What Is E-Learning - Research Proposal Example

Author’s name: E-Learning I Introduction In my research proposal, I did a study on E-learning and on whether or not it was the solution for individual learning. E-learning is a training method that is different from other learning methods in that the mode used for learning is not face to face, but that of using computers as the main interface between the students and the tutors. The internet is also another major tool in E-learning, as it is used as a library through which the students get the materials for learning. The set up for E-learning is different from other ordinary set ups, mainly because the students do learning in a “virtual” class as opposed to the ordinary in-class set up used for the ordinary learning modes (Bransford et al 2000). Transfer of information between the tutor and the student is usually done electronically through electronic media such as audio tapes, video clips, CD-ROMS among other electronic mediums. Students submit their assignments, exams and queries via electronic mediums or via emails. Therefore, the tutor and students do not get to meet face to face through out the whole learning period, unless there is a deliberate arrangement of meeting. However, E- Learning has not been used as the sole mode of learning; it has been used along other conventional methods of learning to make it more effectual (Sawyer 2006). E-learning is a learning method that has developed immensely over the past twenty years, especially because of the fact that the world is becoming industrialized and globalized, causing people to become more and more busy. Therefore, E-learning is a useful tool that enables people in their busy lifestyles or find the time to add more value to themselves by learning something new or by advancing on what they have learnt in their past academic years. It is important to note that though E-learning can be used in elementary stages of learning or in advanced stages, it is mainly used in higher education (Reif 2008). For E-learning to be most effective, the best technology has to be used. However, this technology should not only be advanced, but it should also be accessible to both the teacher and students, and it has to be in a form that is easy to use and understand by both parties as well. Otherwise, even the best technology is useless in E-learning if it s not accessible and understandable. This technology should also be one that favors good interacting between the teacher and students and student to student interaction, because this form of interaction is what determines the outcome of E-learning (Argyris 2008). II Aims and Objectives The main aim of this study was to seek to find out whether E-learning is the solution for individual learning. Apart from this main aim, the study also sought to find out the suitability and effectiveness of E-learning to the individual learner as opposed to conventional modes of learning. Also, the study sought to establish and evaluate the extent to which E-learning is practical is satisfying the needs and styles of learning through the interaction and information transfer comprised in E-learning. The advantages and drawbacks of E-learning were also sought to be established in this study. III The Research Findings A. Significance of E-learning in individual learning The main significance and importance that comes with E-learning is the fact that its avails much flexibility. This means that it makes it possible for every one to advance academically, whether or not they have a busy schedule. Flexibility is also a benefit enjoyed by the teachers, because they can schedule flexible lesson times and they can teach students from all over the world at the same time. E-learning also saves the student a great deal of money, because the student only gets the study information he/she wants. Also, better performance is guaranteed because standardized tests are at the exposure of the students, leaving them with the freedom of taking as many as they want for evaluating themselves (Linn, Davis & Bell 2004). E-learning also gives the student the ability to set the pace for learning according to their individual needs. Therefore, the student can make the length of the time of study longer or shorter, depending on factors such as speed of learning, availability, unforeseen occurrences like sickness or absenteeism et cetera. E-learning is also an excellent mode of study that beats the barrier of age. Any person, young or old, can use E-learning from the comfort of their homes or offices. Generally speaking, E-learning is a mode of learning that enables the students to save time, money, energy and to learn comfortably and conveniently (Reif 2008). B. Limitations of E-learning in individual learning However, E-learning has its own share of drawbacks as well. First and foremost, E-learning is impossible without a computer internet connection and wide knowledge of computers and applications. Therefore, its effectiveness is limited when the student does not have access to these equipments or when they do not have adequate knowledge of computers, software and the various applications of the same. Also, one may have these equipments, but face other problems like loss of data; slow internet connection; interruption of power supply, computer viruses and malware et cetera, and these may interfere with the smooth learning process, thus causing poorer outcomes and poor performance (Bransford et al 2000). Also, E-learning is a mode of learning that calls for the highest standards of self discipline. Therefore, people who are not good managers of time and people who are more likely to procrastinate issues cannot effectively use E-learning as a tool of individual learning. Such people can perform better if they use the conventional in-class methods of learning. Also, most people may think that E-learning takes very little commitment in terms of time and availability, but this is far from the truth. E-learning is a mode of learning that requires much availability and maximum commitment, especially because the student does almost everything on their own. Therefore, because of this notion, most people fall short of the standards set and the deadlines given; late handing in of assignment and tests is a common thing in E-learning as opposed to traditional learning (Sawyer 2006). Another major drawback of E-learning as a tool for individual learning is the lack of personalized attention and the lack of immediate and interactive feedback. The students are not given personalized attention, and there is no immediate feedback from the tutor. Therefore, people who need special attention during learning may fail or perform poorly if they use E-learning as a mode of learning. E-learning also requires that the student has excellent skills in communication. Otherwise, a person who is poor in communication will not get the best out of the E-learning sessions, and it is therefore better for such a person to use conventional learning methods (Argyris 2008). IV Is E-learning the solution for individual learning? There is no learning mode that can be termed as the sole solution for individual learning, because each mode has its share of advantages and disadvantages. Therefore, E-learning can only be regarded as the solution for individual learning based on the pros and attributes that are only exclusive to it. One of the most exclusive features with E-learning is that it is so far the only mode of learning and teaching that has been able to effectively and simultaneously teach using all learning styles and all types of learners. E-learning is the only mode of teaching that can teach acoustic learners, visual learners and kinesthetic learners among other types of learners all at the same time (Carver & Klahr 2001). All these learners are able to have direct ad easy access to learning materials that are not readily available in conventional modes of study. The learning materials which are available in E-learning enable students from all disciplines to do adequate research work and verification of theoretical information. Another unique feature of E-learning is that it is the only mode of learning that enables learning to be done with minimum paper work and publishing of books ad materials. Therefore, because of this feature, E-learning is able to effectively cover a wider student audience for greater geographical distances. This means that a teacher in E-learning can effectively teach fifty students from different geographical boundaries on the same topic at the same time (Winne 2006). Also, in E-learning, the mode of instruction and information is different ad more personalized. It is only in E-learning that each student can get learning materials and instructions that are tailor-made for them according to their individual needs. This feature lacks in ordinary printed media that is used in conventional modes of learning. Therefore, the tutor is able to teach in a way that the individual needs and learning styles of the students are met, making E-learning the most unique form of learning as far as the individual student needs are concerned (Mayer 2003). Slow learners are able to lengthen the duration of study by placing more emphasis and repetition on the area that they feel nee more attention during learning. On the other hand, fast learners and advanced learners are able to shorten the duration of study by getting around or detouring what they feel they have adequate knowledge of. Also, on the same breath, the students have numerous learning materials at their exposure, and they therefore are able to make a choice of the best learning material that they feel best meets their needs and their individual interests, thus making their learning experience better and more fruitful, as well as less time and resource wasting as compared to conventional modes of learning (Reif 2008). E-learning is so far the most convenient mode of learning, especially because of the flexibility that comes with it. The learners are able to pursue their studies while at the same time they work or do other things that also require substantial amounts of commitment. This is as opposed to conventional modes of learning, in which the learners are restricted and limited to specific time constraints and time lines, meaning that they do not have the freedom of flexibility in time and pace of learning. E-learners are able to concentrate better on their families and jobs while at the same time pursuing their studies, making E-learning a very unique mode of learning because of the fact that the learners can simultaneously commit themselves to all these tasks effectively while at the same time pursuing their studies. The fact that E-learning comes with a lot of flexibility ensures that both the learners and the tutors are highly effective and efficient, thus ensuring better outcomes (Stahl 2002). E-learning is a unique learning mode because despite all the comfort, convenience and variety it has to offer, it comes at a lower cost than conventional learning modes. The low cost is both because of the direct costs of paying the fee and the subsequent costs of conventional learning that include purchase or hire of books, transport to and from the school, hostel fees for those who opt to stay in or near the school, et cetera. Also, the school saves on the expenses it would incur in conventional learning such as renting of spaces in which students are going to learn and spaces for other activities, payment of extra staff for the upkeep of the learning premises, more offices and buildings for the tutors and employment of more tutors (hence more salaries)among other factors. Also, apart from money, both the school and the learner save a great deal of time (Argyris 2008). E-learning is a solution for individuals learning in its own unique way in that E-learners come out better and more competent in the job market especially because of the IT knowledge the learners get during the learning process. IT is one of the most needed and the most applied science today, because of the fact that the world is becoming computerized in almost everything. Therefore, the IT skills acquired by the learners during their E-learning are not disposed when they get into the job market; instead, they apply these skills in their jobs better than learners of conventional learning modes. Apart from acquiring IT and communication skills by practice, the E-learners also become more aggressive, more self driven, more confident, more accountable and better committed at work because these are skills that are necessary in E-learning for success to be attained (Sawyer 2006). E-learning also gives the students a more comfortable environment of learning in which they are not afraid to make mistakes in the presence of other students. E-learning is therefore found most suitable because of this benefit especially when it comes to courses and sciences that are somewhat sensitive, for instance courses entailing leadership. There is less intimidation in E-learning, meaning that students no longer need to be victims of bias, abuse and victimization, which is a common occurrence in conventional learning. E-learning is also of benefit to the whole society at large, because millions of dollars are saved every year on the time and money saved in E-learning. Also, employers benefit a lot from E-learning because it makes it possible and easy for their employees to further studies and to improve themselves for better productivity while they are still working for the normal hours. This way, productivity is directly and indirectly improved (Linn, Davis & Bell 2004). However, this is not to say or conclude that E-learning is the best solution for individual learning, because it has its share of limitations as well as compared to conventional learning. One of the greatest limitations that make E-learning unsuitable for individual learning is the fact that E-learning is possible only to those who have a computer, internet connection, the right software and any other equipment needed for E-learning. On the same breath, this makes E-learning suitable only for the learners who have the right knowledge in technology and technical matters related to computers, internet and other related fields. Conventional training does not have these requirements for the learners (Carver & Klahr 2001). Another drawback that makes E-learning u very unsuitable form of individual learning is the fact that the learners do not get personalized attention and direct interaction with the tutors. Also, there is no interaction between the different learners in E-learning. It is common knowledge that one of the greatest advantages that come with conventional learning is interaction; this is the mode by which learning is enhanced through student to student or student to tutor (and tutor to student) interaction. Interaction in conventional learning also involves communication by body language and by relating events in class to learning. Therefore, as far as interactive learning is concerned, E-learning lags behind as a tool for individual learning (Bransford et al 2000). E-learning is also quite disadvantageous to the tutors, because they have to do a lot of extra work personalizing notes and materials and posting them. Tutors also need to be up to date, making E-learning a more involving mode of teaching for them than conventional learning. Also, the software used for E-learning need to be regularly updated so that it will be relevant, hence making it a more tedious mode of learning. E-learning is also impossible to be successful without maximum support from the management of the school. They need to give full support in any way possible, otherwise the tutors and students will be fighting a loosing battle. Also, the essence of having alumni communities is totally disregarded when E-learning is adopted as the mode of learning. Worse still, adopting E-learning jeopardizes the careers of people who do career guidance and consultancy. This is also disadvantageous for the E-learning students, because they get no or poor career advice, and most of them end up making the wrong career choices, given that they do not interact with other student communities as well (National Research Council USA 2004). E-learning is also a mode of learning that has a lot of loop holes as far as integrity is involved. For instance, students in E-learning are more likely to be reluctant in finishing their assignments and tests on time, because they have many excuses at their disposal, for instance poor internet connection and loss or shortage of power supply. Also, because tests in E-learning are done without the presence of the tutor or any other form of supervision, cheating in exams is a common scenario in E-learning, making it an unsuitable tool for individual learning because of the lack of integrity that it may cultivate in the learners (Linn, Davis & Bell 2004). There is also lack of creation of community during learning if E-learning is adopted. If every person pursues their course via E-learning, then there will be no student communities, and therefore the qualities that one obtains by interaction within the community will be forfeited. Also, E-learning is a mode of learning that does not support practical work, making it more suitable for courses that are theoretical, and this narrows the chance of E-learning being a solution for individual learning. With E-learning, the students just do schooling, because teaching is all that is done, as opposed to conventional mode in which the students learn. One of the greatest evidences that a student in E-learning does more schooling than learning is the fact that memorization is the main focus of the students. E-learning is said to be a killer of social and human sciences, and with the increase in E-learning, donors who fund humanities and related human resource studies are steadily withdrawing from giving support (Stahl 2002). The time assigned to a normal or conventional school curriculum is assigned so for a reason. However, E-learning minimizes on time a much as possible, thus failing to meet the standards of time needed for the learning process to be said to be effective. E-learning is therefore seen as a fast food or drive through food joint, where the learners have no time to assimilate the education offered into their systems so that it will change them. Apart from limitation in time, E-learning students lack the mentorship they would otherwise get in conventional learning. With E-learning, the talents that the students may have do not become made the most of. Also, the facilities in the school are also not utilized, and they therefore become wasted resources (Willingham 2010). However, it is important to note at this point that E-learning has been advanced over the years, and one of the areas that have been advanced for improvement is the area of poor interaction in E-learning between the involved parties. Therefore, better software and methodologies have been introduced into E-learning to make it more interactive and participative, and to ensure that the learners give their studies maximum attentiveness and participation almost as they would in a conventional learning situation. This has been ensured especially by the introduction of user interfaces that are tangible (Winne 2006). If E-learning was to be termed as the best solution for individual learning, then it would be termed so on three major basis: that it is a mode of learning that cultivates IT knowledge and indispensable skills (self discipline, self-drive, commitment, accountability and commitment) into the learners, making them more competent in the job market, the learners are in a position to choose for themselves learning materials and resources that best suit their individuals needs and, last but not the least, E-learning is cheap and it knows no geographical or any other boundary (Willingham 2010). However, succeeding in E-learning does not come easily, because the learners have to cultivate high standards of self discipline. Therefore, the learners have to get the right time management skills, better motivation and better learning habits. However, despite all these, E-learning cannot be termed as the solution to individual learning, because there are many learners who are much better performers in conventional learning than in E-learning up to date. Also, even when a student can perform well in E-learning, there are some specific courses that are impossible to do via E-learning, the more reason why it cannot be termed as the sole solution for individual learning (Mayer 2003). However, this is not to say that E-learning is not part of the solutions to individual learning; it is, but it offers part of the solutions, meaning that it has some drawbacks and demands. Therefore, the choice between E-learning and conventional learning should be made carefully, and the option of conventional learning should not just be discarded without full consideration. For E-learning to be most effective, it can also be used in conjunction with conventional learning, which makes a blended learning mix. This way, the advantages of both modes can be fully enjoyed for a much better outcome (Linn, Davis & Bell 2004). Also, the best outcome can be attained if the student carefully chooses the best delivery method for them. These methods in E-learning include asynchronous E-learning and synchronous E-learning. The former allows the learner to set the pace for learning by doing their learning any time according to their convenience, while the latter involves the tutor creating virtual classrooms in which he teaches and in which the students he teaches can interact as though they were in a face to face learning situation. Also, one can have a blended E-learning approach wherein the student uses both the asynchronous and the synchronous methods of delivery for the best outcome. However, one has to admit that E-learning is quite a useful tool in education, because it is the only learning mode that works well with the reality that the students are human beings with a job to report to, a family to attend to, dreams to pursue and a life to live (National Research Council USA 2004). V References [1] Argyris, Chris. Teaching smart people how to learn. Oxford: Harvard Business Press, 2008. [2] Bransford, John et al. How people learn: brain, mind, experience, and school. New York: National Academies Press, 2000. [3] Carver, Sharon & Klahr, David. Cognition and instruction: Twenty-five years of progress. London: Routledge, 2001. [4] Linn, Marcia, Davis, Elizabeth & Bell, Phillip. Internet environments for science education. London: Routledge, 2004. [5] Mayer, Richard. Learning and instruction. New York: Merrill, 2003. [6] National Research Council (U.S.) Panel on Learning and Instruction, Donovan, Suzanne & Pellegrino, James. Learning and instruction: a SERP research agenda. New York: National Academies Press, 2004. [7] Reif, Frederick. Applying cognitive science to education: thinking and learning in scientific and other complex domains. New York: MIT Press, 2008. [8] Sawyer, Robert. The Cambridge handbook of the learning sciences. London: Cambridge University Press, 2006. [9] Stahl, Gerry. Computer Support for Collaborative Learning: Foundations for a Cscl Community (Cscl 2002 Proceedings). London: Routledge, 2002. [10] Willingham, Daniel. Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. New York: John Wiley and Sons, 2010. [11] Winne, Phillip. Handbook of educational psychology. London: Routledge, 2006. Read More