E-LEARNING

E-learning



“E-Learning”

Introduction

“E-learning” is known as a planned teaching or learning experience that uses a wide range of technologies, primarily Internet or computer-based programs, to reach learners. In some instances, there is no face-to-face interaction with an instructor. In schools and colleges, “e-learning” is used to refer to a modality for attending a course or study program. Students may not necessarily attend face-to-face instructors on campus but may study exclusively online. Educators who design and deliver online materials and courses are expected to be highly skilled in instructional design, especially in a content area and computer and Internet use. In addition, they are expected to work well with the special needs of "e-learners". Online courses are rapidly increasing in educational institutions (Beetham, 2007, 45).

How “e-learning” delivery can be used to enhance learning and teaching

“E-learning” delivery can be used to enhance learning and teaching by using techniques such as using university “e-learning” system functions (for example, assignment submission online) roll calls or awards as incentives were used to manage student progress and their engagement in “e-learning”. The aim of these teaching approaches was to stimulate students to concentrate in the face-to-face class lectures and review online course materials, so they could improve student learning outcomes. The reason was to enhance student interactions with their instructors and peers.

To sum up, the students who were interviewed and surveyed perceived the provision of online course materials, audios/videos, synchronous and asynchronous interactions can improve their learning outcomes and fit with behaviorist and constructivist view of learning. Students with behaviorism perceived complete course notes and videos of lessons could help them understand and memorize the course content and, online assessment gave students more drill and practice. Students with personal constructivism beliefs considered online supplementary resources provided them a chance for personal discovery of knowledge.

Students with social constructivism perceived synchronous and asynchronous interactions to help them, construct their knowledge via talk, so they can learn better and can solve their problems in “e-learning”. Thus, “e-learning” learning is not a “gift-wrapping” of traditional course materials online. University administrators interested in enhancing “e-learning” practice would be wise to broadcast these effective “e-learning” strategies to change or improve instructor teaching in “e-learning” (Clark, 2008, 98).

Most of the 82 recommendations in the strategic plan for “e-learning” that did not require additional expenditure were implemented between, 2005-2008. IT is going to build a strong centre for Information Technology, with excellent staff to support “e-learning”. There will be a full time research chair in “e-learning”. By 2018, there were 90 fully online courses and 73 blended courses, with a total of approximately 5000 course registration (500 FTEs). There will be one degree, two diplomas, and 14 certificates available fully online.

In retrospect, the “e-learning” strategic plan was overambitious, requiring additional expenditure of $ 50 million over five years (5% of total operating budget per annum). That will not forthcoming from the provincial government. Targets and recommendations would not revise to take account of the lack of additional funding, and there will no clear budget strategy ...