E-Learning Applications and Processes - Report Example

Online es There is a continuously growing scale and rise in the demand for higher education in response to the requirements of the knowledge of the society and the knowledge economy (Elison-Bowers et al., 2011). The center for educational research and innovation argues in the recent past, there has been a summarized transition from just in case traditional education, to just in time and just for me customized education (Elison-Bowers et al., 2011). This has been necessitated by the tremendous growth in the information and communication (ICT) sector. The impact of new ICT education is linked to several other vital changes in the world education and training. As the rates of obsolescence continue to accelerate, so does the demand for new knowledge, skills and competencies. Online learning, also called e-learning or long distance learning continues to be influential in meeting educational needs of people around the world. E-leaning encompasses all learning and education activities that occur electronically. Basically, online classes entail a network enabled acquisition of knowledge and skills through a computer. Online classes may be necessitated by e-learning applications and processes like computer based and web based learning, virtual education and digital collaboration (Elison-Bowers et al., 2011). Content for online classes is transmitted via internet or intranet or extranet, CD-ROM, satellite TV, and video or audio tape. Online courses may be self-paced or teacher- led in the form of texts, animation, streaming video or audio calls and animation. Thus, the course may be synchronous whereby students and instructors meet online at a specified time in order to interact, or webcasts where students watch a presentation by their instructor. As ICT continues to become more available in different parts of the world, a new type of student population has emerged (Bob, 2010). Bob (2010) argues that the image of higher learning has been somewhat limited in various countries, but considering the impact of the internet, this traditional student body has changed. Instead of limiting themselves to regional demographics, the students’ population of institutions that offer online courses has changed tremendously. According to Bob (2010), online courses have opened new virtual learning frontiers. Bob notes that online instructors have realized an increase in more diversified students’ population in their classes over the last few years (Bob, 2010). In addition, they have realized the need to improve their teaching skills, practices and strategies so as to accommodate the ever evolving needs of students in classrooms, as well as updating their teaching methodologies (Bob, 2010). However, new technological developments in the online environments require online instructors to have a different set of skills in order to compete in today’s online teaching environment. The author found out that there is a need for schools or institutions of learning to rethink their hiring, recruitment and training efforts in order to cope up with today’s changes in the online teaching demands. In addition, institutions that have not embraced e-leaning or those that are in the process of developing one should look at best practices that other universities offering e-learning have used. This will help them formulate proper training, recruitment and hiring methodologies in order to get competent online instructors. On the other hand, Marc (2010) acknowledges the fact difficulties inherent in e-learning when students’ control and openness are considered. Marc notes that professors might find it difficult to assist learners who feel uncomfortable, or unsafe communicating in class over the open web (Marc, 2010). Marc also questions how professors might handle topics that are not for open use. In addition, Marc wonders at how professors will ensure students behave when they offer the masses a chance to pull a virtual seat in class. Furthermore, the author questions whether open teaching has a future beyond early adaptors. He notes that distance educators who have embraced online teaching are still skeptical. Another matter of concern is the questionable ability of online teaching to handle more traditional subjects that may require more guidance for students (Marc, 2010). These questions arise due to the fact that online teaching has concentrated on technology based subjects. The greatest obstacle to this mode of learning is technological barriers. Marc indicates that the success of online classes depends on whether learning management software companies like Blackwell make it easy to publish open version s of online courses (Marc, 2010). Other stakeholders in education are for the opinion open teaching is up against traditional teaching methodologies of private classrooms and intellectual property ownership. Stakeholders note that the success of online classes would involve significant changes in culture. What is the advantage of online classes over face to face classes? Elison-Bowers, Sand, Barlow, and Wing argue online class is quite different from courses in the traditional classroom or teaching a hybrid course. Most importantly, the traditional class has been characterized by the physical presence. Elison-Bowers et al. (2011) note online classes have no boundaries and they have opened up an opportunity to offer large classes anywhere, any time and any place. Elison-Bowers et al. (2011) indicate that building a learning community in an online course is essential in developing comfort and trust between the teacher and learners, and among the classmates. Elison Bowers et al. (2011) acknowledge the challenges posed y large online classes. However, they note that isolation in a virtual classroom can be addressed by ensuring students intact with one another, the faculty and course content. The focus should be directed towards a student led approach, than a teacher led approach; this will ensure that all participants learn from one another (Elison-Bowers et al., 2011). According to Elison-Bowers et al. (2011), students not used to online interactions may be less interactive, but participation can enhance their comfort. The authors note the provision of course structure and efficient communication between the students and the instructor also influence interaction. According to Elison-Bowers et al. (2011) the impression that instructors create matters a lot. Therefore, the instructor should begin by introducing himself or herself to the students’ community. Making that virtual presence, according to the authors is exceptionally essential. This may require the instructor to provide his or her photo, contact information, and a short biography. Communication between the instructor and students in an online class entails overall class communication that provides guidelines and mentoring, as well as individual communication. There is no doubt that current the current school systems place increasingly pedagogical demands on teachers (Case & Evans, 2011). Such demands include the need to make decisions about how, when, and whom they should select and use new technologies in their teaching. Such demands may contradict with the traditions of what it means to teach and learn. The authors argue that in case they are used effectively, new technologies enable students speak to the world far beyond their communities (Case & Evans, 2011). This enables students to write and publish for global audiences (Case & Evans, 2011). The current students’ generation has been attracted to social networks. Even though some schools have not embraced the use of online classes, some students do engage in social networks without the teachers’ consent. Education policy makers ask questions about today’s youth who are growing in the digital world, and about the web as a transformative medium. However, exploration of and discussion about the connections between students, social networks and education is needed. There is a significant need for students to be literate in the new digital practices that are essential to actively participate in the global economy. The use of online s is one way through which this goal can be achieved. Online classes provide students with a means to acquaint themselves with the digital world as they pursue different courses. This empowers them with the necessary skills to face the market. A survey conducted by the Sloan Consortium in 2007, close to four million students had enrolled for online classes in California (Virginia, Deringer & Nancy, 2011). After conducting a literature review on electronic pedagogy, Virginia, Deringer & Nancy concluded that educational materials must be developed, structured and distributed using pedagogy that best supports online courses. A number of studies have been done to relate the equivalence of online education to face to face learning, and sometimes the relative superior outcome of online courses (Rey, 2010). Rey’s study aimed at evaluating the correlation between taking a mathematics course and students’ success and persistence (Rey, 2010). The study conducted by Rey found out that the medium of delivery is likely to be inconsequential to the quality of education (Rey, 2010). However, the quality of the class tends to be influenced by variations in teacher quality (Rey, 2010). This paper has noted that there is a substantial increase in the number of students taking online courses. Online classes have no boundaries and they have opened up an opportunity to offer large classes anywhere, any time and any place (Elison-Bowers et al., 2011). If effectively used, online courses and new technologies enable students speak to the world far beyond their communities. Since various studies have indicated an inconsequential difference between online education and face to face education, institutions and students should embrace the use of e-learning. However, e-learning comes with technological demands that have to be met in order to enhance the quality of online education. Thus, institutions should prepare their online instructors to tackle challenges that online teaching may pose. Therefore, education policy makers should embrace the use of online courses in order to meet the current education and economical demands. References Bob, B. (2010). Virtual Teaching and Strategies:. Contemporay Issues in Education Research, 3(12), 17-20. Casey, G., and Evans, T. (2011). Designing for Learning: Online Social Networks as a Classroom Environment. International Review of Research in Open & Distance Learning, 12(17), 1-26. Elison-Bowers, P. Barlow, M., Sand , J., and Wing, J. (2011). Strategies for Managing Large Online Classes. Internatinal Journal of Learning , 18(2) 57-66. Marc, P. (2010). Online, Bigger Classes May Be Better Classes. Education Digest , 76(4) 19-22. Rey, G. (2010). The Effects of Online Courses for Student Success in Basic Skills Mathematics Classes at California Community Colleges. ProQuest, 1,90-95. Virginia, J., Deringer, N., and Junk, W. (2011). Techniques to engage the online learner. Research in Higher Education Journa, 10, 1-15. Read More