Modes of Education and Instructional Methodologies - Research Paper Example

?Research Methods and Critique In the modern era of technology, innovation and globalization, with shrinking distances and integrated economies, the world of education is also undergoing a paradigm shift (Downes, 2005). The mode of education and instructional methodologies are shifting from the conventional use of oral and print media, including lectures and textbooks to more modern forms such as the use of computers, internet (which provides access to online libraries, electronic journals, search engines, websites which allow audio and video streaming and email facilities) and multimedia (including audio tapes, videos, etc) (Gunasekaran, McNeil, & Shaul, 2002; Downes, 2005). Ever since the introduction of novel education modalities, such as e-learning, the conventional educational methods have undergone several advancements and are in an imminent perilous state (Gunasekaran, McNeil, & Shaul, 2002). This paper discusses the impending change that the literary world is about to face following the introduction of novel instructional methodologies such as e-learning, throws light on the concept of quality in the context of e-learning and focuses on the different methods of evaluation used to assess the effectiveness of e-learning as an instructional methodology in comparison to the pre-existing, traditional education instructional methodologies. In addition, this paper critically appraises the article “Embedding Quality in e-Learning Implementation through Evaluation” by Frances Deepwell (2007) which throws light on the various domains of evaluation as applicable to the domain of e-learning and recommends how evaluation can be used in order to improve the quality of e-learning (Deepwell, 2007). E-Learning – a novel approach to learning: In the current advent of technological advancements, the world has changed into a global village, where distance learning, an essential component of which is e-learning, has fast made its place in the domain of education (Gunasekaran, McNeil, & Shaul, 2002; Khodamoradi & Abedi, 2011). In this download era, the internet has transformed from a simple medium where information and knowledge was fed and then consequently retrieved or shared at a required time, into a worldwide platform, where now each and every second millions, if not more, users are learning ,sharing and teaching a wide variety of topics (Downes, 2005). Moreover, in recent times, the teaching methodologies and learning approaches have experienced a paradigm shift in that learner centered approaches are more favored than teacher centered educational approaches, which has made the learning process more individualized and tailored to suit each individual’s pace, requirements and capacity (Deepwell, 2007). In today’s post-positivism era, more emphasis is placed on promoting learner autonomy and cooperative learning (Ehlers et al., 2005). In such a model of learning, the use of technology is pertinent and effective as it enables learners to be independent and learn from a wide variety of learning strategies rather than the conventional teacher centered mode of instruction (Zhang, 2003). These demands and changing trends in the patterns of learning and transfer of knowledge and ideas gave rise to the concept of distance learning or e-learning. The term distance learning refers to “education designed for learners who live at a distance from the teaching institution or education provider (Khodamoradi & Abedi, 2011, p. 225).” Traditionally, the predominant medium of education employed for distance learning was print media such as textbooks, notes or other course materials, but more recently, this practice has been replaced gradually with the increasing use of non-print media eversince the evolution of the concept of e-learning (Khodamoradi & Abedi, 2011). E-Learning, which is defined as “technology-based learning in which learning materials are delivered electronically to remote learners via a computer network (Zhang, Zhao, Zhou, & Nunamaker, 2004, p. 76)” was first introduced almost two decades ago. Ever since its introduction, this novel modality of disseminating information has become increasingly popular and its demands and applications have been on the rise (Zhang, Zhao, Zhou, & Nunamaker, 2004). The delivery of instruction in E-learning can be via a variety of modalities, including and not limited to, Internet, intranet and extranet, broadcasting via satellite, audio/video tape, interactive TV, and CD-ROM (Govindasamy, 2002). E-learning has been used to promote learning not only within educational institutions such as colleges and universities, but also in homes, offices and other arenas, since it is in congruence with the currently prevalent trend of life-long learning, which has become essential for individuals belonging to all spheres of life (Zhang, 2003). As compared to traditional learning methodologies, e-learning has several advantages. It is interactive, self-paced and flexible (Zhang, 2003). Moreover, it enables users to access required knowledge from anywhere the world, without any time and logistic constraints and helps in promoting remote learning (Zhang, 2003). Thus, this modality is gradually becoming increasingly popular and is making its place into the education system of a multitude of colleges, universities and other institutions worldwide. Evaluation in e-Learning Like in any other sphere of life, evaluation is an integral part of quality control of e-learning which enables both the users and the other stakeholders such as developers, researchers and financers to identify the strengths and limitations of the existing e-learning strategies and to devise and undertake measures to overcome the identified shortcomings, in order to augment quality (Ertl, Ebner, & Kikis-Papadakis, 2010). In the context of e-learning, evaluation has to be carried out at two different levels, viz. at the level of the users (i.e. via assessment of the learners’ progress and performance during the course of learning) and at the level of the e-learning programmes and system (i.e. its usability, applicability, cost-effectiveness, ease of access, etc) (Zhang, 2003). Furthermore, the e-learning system evaluation can be carried out at two different sublevels, viz. at the level of the educationalists and at the level of the software developers (Chua & Dyson, 2004). At the level of the users, the effectiveness of e-learning programs is often assessed via measures such as questionnaires completed by the users at the culmination of the course, interviews with users to gather feedback regarding the course, and comparisons of performance indicators such as test scores or overall student performance on evaluation measures between students belonging to traditional learning and online-learning systems (Zhang, 2003). On the other hand, with regard to system evaluation, till date, several evaluation models and frameworks have been used for the assessment of the e-Learning system, including and not limited to, Kirkpatrick’s four-level model, general quality assessment instruments such as ISO, EFQM, TQM and novel, focused measures such as the Embedded Learning Technologies Institutionally (ELTI) project (2003) and Bacsich’s (2005) benchmark taxonomy (Deepwell, 2007). In addition, from the perspective of the educationalists, the e-learning system has to be evaluated at the pedagogical level (Chua & Dyson, 2004). Govindasamay (2002) states that “Pedagogical principles are theories that govern the good practice of teaching (Govindasamy, 2002, p. 289).” With regard to E-learning, the pedagogical domains which have to be considered include the different regimes and methodologies used for teaching and assessment, the processes and practices involved in the development of the educational curriculum and the user profiles (Deepwell, 2007). Thus, it can be concluded that evaluation of E-learning is a complex and multifaceted phenomenon, which needs to encompass all the aforementioned attributes and perspectives in order to be through and useful. Defining Quality The term quality can be defined in a number of ways and has various implications depending on the context it is being used in. Quality is generally defined as the “degree of excellence (Merriam-Webster Dictionary, 2011)” or “Superiority of kind (Merriam-Webster Dictionary, 2011)”. The modern definition of quality as proposed by Juran is “fitness for intended use (Sower, 2011).” Similarly, the International Organization for Standardization (2000), or the ISO as it is commonly referred to as, defines quality as “ability of a set of inherent characteristics of a product, system, or process to fulfill requirements of customers and other interested parties” (Pawlowski, 2007, pp. 3-4). This definition of quality is the most widely accepted and practical definition as it is applicable to a wide range of products as it encompasses all the possible dimensions that should be considered during the evaluation of quality of a product or an application. However, all the aforementioned definitions of quality are generic and there are certain specific dimensions of quality that need to be considered when discussing quality in the context of E-learning. The following section throws light on the different parameters and aspects of quality which have to be considered when assessing quality as applicable to e-learning. Quality in the context of e-Learning As discussed above, there are certain specific aspects of quality that have to be considered when discussing quality in the context of e-learning. Pawlowski (2007) identified seven domains along which quality should be assessed in terms of e-learning, viz. context and scope, objectives, focus, perspective, methodology and metrics (Pawlowski, 2007). On the other hand, Deepwell (2007) states that “quality can be perceived in terms of degree of sophistication, satisfaction surveys, adherence to guidelines, “fitness for purpose,” and so forth (p. 34).” Till date, multitude of studies have been carried out to assess the quality of E-learning but no consensus has been reached as to which is the best approach to evaluate quality and no particular quality assessment instrument or standardized measures have been elucidated (Deepwell, 2007). A commonly observed feature of quality assessment with regard to e-learning is that most of the existing research in this regard focuses on the products of e-learning rather than on the multiple aforementioned dimensions that should be undertaken into consideration in order to carry out a comprehensive assessment of quality (Deepwell, 2007). Another important aspect of studies used in the past to assess the quality of e-learning is that most of the studies have been found to be quantitative in nature, such as RCTs or other types of quantitative studies, using evaluation tools such as Likert scales, rankings, test scores, students performance measures, and multiple-choice questions to assess the quality of e-learning from different perspectives (Menchaca & Bekele, 2008; Deepwell, 2007). Whereas such quantitative studies have the benefit of being objective in the assessment of the outcome measures and can help in establishing the superiority or inferiority of one kind of intervention over another, qualitative studies have the advantage of observing the study subjects in their naturalistic environment without any bias or influence of the experimental conditions (Baxter & Jack, 2008). Till date, there is a paucity of studies using the qualitative approach, utilizing tools such as open ended questions or interviews, i.e. the so-called phenomenological approach, to assess quality and evaluate the e-learning strategies (Moore & Aspden, 2004 cited in Menchaca & Bekele, 2008). Baxter and Jack (2008) state that qualitative research “facilitates exploration of a phenomenon within its context using a variety of data sources and ensures that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of the phenomenon to be revealed and understood (Baxter & Jack, 2008, p. 544).” Such an approach is essential in the evaluation of quality of any application since it helps in elucidating the opinions and perspectives of the users and the other stakeholders regarding the application in a naturalistic manner and also in identifying and exploring the shortcomings and limitations of the application (Gilbert et al., 2007 cited in Menchaca & Bekele, 2008). It is evident from the preceding discussions that both the qaulitative and qauntitative approaches have their benefits and shortcomings when used in the assessment of quality of e-learning. Deepwell (2007), thus advocate the use of a mixed methods approach for the evaluation of quality in e-learning in the paper entitled “Embedding Quality in e-Learning Implementation through Evaluation.” This paper and findings of the research study carried out by Deepwell (2007) in order to elucidate an optimal measure of quality evaluation in the context of e-learning and using evaluation to improve upon the existing standards and quality is discussed in detail in the section that follows. Embedding Quality in e-Learning Implementation through Evaluation In the article entitled “Embedding Quality in e-Learning Implementation through Evaluation,” Deepwell presents a new perspective on evaluation in the arena of E=Learning. As opposed to the widely held notion that evaluation serves the purpose of monitoring and quality assurance, the article focuses on the use of evaluation as a measure of quality augmentation and development (Deepwell, 2007). A single center, five year case study was carried out in Coventry University, which is a medium-sized university in United Kingdom catering mainly to undergraduate students. The study aimed at elucidating a comprehensive framework for the assessment and quality evaluation of the e-learning programme and to determine the efficacy of evaluation as a measure of quality enhancement, utilizing mixed method research (Deepwell, 2007). Mixed methods research refers to research methodology that employs a combination of both qualitative and quantitative research strategies, making use of the key benefits of both these kinds of research methods (Giddings, 2006). In this case, the qualitative aspects of the study included naturalistic observations of various stakeholders as well as the users, interviews, personal accounts and peer reviews while the quantitative included data obtained from surveys and statistics (Deepwell, 2007). The data for this study was collected through both centralized and distributed data sources such as surveys, statistics, interviews, peer reviews, etc. The data collected from these sources was then classified into four different domains, viz. pedagogical, technological, cultural, and organizational and was then analyzed accordingly (Deepwell, 2007). The author describes how the evaluation in each of the four aforementioned domains paved way for quality enhancement and guided the process of change. The study concluded that evaluation can be effectively used as not only a measure of quality assurance and monitoring, but also as a guide to improve upon the existing practices, i.e. for quality enhancement (Deepwell, 2007). Application of these findings in the provision of online education in college E-learning is being implemented as a part of the educational curriculum of several programs in both colleges and universities nowdays. For example, the largest e-learning program in the United States till date is that being offered by the University of Phoenix which caters to an online student body exceeding almost 30,000 individuals and offers both degree and certificate e-learning programs (Zhang, 2003). Moreover, in addition to offering online courses and programs, a recent development in e-learning is the dissemination of online educational materials. This initiative was taken first by MIT in 2001, with the introduction of MIT OpenCourseWare (OCW), whereby all the course materials were made freely available to not only MIT students but for students worldwide to promote learning (Downes, 2005; Zhang, 2003). Eversince then, distance learning and e-learning have propagated exponentially and statistics reveal that by the year 2004, almost two thirds of the colleges and universities in the United States were offering distance learning programs (Fletcher, 2004 cited in Menchaca & Bekele, 2008). Ever since its introduction, the concept of e-learning is gaining increasing popularity. While some institutions have completely replaced traditional learning systems with e-learning, offering online programs and courses, others are slower in adapting to the changing needs and demands of the society and are still undergoing evolution. Thus, in the education system of today, the predominantly prevalent system of learning is blended learning, which by definition refers to “the combination of any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training (Driscoll, 2002, p. 1).” Under this system, most educational institutes have implemented a blend of both traditional and e-learning systems and benefit from the advantages of both the systems. Thus, it is evident that E-learning is making its place into the educational systems of today’s era and will become an essential, indispensible part of the learning systems in the near future. Conclusions: With the advancements in technology and the ever-increasing demand for knowledge, E-Learning is fast making its place into the education system of today and the day when it will completely replace the traditional learning systems and processes is not far. Evaluation is an important parameter of quality control and assurance. Deepwell (2007) propose a novel approach to evaluation using a combination of both quantitative and qualitative research methodologies, i.e. a mixed model approach, and using evaluation as a guiding parameter for quality enhancement. Such an approach has been found to be effective in a single center case study carried out by Deepwell (2007) conducted over a period of five years. However, further studies need to be conducted in this regard in order to validate the findings of the existing study and in elucidating the role and effectiveness of evaluation as a measure of quality enhancement. References Bacsich, P. (2005), Theory of benchmarking for e-learning:A top-level literature review. Retrieved April 12, 2011, from: http://www.cs.mdx.ac.uk/news/Benchmark-theory.pdf. Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report , 544-559. Chua, B. B., & Dyson, L. E. (2004). Applying the ISO 9126 model to the evaluation of an elearning system. In C. M.-D. R. Atkinson, Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 184-190). Perth. Deepwell, F. (2007). Embedding Quality in e-Learning Implementation through Evaluation. Journal of Educational Technology & Society , 34-43. Downes, S. (2005). E-Learning 2.0. E-Learn Magazine . Driscoll, M. (2002). Blended Learning: Let's Get Beyond the Hype . IBM Global Services. Ehlers, U., Goertz, L., Hildebrandt, B., & Pawlowski, J. M. (2004). Quality in e-learning: Use and dissemination of quality approaches in European e-learning. European Centre for the Development of Vocational Training (Cedefop) Panorama series, 116. Ertl, B., Ebner, K., & Kikis-Papadakis, K. (2010). Evaluation of E-Learning. International Journal of Knowledge Society Research , 33-43. Embedding Learning Technologies Institutionally (ELTI) project (2003), JISC website, retrieved April 12, 2011, from http://www.jisc.ac.uk/index.cfm?name=project_elti. Fletcher, G. (2004). The future of e-learning. THE Journal, 32(2), 2–3. Retrieved April 12, 2011, from http://www.thejournal.com/articles/16899 Giddings, L. S. (2006). Mixed-methods research: Positivism dressed in drag? Journal of Research in Nursing , 195-203. Gilbert, J., Morton, S., & Rowley, J. (2007). e-Learning: The student experience. British Journal of Educational Technology, 38(4), 560–573. Govindasamy, T. (2002). Successful implementation of e-Learning Pedagogical considerations. Internet and Higher Education , 287–299. Gunasekaran, A., McNeil, R. D., & Shaul, D. (2002). E-Learning: Research and Applications. Industrial and Commercial Training , 44-53. International Organization for Standardization (2000). ISO 9000:2000, Quality management systems: Fundamentals and vocabulary Khodamoradi, S., & Abedi, M. (2011). Assessing characteristics of Online Education and comparing of Traditional Education. Journal of American Science , 226-230. Menchaca, M. P., & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance Education , 231-252. Moore, K., & Aspden, L. (2004). Coping adapting, evolving: The student experience of e-learning. Update, 3(4), 22–24. Merriam-Webster Dictionary. (2011). Quality Definition. Retrieved April 12, 2011, from Merriam-Webster Dictionary: http://www.merriam-webster.com/dictionary/quality Pawlowski, J. M. (2007). The Quality Adaptation Model: Adaptation and Adoption of the Quality Standard ISO/IEC 19796-1 for Learning, Education, and Training. Educational Technology & Society , 3-16. Sower, V. E. (2011). The Definition(s) of Quality. Retrieved April 12, 2011, from http://www.shsu.edu/~mgt_ves/mgt481/lesson1/lesson1.htm Zhang, D. (2003). Powering E-Learning In the New Millennium: An Overview of E-Learning and Enabling Technology. Information Systems Frontiers , 201-212. Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. (2004). Can E-Learning replace Classroom Learning? Communications of the ACM , 74-79. . Read More