E-learning: The main concept

The author: Professor Yasser Metwally

http://yassermetwally.com

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INTRODUCTION

January 1, 2010 — E-learning (or electronic learning or eLearning) is a term that encompasses all forms of Technology-Enhanced Learning (TEL) or very specific types of TEL such as online or Web-based learning. Nevertheless, the term does not have a universally accepted definition[1] and there are divides in the e-learning industry about whether a technology-enhanced system can be called e-learning if there is no set pedagogy as some argue e-learning is: "pedagogy empowered by digital technology" [2].

The term e-learning is ambiguous to those outside the e-learning industry, and even within its diverse disciplines it has different meanings to different people [1]. For instance in companies, it often refers to the strategies that use the company network to deliver training courses to employees and lately in most Universities, e-learning is used to define a specific mode to attend a course or program of study where the students rarely or never meet face-to-face, nor access on-campus educational facilities, because they study online.

• Goals and benefits of e-learning

E-Learning can provide benefits for the organizations and individuals involved.

1. Improved performance: A 12-year meta-analysis of research by the U.S. Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses.[3]

2. Increased access: Instructors of the highest calibre can share their knowledge across borders, allowing students to attend courses across physical, political, and economic boundaries. Recognized experts have the opportunity of making information available internationally, to anyone interested at minimum costs. For example, the MIT OpenCourseWare program has made substantial portions of that university's curriculum and lectures available for free online.

3. Convenience and flexibility to learners: in many contexts, eLearning is self-paced and the learning sessions are available 24x7. Learners are not bound to a specific day/time to physically attend classes. They can also pause learning sessions at their convenience.The High technology is not necessary for all online courses. Basic internet access, audio, and video capabilities are common requirements. [4]

4. To develop the skills and competencies needed in the 21st century, in particular to ensure that learners have the digital literacy skills required in their discipline, profession or career Bates (2009)[5] states that a major argument for e-learning is that it enables learners to develop essential skills for knowledge-based workers by embedding the use of information and communications technologies within the curriculum. He also argues that using e-learning in this way has major implications for course design and the assessment of learners.

• Market  of E-learning

The worldwide e-learning industry is estimated to be worth over thirty-eight (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 [6]. Developments in internet and multimedia technologies are the basic enabler of e-learning, with consulting, content, technologies, services and support being identified as the five key sectors of the e-learning industry.[7]

• Higher education and E-learning

By 2006, nearly 3.5 million students were participating in on-line learning at institutions of higher education in the United States.[8] According to the Sloan Foundation reports[9,10] there has been an increase of around 12-14 per cent per year on average in enrollments for fully online learning over the five years 2004-2009 in the US post-secondary system, compared with an average of approximately 2 per cent increase per year in enrollments overall. Allen and Seamen (2009)[11] claim that almost a quarter of all students in post-secondary education were taking fully online courses in 2008, and a report by Ambient Insight Research[12] suggests that in 2009, 44 per cent of post-secondary students in the USA were taking some or all of their courses online, and projected that this figure would rise to 81 per cent by 2014. Thus it can be seen that e-learning is moving rapidly from the margins to being a predominant form of post-secondary education, at least in the USA.

Many higher education, 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 need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities.[13]

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References

1. a b Dublin, L. (2003). If You Only Look Under the Street Lamps... Or Nine e-Learning Myths. The eLearning Developers' Journal, 1-7.
2. Nichols, M. (2008). E-Learning in context. E-Primer Series.
3. Means, B.; Toyama, Y.; Murphy, R.; Bakia, M.; Jones, K. (2009), Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf, retrieved 20 August 2009
4. Kerkman, L. (2004). Convenience of Online Education Attracts Midcareer Students. Chronicle of Philanthropy, 16(6), 11-12. Retrieved from Academic Search Premier database.
5. http://www.tonybates.ca/2009/06/24/e-learning-and-21st-century-skills-and-competences/
6. EC (2000). Communication from the Commission: E-Learning - Designing "Tejas at Niit" tomorrow’s education. Brussels: European Commission
7. Nagy, A. (2005). The Impact of E-Learning, in: Bruck, P.A.; Buchholz, A.; Karssen, Z.; Zerfass, A. (Eds). E-Content: Technologies and Perspectives for the European Market. Berlin: Springer-Verlag, pp.79-96
8. "Sloan Consortium"
9. Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
10. Allen, I.E. and Seaman, J. (2003) Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003 Wellesley, MA: The Sloan Consortium
11. Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
12. Ambient Insight Research (2009) US Self-paced e-Learning Market Monroe WA: Ambient Insight Research
13. Hebert, D. G. (2007). "Five Challenges and Solutions in Online Music Teacher Education". Research and Issues in Music Education 5 (1). http://www.stthomas.edu/rimeonline/vol5/hebert.htm.