E-Learning: Pros and Cons - Literature review Example

E-learning Introduction E-learning is also referred to as computer based training, internet based learning and even web-based learning. E-Learning entails any form of teaching and learning which is done through technologically and electronically supported media such as computers, CD-ROM and over the internet that is procedural in nature and purposes to impart knowledge with reference to individual know-how, practice and understanding of the student as defined by (Tavangarian et al., 2004). E-learning encompasses learning and teaching carried out in out-of class setup or using technology to teach and learn in class set ups. Applications and processes used in e-learning include network-based transfer of skills and knowledge, audio tapes, video tapes and cd-roms and satellite television among others as highlighted by (Holmes & Gardner, 2006). E-learning can be self-paced or synchronous and uses images, texts, animation, audio and video to impart skills and knowledge to the intended audience. It has greatly advanced with technological progression over the last two decades, as stakeholders in the education systems have identified the growing role of technology in the business world while teachers and students have similarly acquired technological know-how (Allen & Seaman, 2008). Effective e-learning is possible by ensuring that suitable technology is used, e-learning is consistent with the style of teaching the teacher uses, technology used is not only convenient, but also accessible, understood and relevant to the learners, it fosters interaction and it is well organized and presented to attain anticipated learning outcomes (Kerkman, 2004). E-learning is associated with varied benefits for individual learners and therefore, this report seeks to answer the project research question, ‘is e-Learning the solution for Individual Learning?’ Aims and Objectives The main aims and objectives of this study are To establish whether e-learning is more effective for individual learners compared to conventional/ traditional learning To assess the viability of e-learning as a method of effectively transferring knowledge and skills to suit varied learning needs and learning styles To identify the benefits of e-learning for individual learning To establish the limitations of e-learning for individual learning The aims and objectives identified have been developed in relation to applicability of e-learning in generating variety of content and learning materials, varied methods of instructions meant to satisfy the different learning needs and styles of learning individual learners have. The significance of e-learning in individual learning Modern educational policies encourage use of leaner-centered systems of teaching and learning moving the focus from the instructor to the needs of the learner. E-learning provides such an opportunity where learners are not only exposed to the learning process, but also, they are accessible to varied teaching styles, methods and instructions that best fit their individual learning styles and needs (Holmes & Gardner, 2006). E-learning offer learners with greater independence regarding learning time, content and the learning method appropriate for each individual learners by offering on –demand learning that discards the constraints of time and distance. Is e-Learning the Solution for Individual Learning? E-learning can be perceived as a solution for individual learning owing to aspects and features that are only unique to e-learning. It is the only form of teaching and learning that can facilitate effective learning through use of all learning styles to accommodate all learners namely auditory learners, visual learners and kinesthetic learners simultaneously (Tavangarian et al., 2004). E-Learning allows individual learners to cheaply and easily access educational content that would otherwise be unavailable in conventional learning. Learners are accessible to variety of educational sources essential in conducting research and verifying facts and theories. In addition, more proficient learning of a universally dispersed audience and minimized cost of publishing and distribution of learning materials and instruction guides are among features unique to e-learning (Kerkman, 2004). This is because traditional training is only possible through use of published texts and manuals. E-learning provides individualized instruction that printed media cannot offer and is an effective training media in identifying and focusing on learner’s specific needs and individual learning preferences (Rosenberg, 2006). It is hard for a teacher in a traditional setup to address the varied learning needs and styles of each leaner simultaneously, which is possible in e-learning (Holmes & Gardner, 2006). It is only in e-learning that advanced and quick learners can select relevant instructions or bypass instruction they perceive redundant or irrelevant and where novices have the chance to slow their learning progress in a bid to comprehend content in-depth. Learners are able to choose learning materials that meet their level of interests and skills (Lytras et al., 2010). This means that e-learning provides an array of opportunities for many learners to train using maximum range of content material, styles of learning, varied forms of instructions to target divergent needs and preferences of learners to achieve sustainable, positive learning outcomes (Kerkman, 2004). Through e-learning, individual learning is greatly enriched through communication of expert knowledge where professional instructors are able to share their experience, skills and knowledge to many learners across great distances globally, enabling learners to attend courses and training across geo-political, social-economical and physical boundaries in relatively affordable costs (Allen & Seaman, 2008). Through e-learning, individual learners are able to interact with professional experts in varied fields and disciplines who share relevant information globally cost-effectively that would be relatively costly or unavailable in traditional training (Holmes & Gardner, 2006). Additional reasons as to why e-learning might be the solutions to individual learning is the convenience and flexibility it offers where learners are able to carry out other activities such as working and train at their own pace without worrying about time constraints characterized in conventional training (Rosenberg, 2006). Learners access learning materials anywhere and anytime of day and night fostering flexibility to accommodate work and family among other professional and personal activities (Kerkman, 2004). This is particularly important for individuals who may have to multi-task in varied activities simultaneously. Having flexibility increases efficiency, proficiency and reduces burnouts for both teachers and learners and offers learners greater control of their learning experiences and progress. The decreased cost of training is among factors that makes e-learning suitable and adequate for individual learning. Costs reduced include boarding fees, travel expenses, salaries for teachers, renting learning spaces and meals among others. In addition, time used by employees in traditional training is utilized to perform profitable activities and work processes. According to (Allen & Seaman, 2008), times of learning using e-learning is reduced to an average of forty to sixty percent while retention and job applications increases twenty five percent over conventional learning. According to (Gunasekeran et al., 2002), individual learning is greatly enhanced through e-learning as learners are able to establish fundamental skills necessary to make them knowledge-based employees by integrating information technologies and communication applications in learning curriculums. This is crucial since, technological know-how can easily be transferred to other areas of student’s lives. Individual learners develop their self-knowledge, confidence, commitment and accountability for their learning which is vital in attaining set learning outcomes (Gunasekeran et al., 2002). Nevertheless, e-learning may be limited in being the solution to e-learning as learning is only possible for individual learners and instructors who are able to access electronic and networked systems. This singles out training for learners in areas that internet is inaccessible or unavailable (Lytras et al., 2010). In addition, learners need to have the technological know how to be able to effectively learn that is not an issue in traditional training as learners do not have to have prior knowledge to attain knowledge and skills. In addition, the leaner is unable to physically interact with their instructor and other learners. Interaction is among ways learners learn (Terrenghi et al., 2006). However, through use of tangible user interfaces, e-learning has been able to enhance interactions, participation, concentration and engagement among learners and instructors where individual learning is greatly enhanced through generation of broad range of views, perspectives and feedback through use of discussion boards, bulletin boards, blogs and chat rooms among others form of internet interactions as highlighted by (Tavangarian et al., 2004). Tangible user interfaces are items and conditions that enhance the physical world by integrating it with digital information, where learners are able to comprehend and use digital information as described by (Tavangarian et al., 2004). Through advancement in communication networks in e-learning, issues such as suppression of communication, impersonality and eradication of learner to learner learning are eliminated hence, making it more effective and adequate for individual learning. Therefore, e-learning forms the solutions to e-learning as it places more emphasis on learners becoming self- accountable for their learning, they are able to choose suitable learning materials and instructions that suit their learning styles and they are able to develop skills such as technological know-how that are relevant to other areas of their lives such as work. Individual learners are able to acquire knowledge over great distances at cost-effective prices and they are able to acquire information that suits their learning needs and interests from a diverse selection of sources, instructors and experts (Holmes & Gardner, 2006). It is important to note that e-learning needs self-discipline and commitment by the learners, especially for individual learners that are not able to effectively manage their time, those that are unmotivated and those with poor learning habits. In addition, it disadvantages individual learners who learn better using conventional learning and those that require immediate feedback and interaction that traditional training offers. There are courses that are particularly difficult to grasp using e-learning but easier to comprehend in conventional training (Rosenberg, 2006). Although e-learning may provide solutions to individual learning that would not be possible in conventional training, e-learning has its own implications and issues that requires handling before fully discarding the option of using traditional training for individual learners as highlighted by (Rosenberg, 2006). Conclusion E-Learning entails any form of teaching and learning which is done through technologically and electronically supported media such as computers, CD-ROM and over the internet that is procedural in nature and purposes to impart knowledge with reference to individual know-how, practice and understanding of the student. E-learning provides a solution for individual learning as it is the only form of training that encompasses all learning styles necessary to address varied learners who include auditory learners, visual learners and kinesthetic learners. Individual learning is greatly enhanced as learners are able to select appropriate learning materials, contents and time that best addresses their learning needs. References Allen, I. E. & Seaman, J. 2008. Staying the Course: Online Education in the United States, 2008. Needham MA: Sloan Consortium. Gunasekeran, A., McNeil, R.D., & Shaul, D. 2002. E-learning: Research and applications. Industrial and Commercial training, Vol. 34, 44-53. Holmes, B., & Gardner, J. 2006. E-learning: concepts and practice. New York: SAGE. Kerkman, L. 2004. Convenience of Online Education Attracts Mid-career Students. Chronicle of Philanthropy, Vol. 16 No.6, 11–12. Lytras, M.D., Pablos, P.O., & Avison, D. 2010. Technology Enhanced Learning: Quality of Teaching and Educational Reform: 1st International Conference, TECH-EDUCATION 2010, Athens, Greece, May 19-21, 2010. Proceedings. London: Springer. Rosenberg, M.J. 2006. Beyond e-learning: approaches and technologies to enhance organizational knowledge, learning, and performance. New Jersey: John Wiley and Sons. Tavangarian, D., Leypold, M., Nölting, K., Röser, M., & Voigt, D. 2004. Is e-learning the Solution for Individual Learning? Journal of e-learning, Vol. 2, No.2. Terrenghi, L., Kranz, M., Holleis, P., & Schmidt, A., 2006. A cube to learn: a tangible user interface for the design of a learning appliance. Personal and Ubiquitous Computing, Vol. 10 No.2, 153–158. Read More