E-LEARNING IN THE JORDANIAN PUBLIC UNIVERSITIES

The role of ICT/ IST and Stakeholders Attitudes in the adaptation of E-learning in the Jordanian Public Universities

Chapter Two

Introduction: Understanding the concept of eLearning

We posit that an overly optimistic view of eLearning [offering exciting opportunities for University education, without the recognition that its use is not unproblematic or without boundaries] (Alonso, 2005, p.217-235)might be more prevalent than expected and needs to be addressed by researchers and educators. Our opinion is supported by some who similarly recognize that eLearning is a popular movement not without limitations, and that greater consideration and reflection upon pedagogical issues is necessary.

We agree with other academics in recognizing that Distance-Learning ? eLearning. In lack of a widely accepted definition of eLearning, we feel it important to emphasize a clear distinction between distance learning, multimedia supported learning, and technological intelligent agents [TIA]. (Alonso, 2005, p.217-235) From our perspective, distance learning implies eLearning, potentially uses multimedia technologies, although this is not necessary, and could possibly be revolutionized by TIA. However, eLearning can be used in conjunction with more traditional classroom based learning and therefore we suggest that eLearning should not be seen as the exclusive domain of distance learning increasingly both distance learning and non-distance learning will include forms of eLearning.

We also consider the distinction between traditional classroom-based learning as synchronous, and distance learning as asynchronous to be oversimplified. This is because the former assumes that the only learning that takes place is in the classroom. This is an inaccurate assumption. If we accept that learners learn outside of the classroom, then their learning can also include asynchronous forms, whether this is self-directed or initiated by teachers. Significantly, it is likely that learners within traditional classroom based learning contexts will increasingly use multimedia technologies and smart agents on their own accord. (Alonso, 2005, p.217-235) Similarly, distance learning can also include synchronous learning, if the teacher gives an online lecture or arranges an online discussion or activities where students are required to participate or be present at a specific time.

We therefore argue that researchers and educators should realize that the distinctions between different types of learning will increasingly be blurred. It might be useful to discard previously used terminology and mindsets altogether, and instead state whether learning includes: non electronic forms [non-E] and/or electronic forms, and whether or not the learning includes a distance dimension. (Alonso, 2005, p.217-235) Based on this classification, distance learning therefore differs from other learning only in terms of its 'distance' dimension, which can be understood in terms of time-space distanctiation. Time-space distanctiation can be understood by contrasting traditional society as linking time and space through place, with our current society, where time and space are no longer linked through place.

We argue that educators and academics should recognize subtle differences between different forms of learning. This is essential if we are to improve our understanding of exactly how differences in learning are implicated in pedagogical issues. To illustrate this, the next section emphasizes the importance of learning taxonomies and proposes that ...