hesitant to offer full online programs is that they believe that the quality is lower. Like the misconception of online courses being easier, most people do not hold online courses with high regard. This, however, could not be further from the truth as there are many online courses that are designed poorly with content organized terribly and designed haphazardly. But the same can be said about traditional courses. What they should know, however, is that many online courses undergo a design process that sees to it that the course is well-organized, and the content is delivered in a way that abides to the best practices for not only online learning but also learning in general (Cini & Prineas, 2018).
The other factor that breeds hesitation is the belief that it is very difficult to get a hold of the instructor. There is nothing more frustrating that not being able to meet or talk to the instructor in case the learners need clarification. It is time that this misconception died. Peer-to-peer learning is very essential to online learning. There are numerous ways to interact with other students, from group projects to discussion forums that involve presenting work through web conferencing tools such as Skype or Zoom.
The other factor that stands in the way of providing full online programs is the belief that cheating is very easy and common. This misconception is understandable. One may wonder why someone may choose not to take advantage of all the available resources since the course is offered on the internet. Nevertheless, there is no valid proof that cheating occurs more in online classes than it does in face-to-face courses. In fact, there are many precautions taken by instructors to protect the integrity of their courses such as submitting work done to Turnitin and Proctor U to protect against cheating and plagiarism. Whatever the case might be, course designers and instructors make it their top agenda to protect the integrity of student learning (Barath, Nazir & Andre, 2016).
The Future of eLearning for K-12 schools and Institutions of Higher Learning
E-Learning tools provide both educators and students with an access to resources they could not have otherwise had, notwithstanding their location or status. For example, a philosophy student in Africa can learn from a top professor a continent away and can do so at their own convenience. But even if eLearning has emerged as an education equalizer, it is not bound to replace the traditional classroom in the near or far future. Sure, there is great advancement in the technology, but it is not flawless. Just like any other new burgeoning innovation, this mode of learning faces its own challenges. In my own thinking, eLearning will not replace face-to-face learning but rather complement it. I see a future where one compensates where the other lacks. While eLearning will not replace the traditional classrooms, it will forever change the way we know them today (Barath, Nazir & Andre, 2016). With the reduced teacher workloads and increased resources, the classrooms will gradually shift to co-learning spaces. Here, students will be given an opportunity to learn and engage at their individual pace. Is this not the primary goal of education anyway?
How Technology is needed to Support and Sustain the eLearning Process
It is possible for technology to make lifelong learning a reality. With more advancement in technological tools, individuals can learn virtually in any place and at any time without obstacles in social status, time and place. By taking advantage of the benefits offered by the advancements in communication technologies, each university will eventually transform into an open university.
Technology is very important if eLearning is to become a success because it provides infrastructure in the form of intranet, internet or hybrid delivery platforms. As far as the technology aspect is concerned, therefore, the e-learning support is being upgraded with every new feature. There is a high likelihood that the personalization of eLearning services is going to play a central role in the intimacy experience and friendliness of the participants in question (Barath, Nazir & Andre, 2016). However, while this progression of technology is a plus, the developers should proceed with caution. Making the features too complicated will go against the initial goal of the process: to make leaning easier and more efficient. The applications should be easy to use so that all students, even those who are not tech savvy can benefit from the programs without the need of first enrolling in a computer class.
References
Barath, T., Nazir, S., & Andre, T. (2016). Advances in Human Factors, Business Management, Training and Education. J. Kantola (Ed.). Springer.
Cini, M. A., & Prineas, M. (2018). Scaling Online Learning: Critical Decisions for eLearning Leaders. In Leading and Managing e-Learning (pp. 305-319). Springer, Cham.
Law, P. (2015). Recognising informal elearning with digital badging: evidence for a sustainable business model. Open Praxis, 7(4), 299-310.
Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature–a need for an integrative approach. Education+ Training, 56(2/3), 105-121.
Smith, A., Bhogal, J., & Sharma, M. (2014, August). Cloud computing: adoption considerations for business and education. In 2014 2nd International Conference on Future Internet of Things and Cloud (FiCloud) (pp. 302-307). IEEE.
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