Flexibility In E-Learning In Teaching And Learning - Essay Example

Running Head: FLEXIBILITY IN E-LERANING IN TEACHING AND LEARNING Name Course Instructor Date Abstract It is quite evident that in recent time, governments in various nations have implemented a range of policies that are highly aimed at increasing the level of flexibility in both teaching and learning. Several tags have been used to largely characterize these changes including off campus and distance education, work pace based delivery, learning flexible delivery, e-learning and blended learning. This paper aims at critically examining how e-learning have been used to enhance flexibility in learning and teaching. This will involve examining, policy, organizational structure as well as curriculum in learning institutions. Further, the paper will assess reforms that have characterized the notion of increasing the level of flexibility in both learning and teaching through the use of e-learning. The paper will be a personal position on how the use of e-learning at universities enhances flexibility of teaching and learning. Definition of key terms Nunan (2000) maintains that, flexible learning is considered to be multi-faceted and multi-layered. In a more broad definition it can be defined as a continuum of approaches in terms of place, pace, content, time and mode of learning applied in various degrees. Normally, it designed purpose is to widely increase opportunities as well as option available to learners giving them control over what they learn through various learning interactions as well as modes. Flexible learning is not an alternative mode of education but rather it can be viewed as an overarching driving force that provides students with a greater learning choice. Nunan (2000) asserts that, e-learning usually comprises all forms of electronically supported teaching as well as learning. E-learning can be defined as a computer as well as network enabled transfer of knowledge and skills. The various applications as well as processes of e-learning include computer based learning; web based learning and virtual education opportunities. Here, learning content is delivered via the internet. Educational researchers suggest that the use of e-learning enhances flexibility in both teaching and learning. Introduction Emerging technologies are considered to offer alternative ways that conceptualize as well as deliver education and in this processes, learners are greatly being revolutionized in terms of how they think as well as how they work. Evidently, technology is becoming an integral aspect in both teaching and learning processes. E-learning and the use of computer mediated learning and teaching is growing at a very fast growing especially in higher education. The continuing need to improve equality of education provided in learning institutions have forced these institutions to find various ways in which they can enhance flexibility both in teaching and learning. With an increasing emphasis being placed in high learning institutions on using technology to enhance learning, many universities are using web based approaches towards learning and teaching to enhance flexibility. It is largely argued that e-learning potentially provides more meaningful learning activities (Palmer, 2011). It is further evident that in recent years, pressures have emerged from stakeholders and policymakers to embed e-learning technologies into higher education. It is important to note that the interest in implementing e-learning in high learning institutions across the globe have been influenced by a number of drivers as well as pressures. These pressures are; range of policies that are largely aimed at increasing the level of flexibility in teaching and learning, curriculum and assessment reform and organizational structure which have characterized the notion of increasing the level of flexibility in learning and teaching. It is therefore important that in using e-learning to enhance flexibility of teaching and learning to adapt higher educational system reforms as well as modernize in term of designed curricula, teaching methods so as to expand the required learning outcomes (Palmer, 2011). Education reforms Increase globalizations have increased competition not only within world economies but also within educational systems. With increased technologies and rapid growth of e-learning, polices as well as strategies that largely drives educational reforms have been adjusted to the new realities through the use of technologies. Educational reforms are largely based on large scale curriculum reform thus increasing professional autonomy of teachers as well as school driven improvement through numerous improvement (Palmer, 2011). Education reform in regard to enhancing flexibility in teaching and learning focuses widely on increased external control of schools, students and teachers through assessment, evaluations and inspections that led to an increase of regulations in school as well as decreased autonomy of teachers. Education reforms in relation to e-learning have been designed based on a more centrally prescribed curricular, assessment and learning standards monitored by way of intensive assessment and testing on increased competition between learning institutions especially in today age of increased use of technology to enhance teaching and learning. Therefore, many education reforms that are in the quest of enhancing teaching and learning creates an environment where teachers are losing on their professional autonomy whereas at the same time learning and teaching is being focused on successful performance in various standardized tests (Palmer, 2011). My opinion is that enhancing technology within learning institution will enhance productivity both academically and in their management. It is quite evident with increase use of e-learning in enhancing flexibility in teaching and learning, many countries are reforming their education systems so as to provide both teachers and students with skills and knowledge to enable them engage actively in democratic issues. As opposed to shifting emphasis to various standardized knowledge, educational reforms are geared towards flexibility, problem solving as well as creativity through installing modern learning and teaching methods (Anderson, 2008). It is quite evident that education reforms have enhanced quality teaching and learning through the development of more flexible curriculum as well as introducing authentic forms of assessment as well as accountability tests (Palmer, 2011). The opinion is here is to ensure that there is flexibility withi9n learning institution which are geared towards teaching and learning methods. Increasing the flexibility of e-learning It is quite evident that one of the main aims when engaging in e-learning projects need to be extended to the distribution of teaching and learning materials s as to increase flexibility in e-learning. E-learning is considered to enhance teaching and learning in the sense that it can take place anywhere at any given time provider the educator and the learner has accessibility to internet and a computer (Anderson, 2008). There are numerous e-learning tools that are used by both learners and educators to enhance teaching and learning. These e-tools are web pages, discussion forums, chat messages, audio conferences and web cast. All the named tools are capable of delivering any learning at any given time and place. E-learning flexibility can also be viewed in that fact that it shifts emphasis from one that delivers a pre-established curriculum to one that focuses to both local and individuals needs. Key principle that enhances flexibility through the use of e-learning is the fact that student centeredness as well as focus on learning as opposed to teaching (Anderson, 2008). E-learning provides students with a much more flexible field of meeting up their outlined goals. Clearly, I believe that there is need for educator to enhance flexibility in teaching and learning through the use of technology to allow students to be more self centered as compered to traditional methods of schoolings. There are three main components that enhance flexibility in teaching and learning through the use of e-learning; these elements are pedagogical constructs or models, pedagogical tools or rather e-learning technologies and both instructional and learning strategies. These outlined components form a relationship in which pedagogical models are used to enhance learning and teaching activities. Flexibility in the use of e-learning have greatly transformed pedagogical as well as management perspectives of e-learning (Anderson, 2008). It is within my opinion that learning institutions should incorporate the three main components that are known to enhance flexibility in learning and teaching through the use of e-learning as well as adopting pedagogical constructs as well as models. Flexibility and organizational structure Following the rapid growth in technological advancement as well as increase in the number of students enrolling in universities, flexibility in organizational structure within learning institutions has become a necessity. Technologies that are as far as wireless and mobile will tend to support a wider variety of pedagogic approaches and improving on the organizational structures more easily re-purposed. It is necessary to change the organizational structure in learning institutions but to ensure that e-learning adopts an ultimate flexible large open plan centers will be required in both learning and teaching to take place. It is quite evident even with the adaptation of e-learning in university, many universities are facing all form of pressure to deliver higher standard in the education provided to the large number of students enrolling and also those who might have tight financial restrictions. There is need to enhance proper organizational structure that will attract a bigger number of students as well as enhance flexibility in learning and teaching in the education sector competitive market (Anderson, 2008). I believe that attracting flexibility within learning institution will ensure that more students enroll in various e-learning programs that will be advantageous to them both in time management and academic performance. It is quite evident that using e-learning at universities to enhance flexibility of teaching and learning require great transformation of various learning experiences. Embedding technology through the use of e-learning into both teaching and learning organizational structures is an evolutionary process as opposed to revolutionary one. Considering technological requirements at the early stages require implementation of proper organizational structures to ensure there is maximum flexibility as well as benefit which can be obtained from investment. When using e-learning to enhance flexibility in learning and teaching need to initialize by identifying pedagogic aims then review of organizational structure and technological infrastructure within the whole institution so as to ensure that designed objectives are achieved. It is important that to have fully adaptation of e-learning that enhances learning and teaching, there is need to transform various organizational structures from a pre-industrial age to an information age which is fueled by positive adaptation of technology (Topping and Ehly 2001). I believe that there is need to design objective as well as goals that are geared towards enhancing flexibility in both teaching and learning methods so as to ensure efficiency in learning institutions. Application of principle from a pedagogical and management perspective Topping and Ehly (2001) suggest that, with the increase use of technology, educators need to have a strong ability to apply principles that widely lead to the design development as well as the implementation of flexible teaching and learning programs put more consideration to both management and pedagogic perspective. There are numerous pedagogical approaches as well as perspectives that can be sued to enhance teaching and learning especially through the use of technology. This pedagogy is considered to be a collaborative approach that widely opens the educational content creation to a large number of people. The pedagogical approaches incorporate cognitive, emotional as well as behavioral perspective which will ensure that use of technology for learning enhances flexibility in learning as well as teaching (Topping and Ehly 2001). Topping and Ehly (2001) maintain that, the key principle that demonstrate the ability to apply principles that are viewed to design, develop as well as implement flexible teaching and learning programs within the pedagogic and management perspectives is on that involves identifying a rationale that will be of help in identifying priorities in both teaching and learning. By applying this principle, there is adaptation of effective and flexible learning and teaching modes that are largely facilitated by technologies. Further, based on a management perspective students are able to develop independence, creativity as well as problem solving through approaches displayed by e-learning thus preparing for future management practices. Flexible learning and teaching that is adopted by the use of e-learning focuses on improving learning outcomes as well as ensuring that the applied principles maximizes learners engagement in learning through the use of most effective as well as most important learning and teaching modes. I believe that application of the above outlines principle will ensure that apart from teaching and learning being effective its adaptation within learning organization will also have a positive impact both in pedagogical and management perspectives. E-learning and Flexibility in Universities With its recent expansion, e-learning has increased the flexibility of teaching and learning at universities. It is obvious in most learning institutions that both the learners and tutors have greatly benefited from the flexibility of the program. E-learning has provided the universities students and the tutors with flexible access to teaching and learning experience in terms of pace, place, time, pathways, assessment, content and learning style. However, it is important to note that this has led to increase in active engagement of the students as compared to the teachers. The teacher is said to be more of a facilitator than a source of knowledge throughout the student’s journey in the institution. This is supported by Hakkinen (2002) who emphasizes that the learners are the main play in fishing out knowledge from the material given. In case of flexible time and place, with no interactions with the students, learning takes place at flexible time and therefore, naturally implies that the learning will occur at flexible time. This will definitely involve the use of internet and print materials. If interaction is needed, the students will be able to interact with the tutors through the e-mail functions, internet and text-based interactions. This has changed the learning experience of the students as they have access to information from student portals, e-books and online journal, for instance and relaxing time and space. Consequently, it has provided the learners with an environment that will promote active approve to their studies. This is an achievement that cannot be downplayed (Bates & Poole, 2003). This opinion may be said to be true as Du & Simpson (2002) have described this as a creation of enjoyment and good overall performance. E-learning has increased flexibility in terms of flexible style, offering courses in different modes. The lecturer is not only able to give lecturers but also structure the material course into multimedia CD-ROM (Bates & Poole, 2003). This will allow the students to have an easier time in their revision. The papers are not only provided in print format but also presented in video, audio and digital formats. It is then obvious that one advantage of the flexible style is that the instructions given will cater for each student learning style and individual needs. It is obvious that as a result of increased flexibility, partnership has resulted. It has become of the characteristic of e-learning. Universities and other learning institutions are able to share good practices, knowledge and are therefore, able to achieve advancement in technology and the quality of education will be enhanced. This has made easier for the teacher and the students and of course activities for example, learning application and management systems, e-learning infrastructure, creation of e-learning materials, joint-marketing, software and hardware sharing, joints programmes development and research collaboration has been involved. Basically, all these activities have readily contributed to the flexibility of learning and teaching using the e-learning mode. However, change of management is necessary in order to allow the collaboration to be effective and efficient in the institutions (OECD, 2001). This is significant as the information shared is flexible and readily available. E-learning has increased flexibility in learning and teaching as it has also led to open educational resources. It has opened opportunities for potential students to access the knowledge which would otherwise be impossible to gain in other ways. Various learning support, infrastructure, technology have been made available, therefore, making it easier for the lecturers to maintaining teaching effectiveness in the universities. Of great importance is that these facilities are provided at an effective cost (Barker, 2002). Essentially, the friendly costs, therefore, contribute to the affordability of the program to the learner. Flexibility as a resulting of e-learning in universities has also been appreciated by the part-time employees. They have been liberated from constrains of residential educational settings. This definitely means that they would be required to attended classes away from places of work or resident. Access to communications and information technology has brought great change as it has readily provided a huge range of possibilities of delivering subject matter content to students and lecturers in the so called educational settings. Basically, e-learning has increased flexibility in the universities and has been seen as a supplement of traditional teaching (OECD, 2001). This has been supported by Du & Simpson (2002) who has also concluded that e-learning has been contributed to the modern teaching as a result of its flexibility. Conclusion It is important that schools especially higher education system to enhance flexibility in both teaching and learning. With the rapid growth in technology advancement there is need to promote flexibility in teaching and learning by ensuring that both management and pedagogy perspectives are met. I believe that flexibility in learning and teaching should incorporate change of higher institution organizational structure so as to ensure that the high numbers of student enrolling for e-learning are able to meet their goals accordingly. Of importance is the fact that e-learning has increased flexibility in learning and teaching in the unities. E-learning has greatly claimed to provide flexibility in the universities. Students and lecturers have been able to access a range source of material which may not be accessible in other forms, for instance animation, multimedia and graphics and sounds, has given the learners control over where and when they study and at their own pace, has provided timely and frequent feedback , for instance through computer feedback on assessment is provided. Thus, e-learning has facilitated an increase in flexibility in learning opportunities, both informal and formal in the institutions. However, there is still more to be done to ensure that e-learning is effective. Finally, there is need to apply principles that lead to the development of flexible learning and teaching programs which in turn are beneficial to both teachers and students. Therefore, it is correct to state that e-learning enhances flexibility in both teaching and learning. References Anderson, T. (2008). Towards a Theory of Online Learning. Theory and Practice of Online Learning. T. Anderson, Athabasca University: 30 Barker, P. (2002). On being an online tutor. Innovations in Education and Teaching International. Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass. Du, Y. & Simpson, C. (2002). Effects of learning styles and class participation on students’ enjoyment level in distributed learning environments. Texas Center for Digital Knowledge. School of Library and Information Sciences. University of North Texas. Hakkinen, P. (2002). Challenges for desing of computer-based learning environments. British Journal of Educational Technology, 33(4), 461-469. Nunan, T. (2000). Exploring the concept of flexibility. In V. Jakupec& J. Garrick (Eds.), Flexible Learning Human Resource and Organisational Development: Putting theory to work. New York: Routledge. OECD (2001), E-Learning: The Partnership Challenge, Paris. OECD (2005), E-learning in Tertiary Education: Where Do we Stand? Paris Palmer, S. R. (2011). The Lived Experience of Flexible Education - Theory, policy and Practice. Journal of University Teaching & Learning Practice, 8(3) Topping, K. J. and S. W. Ehly (2001). "Peer Assisted Learning: A Framework for Consultation." Journal of Educational and Psychological Consultation12(2): 113-132. Read More

Education reforms Increase globalizations have increased competition not only within world economies but also within educational systems. With increased technologies and rapid growth of e-learning, polices as well as strategies that largely drives educational reforms have been adjusted to the new realities through the use of technologies. Educational reforms are largely based on large scale curriculum reform thus increasing professional autonomy of teachers as well as school driven improvement through numerous improvement (Palmer, 2011).

Education reform in regard to enhancing flexibility in teaching and learning focuses widely on increased external control of schools, students and teachers through assessment, evaluations and inspections that led to an increase of regulations in school as well as decreased autonomy of teachers. Education reforms in relation to e-learning have been designed based on a more centrally prescribed curricular, assessment and learning standards monitored by way of intensive assessment and testing on increased competition between learning institutions especially in today age of increased use of technology to enhance teaching and learning.

Therefore, many education reforms that are in the quest of enhancing teaching and learning creates an environment where teachers are losing on their professional autonomy whereas at the same time learning and teaching is being focused on successful performance in various standardized tests (Palmer, 2011). My opinion is that enhancing technology within learning institution will enhance productivity both academically and in their management. It is quite evident with increase use of e-learning in enhancing flexibility in teaching and learning, many countries are reforming their education systems so as to provide both teachers and students with skills and knowledge to enable them engage actively in democratic issues.

As opposed to shifting emphasis to various standardized knowledge, educational reforms are geared towards flexibility, problem solving as well as creativity through installing modern learning and teaching methods (Anderson, 2008). It is quite evident that education reforms have enhanced quality teaching and learning through the development of more flexible curriculum as well as introducing authentic forms of assessment as well as accountability tests (Palmer, 2011). The opinion is here is to ensure that there is flexibility withi9n learning institution which are geared towards teaching and learning methods.

Increasing the flexibility of e-learning It is quite evident that one of the main aims when engaging in e-learning projects need to be extended to the distribution of teaching and learning materials s as to increase flexibility in e-learning. E-learning is considered to enhance teaching and learning in the sense that it can take place anywhere at any given time provider the educator and the learner has accessibility to internet and a computer (Anderson, 2008). There are numerous e-learning tools that are used by both learners and educators to enhance teaching and learning.

These e-tools are web pages, discussion forums, chat messages, audio conferences and web cast. All the named tools are capable of delivering any learning at any given time and place. E-learning flexibility can also be viewed in that fact that it shifts emphasis from one that delivers a pre-established curriculum to one that focuses to both local and individuals needs. Key principle that enhances flexibility through the use of e-learning is the fact that student centeredness as well as focus on learning as opposed to teaching (Anderson, 2008).

E-learning provides students with a much more flexible field of meeting up their outlined goals. Clearly, I believe that there is need for educator to enhance flexibility in teaching and learning through the use of technology to allow students to be more self centered as compered to traditional methods of schoolings. There are three main components that enhance flexibility in teaching and learning through the use of e-learning; these elements are pedagogical constructs or models, pedagogical tools or rather e-learning technologies and both instructional and learning strategies.

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