E-learning: Benefits and Barriers for Primary School Education - Article Example

? E-Learning: Benefits and Barriers for Primary School Education January 8 1. E-Learning Definition and Concept As the Internet and mobile communication tools become popular among adults and children alike, e-learning becomes increasingly applied in the educational sector too. Education scholars and teachers, however, are divided on the benefits and limitations of e-learning. Furthermore, though e-learning is mostly studied in the context of professional or college education, it is used to some extent in primary school settings, such as through online educational materials and exercises. This paper aims to examine e-learning benefits and trends in different parts of the world, which can be applied to primary school education. 1.1.1. E-Learning Definition Defining e-learning includes understanding the merging of education, learning and information and communication technology (ICT). Sangra, Vlachopoulos and Cabrera (2012) reviewed the literature that defines e-learning and determined four basic orientations: “1) technology-driven, 2) delivery-system-oriented, 3) communication-oriented, and 4) educational-paradigm oriented” (148). The technology perspective defines e-learning according to how technology is used to support it. They cited a definition from Guri-Rosenblit (2005): “E-learning is the use of electronic media for a variety of learning purposes that range from add-on functions in conventional classrooms to full substitution for the face-to- face meetings by online encounters” (Sangra et al., 2012: 148). The delivery-system-centered definitions, on the contrary, focus on the access to knowledge. Sangra et al. (2012) quoted Koohang and Harman (2005): “E-learning is the delivery of education (all activities relevant to instructing, teaching, and learning) through various electronic media” (Sangra et al., 2012: 148). Communication perspectives assert that e-learning concerns collaboration and interactivity: “E-learning is learning based on information and communication technologies with pedagogical interaction between students and the content, students and the instructors or among students through the web” (Gonzalez-Videgaray, 2007 cited in Sangra et al., 2012: 149). The educational perspective see e-learning as a new way of learning and teaching, and at times, an enhancement of traditional educational tools: “E-learning is the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services, as well as remote exchange and collaboration” (Alonso et al., 2005 cited in Sangra et al., 2012: 149). This paper believes that e-learning definition should adopt all perspectives because e-learning is complex enough to include these various propositions. E-learning is the use of multimedia technologies and the web, where it aims to facilitate access to resources and services and to enable interactivity among learners, instructors and e-learning staff. 1.1.2. Scope of e-Learning The scope of e-learning as an educational pedagogy tool cannot be easily defined. As it leads to new or enhanced forms of learning in constant changes, its context continues to vary with respect to increasing uses and processes. McKay and Martin (2002) believed that e-learning includes “experience, extension and expansion” (1025). They asserted that e-learning stands for a kind of “experiential awareness” (1025). This awareness enables learners/users to use it beyond classroom purposes and to adopt it for business and organizational functions (McKay and Martin, 2002: 1025). Furthermore, e-learning includes an extension of learning- a way of lifelong learning for users (McKay and Martin, 2002: 1025). The role of technology in learning, such as accessing, producing and sharing knowledge, keeps on growing (McKay and Martin, 2002: 1025). Moreover, e-learning expands in uses across and within sectors and industries (McKay and Martin, 2002: 1025). As long as it is based on and responds to contextual issues, its development can continue alongside the people it serves. 1.1.3. E- Learning Elements E-learning can hardly be detached from the Internet and web technologies (Sangra et al., 2012: 148). The Internet is being used to develop learning through interacting with diverse sources of knowledge and information online (Wong, 2007: 55). The electronic and digital means of delivery of services and information are also core elements of e-learning (Sangra et al., 2012: 148). Instead of books, students use their computers or mobile technology devices, such as tablets and cellular phones, to access online materials and services. In addition, e-learning focuses on multimedia courseware. ICT provides the systems for e-learning, thereby shaping its emergence, acceptance and diffusion (Wong, 2007: 55). Technology is further used to provide two-way interactions as much as possible. Even for self-educating tools online, the database may include providing the right answer or guiding students to the right ones, for instance. E-learning, hence, is composed of multilayered and learning activities that entail the use of computers, networks and multimedia technologies. 1.1.4. Benefits of e-Learning E-learning seeks to provide diverse benefits to teachers and learners alike. The Internet combines text, audio, and video and offers opportunities for both synchronous and asynchronous interaction (Panda and Mishra, 2007: 325). Synchronous learning follows traditional classroom learning, where classes happen in real time (Etherington, 2008: 31). Teachers and students interact through live video or audio streaming, for instance. Asynchronous learning enables students to access premade software in their own time (Etherington, 2008: 31). They can work at their own pace and communicate with their instructors and fellow students online too, such as through e-mail, blogs and forums. The benefits of asynchronous distance education for teachers are convenience and efficiency (Lee, Hsieh and Hsu, 2011:124). They can also access their modules and the works and communications of their students in their time, although they have target outcomes and standards, as in traditional classes. Other benefits of e-learning are the following: E-learning can be customized to individual learners. Multidimensional categories are needed to provide effective e-learning (Tavangarian et al., 2004) and cognitive load must also be considered (van Merrienboer and Ayres, 2005). Nearly 24/7 access to educational resources in any place where Internet connection is available (Panda and Mishra, 2007: 325). This improves efficiency in studying for distance education students and even for those who study in primary schools. Quick and simple way to generate, update and adjust course materials through inexpensive off-the-shelf software (Panda and Mishra, 2007: 325). Teachers do not have to produce new materials every year. They can modify existing ones according to curriculum changes and other knowledge updates. Higher and flexible interaction between students and students and between students and instructors through ICT (Lee, Hsieh and Hsu, 2011:124). Technology can assist and enhance communication, although students and instructors must also be knowledgeable in using the technology and in having enough language skills to attain their communication objectives, E-learning enhances the ability of teachers to unite text, graphics and multimedia, which can result to quality learning materials (Panda and Mishra, 2007: 325). Quality can be measured in how they increase interest and engagement among students, as well as actual academic performance results (Panda and Mishra, 2007: 325). Students and teachers can have real-time access to subject matter experts which can boost learning and productivity (Panda and Mishra, 2007: 325). They do not have to wait for an appointment to access these experts. These experts can answer e-mails by night, for instance. E-learning can boost interactivity and learning through engaging online assessment tools, simulations and animated learning objects (Panda and Mishra, 2007: 325). Instructors can present opportunities for worldwide cross-cultural and collaborative learning (Panda and Mishra, 2007: 325). Learners can have more control through hypertext-based appearance of information (Panda and Mishra, 2007: 325). Cost savings can be attained by schools. They can use distance education systems and modules to serve more students than they usually can (Panda and Mishra, 2007: 325). 1.1.5. E-Learning Emergence Scientific, technological, social and cultural changes accompanied the emergence of changes in educational systems and goals, which provided the impetus for e-learning development. The invention of the Internet, computers, local and international intranet, as well as powerful mobile communication tools, have provided the tools for generating e-learning practices (Zarabian et al., 2011: 29). At present, teachers are expected to no longer limit their materials and processes to traditional methods, but to include e-learning (Zarabian et al., 2011: 29). Moreover, multimedia enables the swift production of teaching resources and sharing them across geographical boundaries. The novelty of these tools and their learning experiences have enhanced interest and learning motivation for many learners. While developed countries can easily access e-learning, poor developing countries are gaining ground too, when learners are able to tap knowledge and information through computers and Internet services. They understand that technology can be a powerful tool for learning. In addition, teachers increasingly become facilitators of learning (Zarabian et al., 2011: 29). Instead of being the sole source of knowledge, students can collect information online. They can be trained to criticize and use this knowledge for classroom purposes, and even beyond. In return, they become pools of knowledge for teachers, who also gain insights from what their students have learned. 1.1.6. E-Learning Diffusion Despite the availability of e-learning tools and systems, its diffusion depends on numerous factors, including institutional, instructor, and student factors, among others. Rogers defined diffusion as “the process by which an innovation is communicated through certain channels over time among the members of a social system” and it is a “social change” either planned or unplanned (2003: 5-6 cited in Giardana, 2010: 364). This theory described an innovation as “an idea, practice or object that is perceived as new” (Rogers, 2003: 12 cited in Giardana, 2010: 364). Rogers divides people according to the quickness of diffusion, “from innovators and early adopters to early majority, late majority and, lastly, laggards” (Giardana, 2010: 364). Literature suggests that critical elements are needed to ensure diffusion of educational technologies and e-learning practices in the education sector. Some of these factors are related to Rogers’ (2003) perceived elements of innovations: “relative advantage, compatibility, complexity, trialability and observability” (Giardana, 2010: 365). Giardana (2010) noted from her review of literature that innovation diffusion of e-learning needs a synchronized promotion through a top-down policy and leadership strategies that include “bottom-up innovation and change” (Giardana, 2010: 365). Good communication strategies are also important to raise awareness and to prepare people for these kinds of organizational changes (Giardana, 2010: 365). Giardana (2010) noted that “this communication should be discursive in form, rather than didactic, and should encourage input by stakeholders at every level and in every part of the process” (365). Organizational support must be present and consist of training and professional support. Support must be present through “technological, audio-visual, pedagogical, learning design and library support” (DeLone and McLean, 2003 cited in Giardana, 2010: 365). Learning technologists are significant because they are the bridge between academic staff and technology experts (Giardana, 2010: 366). Academic staff, moreover, needs skills and confidence with the technological tools. They must be trained to use and maximize e-learning for their teaching and other purposes (Giardana, 2010: 366). 1.2. Primary School Definition and Concept 1.2.1. Primary School Definition Elementary education is the word used in the United States to depict the educational development of children from the first year of school, which is generally called the primary level of education, until the shift to secondary school, (InfoUSA, 2012). Middle school education is a constituent of elementary education that is related with what several countries call upper primary education (InfoUSA, 2012). The period of the elementary education level relies on the law of each state (InfoUSA, 2012). All elementary education begins with the first year of school (grade one) and usually ends at grade 6, 7, or 8, depending on state and local policy (InfoUSA, 2012). Numerous states and local authorities split elementary education into a lower elementary level and a middle school (upper elementary) level (InfoUSA, 2012). 1.2.2. Primary School Duties The duties of primary school are basically to help children develop basic communication skills and language in different knowledge areas, such as science, mathematics, and social sciences. The Office of Elementary and Secondary Education directs, organizes, and makes policy for the Department’s activities that are connected to early childhood, elementary, and secondary education (InfoUSA, 2012). Some of the included functions are: …grants and contracts to State educational agencies and local school districts, postsecondary schools, and nonprofit organizations for the education of disadvantaged, migrant, and Indian children; enhancement of State student achievement assessment systems; improvement of reading instruction; impact aid; technology; and after-school learning programs (InfoUSA, 2012). The Office emphasizes readiness skills and support for early childhood, so they are prepared to learn when they enter school and in boosting the quality of teachers and other instructional staff (InfoUSA, 2012). Primary school can use e-learning to develop teachers and students. Teachers can use e-learning to help young children use technology for their learning needs. 1.3. Barriers of e-Learning Diverse barriers to e-learning may be present, which can prevent the application or success of e-learning efforts. This section discusses some of the common barrier categories of e-learning. 1.3.1. Technical Barriers Some of the technical barriers to e-learning are lack of hardware, software, or reliable Internet services. Students require hardware for e-learning, such as desktop computers or laptops (Wong, 2007: 56). Insufficient numbers of this hardware will hinder e-learning, which tends to happen for poorly funded classrooms (Wong, 2007: 56). Limited Internet coverage or poor access to Internet can affect e-learning (Wong, 2007: 56). Rural communities, for instance, with no reliable Internet service provider, can reduce the demand for e-learning. Good bandwidth is also important because it is critical in streaming multimedia (Wong, 2007: 56). Restricted bandwidth may delay the learning process, as the downloading of multimedia materials might take so long (Wong, 2007: 56). Finally, badly designed e-learning systems and tools can hinder e-learning too. For instance, poor designs can result to loading problems that delay access to learning websites, which can frustrate users. 1.3.2. Personal Barriers Poor knowledge, skills, training, time, and even role models can serve as personal barriers to e-learning (Panda and Mishra, 2007: 327). Kember et al. (2001) emphasized the role of preparation in ensuring that students can flourish in an e-learning environment (cited in Wong, 2007: 56). New students may feel unconfident in using these tools, which can affect their learning confidence and interest too. Orientation courses are needed to help students shift from traditional to e-learning environments (Wong, 2007: 56). Lack of useful ICT skills can delay e-learning too (Wong, 2007: 56). Technical skills include computer and Internet skills (Wong, 2007: 56). In addition, role models and time to learn are important to being good students in e-learning settings (Marengo and Marengo, 2005: 336). 1.3.3. Administration Barriers Some of the administration barriers are organizational or group-based. The organization may not provide enough support, whether for e-learning or technical support (Panda and Mishra, 2007: 327). Teachers may also have apprehensions when they do not see e-learning as significant to learning (Panda and Mishra, 2007: 327). They might resist e-learning systems and tools and use them as infrequently as possible. Instructional design might be problematic too. This includes lack of alignment between curriculum and e-learning goals (Panda and Mishra, 2007: 327). Marengo and Marengo (2005) underscored that professional development and orientation are useful in helping the faculty adopt e-learning systems (335). 1.3.4. Financial Barriers Financial barriers affect e-learning adoption. For instance, some school administrators do not think that e-learning costs are justified, especially when it includes other costs, such as orientation and training costs and system maintenance costs. Marengo and Marengo (2005) determined the technical costs, which included the following: Digital content costs, Maintenance costs for digital content, Content hosting costs, Distribution Costs, Learning Management System costs (LMS), and hardware/software costs (Marengo and Marengo, 2005: 336). The general costs are promotional costs and costs of e-learning support (Marengo and Marengo, 2005: 336). Other costs are costs of e-learning staff, such as tutoring/training costs, consultancy costs, and administration costs (Marengo and Marengo, 2005: 336). These financial barriers may be hindrances for schools with limited budget. They might not also find the return of investment appealing, when they are not prepared for the comprehensive costs of e-learning adoption. 1.4 Conclusion E-Learning can help primary school teachers introduce new ways of teaching, so that they can increase the interest and participation of their students. Children can easily learn technology skills, especially when trained and resources are available. Many are excited or used to using technology in entertainment purposes. They can benefit from e-learning through learning ICT skills and being able to use them for gaining deep learning, individually and with others. Being connected all the time can also allow them to be updated of knowledge and learning interactions. The impact is total and sustained learning. 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