Online Technology Methods and Their Impact on Blooms Taxonomy of Learning - Research Paper Example

? Educational Informatics: e-Learning Educational Informatics: e-Learning Introduction E-learning has become a major part of the current educational system. This type of learning has come about because of the demands of the learners, as well as the growth and fast expansion of computer technology. This paper shall discuss the general concepts relating to educational informatics, including the connections with Bloom’s taxonomy of learning, as well as the related elements for distance education and e-learning. The benefits as well as weaknesses of e-learning will also be pointed out and discussed. Body Online technology methods and their impact on Bloom’s taxonomy of learning Different online teaching methods contribute to learning basing on Bloom’s taxonomy of learning. Bloom’s taxonomy of learning uses three main categories: knowledge-based, skills-based, and affective tools (Wyatt & White, 2007). Online teaching methods support the Bloom taxonomy of learning through the different techniques they apply. Online teaching methods are also categorized in terms of how knowledge is retrieved. Initially, the retrieval of information is individual-based, where only one student accomplishes the learning task without communicating with other students (Stavredes, 2011). This level of learning would still be very much theoretical as the student gains knowledge, theories, and comprehends such data according to knowledge-based goals. Sources for these knowledge-based goals, one-alone, and one-to-one methods include the use of online databases, online journals, online applications, and software libraries (Stavredes, 2011). Improvements in knowledge-based goals are also observed through online teaching methods like learning contracts, apprenticeships, internships, as well as correspondence studies (Stavredes, 2011). The interaction with other students and with society covers skill-based and affective goals. This can be seen in the online teaching methods which have a wider interaction with the outside world. This includes lectures, symposiums, and skits (Buzzetto-More, 2011). The student is gradually using sensory cues to guide his actions. He is also becoming familiar with tools in completing or performing tasks. Confidence in carrying out tasks is also improved through these online teaching methods. New tasks and goals are also established for the learner through lectures and symposiums (Buzzetto-More, 2011). A wider application of the above knowledge-based and skills-based learning is supported through the many-to-many online teaching methods. Such many-to-many methods include debates, simulations, case studies, discussion groups, brainstorming, forums, and project groups (Stavredes, 2011). Computer conferencing is the primary tool used in the many-to-many approach. Distribution lists for emails can also be utilized in order to maximize the learning process. These computer-mediated learning tools help ensure that the knowledge-based, skills-based, and affective elements of learning are served and stimulated for the learner. Computerized quizzing and survey features compared with print version Computerized quizzing or online surveys differ significantly from print-version quizzes. For computerized surveys, questions can be written with complete and specific descriptions of the questions indicated (Fidelman, 2007). This sometimes is not possible for print surveys because of space constraints. However, this may not always be true especially in instances when the question is already familiar to respondents. In these instances, no explanation for the questions is indicated in the online quiz. Online surveys also have the ability to include images as well as other formats; audios and videos may also accompany the survey (Noyes & Garland, 2008). These elements can then be used by the researchers in order to highlight aspects of the question which may not be familiar to the respondent. Online or computerized surveys also have the ability to draw and sustain the attention of the respondent in ways which cannot be made possible through printed surveys or quizzes. Audio-visual features and similar features can capture the readers’ attention long enough to complete the survey and ensure high response rates for the survey or quiz (Boyer, Olson, & Jackson, 2001). The amount of time the computer surveys can also be answered is shorter due to the easier process of answering the survey. Merely scrolling and clicking the mouse can accomplish the task of answering the survey, thereby also ensuring high response rates for the questionnaire. Despite the favorable qualities of these online quizzes or surveys, there are also disadvantages observed in using these quizzes. One glaring issue is the fact that not all individuals are comfortable in computer use (Pfielger, 2008). The older generation certainly is not adept and comfortable in the use of computers. Issues relating to data quality have also been raised. Results may sometimes be difficult from printed surveys. This disparity may be attributed to the presentation, layout, and the biased nature of data collection. The bias comes from the limited monitoring of respondents which cannot be secured for online respondents (Boyer et al., 2001). Computer issues including lost electronic mail addresses, computer viruses, and technical issues can also compromise the administration and the taking of online quizzes or surveys. Online databases of teaching/learning resources and their impact on learners The most significant benefit for the centralized online database in learning and teaching relates mostly to its multifunctionality (Liu, 2008). It allows a comprehensive search possibility for students. It also includes a database which is transparent and continuously updated by the online administrator. An overview of the current studies carried out at various locations and areas of study are also indicated in the online databases (Liu, 2008). The subject of these topics can easily be seen, including an overview of the issues proposed as well as recommendations for the practice, for education, and for research. Facts and figures can also be generated from these online databases, later to be used by students to understand trends, as well as to understand phenomena (Goovaerts, n.d.). Through the online databases of teaching and learning, cooperation between the different researchers and institutions can be established, allowing the simplification of daily activities (Goovaerts, n.d.). Actions and recommendations can also be automated by such databases, thereby allowing for the monitoring of these actions in line with the results of research. Strengths and weaknesses of e-learning There are various strengths and weaknesses for e-learning. In general, it is beneficial because it can flexibly be scheduled, and it can be managed based on work, family, and social obligations (Muilenberg & Burge, 2005). Travel time is also decreased with e-learning as the students are not required to travel to and from campus. Students are also able to consider choices relating to learning tools which would meet their needs, their knowledge, as well as their interest. Students are also able to study and carry out their school activities anywhere for as long as they can access computers and internet connection. The pace of the learning is also based on the student, not the teacher (Muilenberg & Burge, 2005). The students can also easily involve themselves in bulletin board threaded discussions even without being in school. Through e-learning methods, the teachers and instructors can easily connect and interact with each other. The communication process is fast and is easier to carry out. Various teaching styles which support learning can also be made possible with e-learning (Mbarek & Zaddem, 2013). The skills of the students in computers are also enhanced. Accessibility of computers and internet technology has been emphasized as a crucial part of online e-learning. As demonstrated in the figure below, most students are likely to secure access to the internet at home or at their work with lecture students using school access for their internet school work. Inasmuch as the benefits of elearning are highlighted above, this type of learning also has its weaknesses. Learners who are not highly motivated or who have bad study habits would likely fall behind their school requirements. Some students may also not thrive well without traditional classroom settings, and as a result may be confused in their school activities and requirements (Mbarek & Zaddem, 2013). These students may also feel disconnected from their teacher and classmates due to limited personal interaction with them. Some students may also have simple practical considerations in e-learning with slow or no internet connections or with slow or no computers. For those with beginner-level computer skills, some students may also fall behind in their lessons (Buzzetto-More, 2007). Finally, the hands-on approach to learning cannot be achieved in the computerized e-learning setup. As such, the quality of learning is diminished. The factors affecting distance education outcomes Factors affecting distance education outcomes relate to different factors which relate to students and universities. Distance education learning has slowly expanded in the past few years. As can be seen in the diagram below, its coverage and use has expanded with each academic year. These trends will likely be sustained for many more years to come. Hence, the importance of securing computer accessibility and skills is as important as the learning process itself. (Bass, 2010) Computer self-efficacy is a factor which can impact on the efficacy of distance education outcomes (Mbarek & Zaddem, 2013). Self-efficacy impacts on the behavior of individuals in terms of execution of actions. In effect, self-efficacy refers to an individual’s belief about his ability to use resources needed in order to accomplish a task. Where a student is not self-efficient in his computer use, he would be not be able to accomplish academic demands and school tasks essential to secure academic goals. The students and their self-perceived usefulness and ease of use can also affect the outcomes for distance education learning. The perceptions on ease of use helps indicate and predict the actual intention as well as usage interactions on business areas. Under these conditions, the perceived ease of use refers to the extent by which a learner believes the use of specific system to be free of physical or mental effort (Davis, 1989). Within the online setting, technical support indicates a significant impact on the perceived ease of use of the learning resources (Ngai et al., 2007). The e-learning process also ensures a useful and interactive interaction between trainees and virtual instructors (Zhang and Zhou, 2003). As such it helps support the perceived ease of the learning material. Where the distance education facilities provide a structural support for instruction, learning efficacy can be improved. In some cases, the virtual training setting must manage the communication between the trainees who are physically separated from each other. Through these tools, the perceived ease of use can indicate ease in learning, ease of interaction, and eventually, can improve future job performance. The role of the learner in distance education The role of the learner in distance education is mostly to learn. This challenging objective calls for motivation, planning, as well as the analysis and use of the knowledge being transferred. The challenge for the student is to manage various aspects of their life which often impact significantly on each other (Willis, 1994). The student’s role is also to become and to stay responsible for him or herself. A significant level of motivation is needed in order to manage distance courses. In general, there is no daily interaction with students and teachers and the temptation to stray is strong under these conditions. The student must also know his own strength, desire, skill, and needs. They have to understand their goals as well as objectives in order to ensure a direction in their activities (Willis, 1994). Students must also do their best to sustain and even increase their self-esteem. Students must not be afraid and must instead be confident in their ability to manage their studies. Students must also do their best to relate with others in order to allow for group problem solving. Such problem-solving activities can be secured through group meetings or through computer conferencing (Willis, 1994). It is also important for these students to clarify what they are learning. They therefore have to reflect on what they have learned. They need to assess their existing learning standards on their own and how these can be changed by new data. As such, the student is able to understand the need to review their knowledge and its accuracy. Their role therefore also relates to redefining legitimate knowledge. Essential characteristics that contribute to success of learners who take courses online In reviewing the qualities of learners taking courses online, it is important to note various significant elements in successful online learning. One of these qualities includes the strong motivation of the student (Hoffman, 2003). The student must be well-invested in the learning process. He must be able to do the school work even with minimal supervision from the teacher. Being a bad student under these conditions would lead to students not doing their school work and falling behind the expected learning outcomes at each stage of the learning process. Online learners must also be functionally adept in the use of computers. The bulk of the work for distance education requires computer knowledge and moderate computer skills. This would include knowledge in the use of MS Office applications, including Microsoft Word, Microsoft Excel, Powerpoint, as well as the use of electronic mails, the use of the internet, and other computer applications. With limited knowledge and skill in these applications, students would fall behind significantly in their school work, most likely causing them to fail their courses (Hoffman, 2003). Finally, in order to ensure the success of distance education, it is also important for the students to participate in student forums and bulletin discussion boards. These forums and boards can help them in their learning process. These forums and boards often include students and teachers in their threads (Hoffman, 2003). Teachers can facilitate the discussions and answer student questions and concerns. Students can also help those who may be struggling with their learning. These forums and boards also ensure that students are being stirred in the right direction for learning. Conclusion Based on the above discussion, it is apparent to note that e-learning and distance education has become a welcome and necessary addition to learning and academic processes. E-learning has various strengths and weaknesses, and in the current context of widespread computer use, it has also become the more convenient and cost-effective learning tool. The visceral feel of the classroom face-to-face interaction has become superfluous in the context of e-learning. Issues in e-learning relate to problems which would likely be resolved as more developments in computer use are introduced. Under these conditions, the learning process has evolved based on the current conditions of technology. In the end, such developments are current and are very much supportive of the academia and the discovery of more information. References Boyer, K. K., Olson, J. R., & Jackson, E. C. (2001). Electronic surveys: advantages and disadvantages over traditional print surveys. Decision Line, 32(4), 4-7. Buzzetto-More, N. (2007). Principles of effective online teaching. California: Informing Science. Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319- 340. Fidelman, C. (2007). Course evaluation surveys: In-class paper surveys versus voluntary online surveys. New York, NY: ProQuest. 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