Web-Based Learning and Delivery Paradigm From an E-Learners Perspective - Essay Example

Introduction Distance leaning, as delivered through information and computer technology, has effectively changed the face of education. Neidorf (2006), while conceding to distance learning's century-long history, maintains that the current format has challenged time and space in previously unimaginable ways, to the extent of extending a liberal arts Western undergraduate, graduate and post-graduate education to learners in remote third word rural villages. If it is to realize its potential, however, distance learning as e-learning must be restructured towards a more interpersonal delivery paradigm, as would give distance learners the advantage of one-to-one mentorship and guidance and, as such, substantially reduce current drop-out rates (Neidorf, 2006). That distance learning paradigms can benefit from the aforementioned is emphasised by Alan Tait, a faculty member at the Open University, UK, whose article is the primary focus of this critique. Overview of Tait's Argument Commencing with a historical overview of the evolution of open and distance learning in the United Kingdom and Europe, Tait (2003) identifies transportation technology as having played a pivotal role in the development of the stated phenomenon. A railway system supported by an organised and efficient postal and mail services enabled tutors to guide, direct and educate students across distance. Certainly, as Tait (2003) concedes, the system was fraught with a number of challenges, most of which stemmed from the absence of any form of interpersonal communication between students and tutors. With the evolution of such information and communication technology tools such as the home computer and the internet, open and distance learning became e-learning. Reputable higher educational institutions began to offer courses, degree and certificate programmes over the web. Within the context of open and distance learning, e-learning stands out as a revolutionary development for several reasons. In the first place, and as Tait (2003) emphasises, while earlier forms of distance learning had partially overcome the challenges posed by space and distance, web-based learning obliterated distance. In the second place, while open and distance learning, as delivered through correspondence, partly overcame the challenges posed by distance, it was not able to do so vis--vis time. Web-based learning, on the other hand, annihilated this particular challenge just as it did as regards distance. In other words, web-learning is a revolutionary development within the context of open and distance learning because it enabled cross-distance interpersonal communication and immediacy of delivery (Tait, 2003). Despite its numerous advantages and even though it successfully overcame many of the more significant of the challenges which confronted earlier distance learning paradigms, e-learning has to be restructured towards higher levels of student-orientation. As Tait (2003) notes, facts and figures indicate that the field is highly competitive, on the one hand, and there are high non-completion, or student drop-out rates on the other. Universities or educational institutes which offer web-based services must, both as a response to competition and high non-completion rates, need to focus on the improvement of their delivery paradigm through the integration of student support systems (Tait, 2003). Besides the fact that student support systems should be integrated into the e-learning delivery paradigm because it is a popular student demand, the imperatives of integration emanate from the fact that it will significantly improve and facilitate e-learning and will, additionally, reduce non-completion rates. Student support systems will function to support the learning process through the provision of more immediate tutor-student mentoring and guidance as would extend the learning and emotional support which would encourage students to complete the programme, on the one hand, and bring e-learning closer to the levels of efficiency and effectiveness attained by traditional learning, on the other (Tait, 2003). In essence Tait's (2003) objective is the contextualisation of e-learning within the larger field of open and distance learning, on the one hand, and the clarification of both the challenges confronting this particular learning delivery paradigm and the strategies which may be deployed for the overcoming of the aforementioned. Categorisation Whether due to the complexity of the topic or Tait's (2003) approach, his "Reflections on Student Support in Open and Distance Learning," ultimately emerges as quite difficult to categorise. It is certainly a literature review but the article is not limited to a straightforward review of the literature on the topic. Instead, utilises the tools particular to literature review pieces in order to construct his own argument and fortify and substantiate his opinions on open and distance learning. Critical Appraisal As far as either the e-learner or e-educator are concerned, the most obvious advantage of this article is that it clearly outlines the challenges confronting web-learning. As Neidorf (2006) notes, fascination with web-based learning has contributed to a tendency towards the positive, as opposed to critical, evaluation of this learning method. Within the matrix of a plethora of positive commentaries and evaluations, drop-out or non-completion rates emerge as an inexplicable phenomenon. Quite simply stated, given that the literature on e-learning tends towards praise, the reasons behind excessive non-completion rates are under-explored and, as such, many find them difficult to understand (Neidorf, 2006). Indeed, if e-learning extends undergraduate, graduate and post-graduate education from reputable universities to learners who would, otherwise, never have had the opportunity to complete their studies or benefit from affiliation to such respected institutes, why is there such a high non-completion rate While the literature on e-learning often, at least according to Neidorf (2006) fails to tackle this question, Tait (2003) provides a sound and persuasive response. Insofar as he successfully explains the reasons motivating non-completion, Tait's (2003) article influences the behaviour of both e-educators and e-learners. As pertains to the first group, Tait (2003) guides its members towards an understanding of the imperatives of more frequent communication and greater levels of support. The e-tutor is not simply responsible for the provision of lessons, assignments and feedback on individual performance but, more importantly, ids responsible for engaging with his/her individual students, acting as a mentor when needed, and a confidence-booster when required. E-tutors' approach to web-based learning contributes to the non-completion problem and were they to engage with their students, they can contribute to the resolution of the defined problem. Technology has eliminated the problem of space but, distance is still recalled through tutoring approaches which fortify distance through the failure to engage with students and extend them the requisite learning and mentoring support required. As regards the second group, e-learners, Tait's (2003) argument can alter their approach to their e-learning experience because it effectively clarifies the weaknesses of the system and directs them towards the overcoming of these weaknesses. In the first place, by clarifying these weaknesses and by explaining that many e-learners suffer their consequences, Tait (2003) effectively explains that the problem lies with the system and not with the student him/herself. This, in itself, can provide one with the confidence to persevere and continue. In the second place, as he clarifies the need for greater support, Tait (2003) directs students towards the vocalisation and demand of this support, whether from their e-tutors or e-institutions. Proceeding from the above stated, and speaking from the perspective of a reader, one can safely say that this article does influence a positive and constructive change in behaviour and attitudes towards web-based learning. Article Evaluation Were one to attempt the evaluation of Tait's (2003) article on a 5-point Likert scale, the article would achieve a 3. While this grade may appear overly critical, upon consideration of what a 5-grade article would be like, it is not. In the first place, a 5 grade article is one which has a clear-cut methodology and whose intent/objectives/aims are explicated at the outset. Tait (2003) does not do so. Instead, he almost immediately commences with a historical overview of distance learning, without that overview serving any practical purpose within the context of the treatise's ultimate aim. Quite simply stated, Tait (2003) aims towards the identification and explication of both the advantages and disadvantages of e-learning with his penultimate objective being the clarification of the strategies which may be deployed in order to reduce non-completion rates and enhance the efficiency and effectiveness of this learning paradigm, at least from students' perspectives. Historical overviews hardly play a fundamental role in the fulfilment of the stated objectives, with the consequence being that the reader has to wade through several pages before finally arriving at the heart of the argument. Despite the above stated, the article merits a 3-grade as opposed to a 2, for example, because when he does get into the topic, Tait (2003) provides his readers with an excellent and coherent analysis of both e-learning and the challenges confronting it. He further supports his opinions through reference to credible sources of information and, as such, writes an article which is not only highly informative but which can function, in itself, as a very good source on e-learning. This is especially so given the clearance and clarity of his writing style. Consequent to the fact that the drawbacks outlined in the above are balanced out, although not overcome, through the above-argued strengths, Tait's (2003) article merits a 3. Conclusion In the final analysis, Tait's (2003) article, despite its identified shortcomings, makes for easy and highly informative reading. More importantly, it influences readers towards a more critical appraisal of web-based learning and directs them to evaluate the delivery paradigm from an e-learner's perspective. Not only does this allow for the answering of such important questions as the reasons behind high drop-out and non-completion rates but allows for a greater understanding of the how e-tutors can contribute to the reduction of the mentioned rates. As such, the article can be identified as a constructive critical appraisal of e-learning since, even as it outlines and argues the disadvantages of web-based learning, clarifies how stakeholders may contribute to the solution. It is, thus, a highly informative and constructive article, well-worth reading. Bibliography Neidorf, R. (2006) Teach Beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions and More. London; CyberAge Books. Tait, A. (2003) Reflections on student support in open and distance learning.' The International Review of Research in Open and Distance Learning, 4(1). Read More