How E-learning Helps in the Fulfillment of the Different Learning Needs - Coursework Example

E-Learning Student’s Name Institutional Affiliation Date E-Learning Introduction Initially, the practice of e-learning had acquired a bad image and press essentially because many individuals had the belief that the incorporation of computers into the classroom would remove the human element from learning which is crucial in learning (Rosenberg, 2001). However, as time goes by and the technology has continued to develop, the e-learning practice has continued to be embraced. This is through the use of devices like laptops, tablets, and smartphones as well as other interactive designs which make e-learning valuable and engaging (Rosenberg, 2001). E-learning has become a worldwide practice and therefore, understanding it is quite simple. It is primarily the use of some electronic technologies in the access of education out of the traditional classroom (Clark & Mayer, 2016). The paper will evaluate what constitutes e-learning and how e-learning helps in the fulfillment of the different learning needs. It will also assess action learning through incorporating specific examples of how action-learning could or is being used by various people and organizations. E-Learning Various terms of describing e-learning exist on multiple platforms which range from online learning, distance education, internet learning, among other definitions. For this paper, e-learning refers to the courses which are mainly delivered through the internet to any other place aside from the traditional classroom where the lecturer is teaching (Garrison, 2011). As opposed to what is confused by many people, e-learning does not refer to a course which is delivered through a CD-ROM or a DVD, television channel, or a video tape (Garrison, 2011). Rather, e-learning is interactive and engaging where the student can communicate with their teachers, other students, or professors in their class. Sometimes e-learning can be live where one can raise their hands ‘electronically’ and interact with others real time, or at times the lecture has been pre-recorded, and the students listen to it (Bates, 2005). Additionally, in e-learning, a professor or a teacher is usually communicating/interacting with the student and the student’s participation is graded as well as the assignments and the tests. This type of learning has been proven to be a successful learning approach in education and training and has become the new way of life for many students across various states (Bates, 2005). As the technology continues to advance, the geographical gap continues to be bridged through the use of learning tools which makes one feel as if they are inside a classroom. E-learning provides the ability to share different learning materials in various types of formats like PDFs, Word documents, slideshows, and videos (Roca, Chiu & Martínez, 2006). Conducting the live online classes commonly known as the webinars and communication with the lecturers through message forums and chat has also been an option that has been made available for the online learners. A variety of e-learning systems exist which are commonly known as the Learning Management Systems (LMSs) as well as various methods which enable the delivery of the online courses (Roca, Chiu & Martínez, 2006). This makes the integration of the right tools and approaches become useful in the creation of an engaging content in the process of e-learning. Therefore, e-learning has given the learners the ability to manage to fit learning in their various lifestyles, which in turn enables even the busiest individual to progress their career and obtain new academic qualifications (Roca, Chiu & Martínez, 2006). In the current world where technology is advancing in a rapid manner, various e-learning technologies exist which makes the e-learning courses to be exciting. Also, these technologies are changing rapidly which makes updating the course content to become necessary, which in turn provides the students with the latest information about their courses (Tzeng, Chiang, & Li, 2007). Consistent updating of the information is vital especially if e-learning is being given to employees of a particular sector where there is the need to update information on industry developments on a regular basis. This is among the reasons why many companies are currently training their employees in a particular field through e-learning (Tzeng, Chiang, & Li, 2007). Types of E-Learning Among the various types of e-learning that exists are the synchronous and asynchronous forms of e-learning. Synchronous Synchronous e-learning entails the participation and the interaction of the learners and the instructors through the internet in real time (Hyder et al., 2007). Some examples of the synchronous e-learning include the Virtual classrooms as well as the VCRs that can just be described as real classrooms which are online. In this type of e-learning, the participants get to interact with one another as well as the instructor through video conferencing, instant audio, chats, or messaging (Hyder et al., 2007). Also, these learning sessions can then be played back or recorded as well. One of the aspects that make synchronous learning to be helpful is the fact that this type of e-learning not to have the feelings of being isolated because they have the opportunity of interacting with other students and the professors in the learning process (Hyder et al., 2007). Synchronous e-learning fulfills the needs of different students in a variety of ways. Synchronous learning enhances student engagement significantly since they can participate successfully in the e-learning environments which are an important learning need for many students (Hrastinski, 2008). Also, synchronous learning also enables the students to be satisfied with the entire learning process. This is because synchronous learning provides the opportunity for the constant correction and monitoring as well as the ability to track the learning activities. This personalized form of learning also fulfills the students’ needs of instructional pacing where the type of learning provides the opportunities for advanced education as the learning needs of the students on a personal level (Hrastinski, 2008). Also, the asynchronous learning provides the opportunities for global collaboration and connectivity among the students which fulfills their learning and social needs as well (Hrastinski, 2008). Asynchronous Learning The asynchronous type of e-learning enables the participants to manage to complete their Web-Based Training (WBT) at their individual pace without the live engagement and interaction with the instructors (Hrastinski, 2008). The information in this type of learning is accessible full-time on a 24-hour basis. Some examples of types of asynchronous learning include the emails, web, and other learning messages that get posted on the online learning forums (Hrastinski, 2008). The student can then manage to follow their curriculum at their individual pace without the worry of having to schedule for the same. Asynchronous learning is often considered to be the most suitable option for the learners who are usually comfortable when they take their time to understand each component of their lesson plan well as well as would prefer conducting research on research topics that they would prefer (Hrastinski, 2008). This type of learning also provides the opportunity for more collaboration, reflections, and student-student engagements which assist in the fulfillment of a variety of the students’ learning needs. This means that it can be utilized at the pace of the students which then covers a broad range of their learning needs. Asynchronous learning is flexible regarding its ability to be accessed at any time as well as it offers a uniform content. Its one-time production cost is also something that makes it very useful in satisfying the learning needs of different people from diverse backgrounds (Hrastinski, 2008). Effectiveness of Synchronous and Asynchronous Learning Synchronous The synchronous type of e-learning offers the solutions to the learning needs of different learners in various ways. As opposed to the traditional learning methods, synchronous e-learning offers mentoring that is internet-based which best suits the students who are in need of the concept-based type of training as well as need regular assistance with their studies (Hrastinski, Keller, & Carlsson, 2010). The needs for the constant interaction between the lecturers and the students clear the students’ doubts and assist them in understanding concepts that are complex through the provision of practical examples on the same (Hrastinski, Keller, & Carlsson, 2010). This type of e-learning has been utilized in the soft-skills training in the development of interpersonal skills, teaching of foreign languages, and developing individuals’ diversity. Asynchronous E-Learning Asynchronous e-learning has offered the best learning solutions when the topics which are being handled are the generic ones like time-management, financial training, as well as management training, which are not unique to a particular company or process (Hrastinski, 2008). There are also various cases where the virtual classrooms are not necessary like training in projects which require some extensive simulations. Asynchronous type of e-learning enables the learners to reflect on their personal objectives and outcomes as well as provide an interactive and well-evaluated feedback to their peers (Hrastinski, 2008). This learning is also not so much demanding when it comes to the tools and resources that are needed. Often, the learning tools for this learning are free, and the do not require a lot of hardware (Hrastinski, 2008). Action Learning Action learning can be defined as essentially the process of coordinating action and thinking. Just like e-learning, action learning has been described in various ways. One underlying definition of the concept of e-learning is that it is a means of learning through ‘doing.’ Learning is a continuous process which is best achieved with the ability to explore ideas, questioning, listening, and approaching it with an open and probing mind. When one reflects, they tend to acquire a deeper understanding of the various issues that they face which in turn enables them to manage change in a more efficient manner as well as manage to address the challenges faced in the workplace in a positive manner. When one is working in an action learning set, they are in a position to bring together diverse people and peers within the same organization and assist them in working through various issues, share ideas, and manage to challenge each other’s perceptions in a supportive and trusting environment. Thus, action learning is a great tool to solve problems and develop leaders since its simple rules force the participants to manage to think critically as well as work in a collaborative manner. Action learning is especially efficient when it comes to solving some of the complex problems which may otherwise appear not to be solvable. This practice elevates the creativity, collaboration, and norms of different people. The coach of action learning helps the individual group members to reflect on the enhancement of the functioning of their individual groups as opposed to just solving problems. In doing this, the participants of action learning turn out to be effective leaders as they learn to solve difficult problems. Action Learning in Organizations Action learning has emerged as one of the most effective and useful tools that are used by companies and organizations all around the world to build and develop their leaders (Pedler, 2011). For example, companies like Boeing, Nokia, Alcoa, Motorola, and DuPont have embraced action learning as an approach to solving their complex and critical problems and also to grow the attributes and competencies of their employees (Pedler, 2011). Currently, the business environment is changing rapidly and becoming more globally competitive which has forced the business leaders of the 21st century to develop new innovative learning models and processes that will steer their businesses to the next level (McGill & Beaty, 2001). Action learning, therefore, emerged to meet these needs which are a critical problem-solving and training tool for companies like Samsung, British Airways, General Motors, and the Deutsche Bank (McGill & Beaty, 2001). These companies among different others have employed the concept of action learning for their strategic planning to reduce operating costs, develop teams that are high-performing, identification of competitive advantages, and developing managers (McGill & Beaty, 2001). Additionally, action learning does not distinguish or isolate its operating dimensions from the particular contexts, within which managers work (Dörnyei, 2003). Instead, it develops a holistic leader through recognizing that leaders learn from their actions, in their particular work contexts and in a continuous process. Action learning also helps people to be become technologically literate and manage to handle and implement the various intricate problem-solving models (Checkland & Poulter, 2006). These skills that action learning instills in people incorporate the human dimension and their functioning. Thus, the action learning programs offer effective technical skills, both interpersonal and social which in turn leads to the creation of dynamics which are very much needed in the business world (Checkland & Poulter, 2006). In an organizational setting, action learning has greatly assisted in breaking down the barriers which usually exists between the various corporate departments as well as the consortium’s organizations (Law & Chuah, 2004). Breaking down the barriers through action learning enables different people to work together in a much more efficient manner in the achievement of the set organizational goals (Law & Chuah, 2004). The individual people also benefit from action learning in that they manage to develop lateral thinking and a better understanding of various issues through managing to have a view of a bigger picture of how their individual behaviors impact the outcome of the entire team (Garvin, 2003). Therefore, action learning possesses a rather large knock-on effect on both the social and thinking relationships within people in an organization (Garvin, 2003). As opposed to the conventional training approaches, action learning can offer the necessary training for the world that is filled with many uncertainties (Paris & Paris, 2001). This is because it centers its learning approach to addressing many of these uncertainties which set the members to learn how to handle them. Early preparation of future risks is essential as it affects the future performance of an individual or the entire company (Paris & Paris, 2001). Due to the realization of better preparedness for the future and importance of diversity, some learning institutions have taken to adopt this type of learning as well (Anderson & Thorpe, 2004). For example, the Lancaster University has adopted action learning as an essential part of their learning design to prepare the students at a rather early stage of how best to be a part of a successful organization and even contribute to that success as well (Anderson & Thorpe, 2004). Also, L’Oreal, which is a successful multinational company has invested in action learning as an element of resolving their major organizational issues. In doing this, action learning has enabled the company to have a balanced consideration of the major problems that they face as an organization through pooling various perspectives of the issue from the employees and evaluating their practicalities (Ram & Trehan, 2010). Action learning has proved to be an appropriate approach to addressing the various problems that company has faced and provided ways of how best to address them. Among the various ways of how companies have sustained its competitiveness, adopting the action learning approach has been enlisted as one of them (Stringer, 2004). Conclusion E-learning is an approach that has been widely adopted primarily because of its effectiveness and the significant contribution that technology advancement has made in e-learning. Synchronous and asynchronous learning are the two primary types of e-learning that exist, and each of them helps in providing solutions which address the different learning needs of the students. Another learning approach is action learning where people learn through their actions; many organizations have adopted it usually as means of problem-solving, enhancing diversity, and breaking different barriers that oversee the success of organizations. Examples of companies that have adopted the action learning approach include Samsung, Deutsche Bank, General Motors, L’Oreal, among others. References Anderson, L., & Thorpe, R. (2004). New perspectives on action learning: developing criticality. Journal of European Industrial Training, 28(8/9), 657-668. Bates, A. T. (2005). Technology, e-learning and distance education. London: Routledge. Checkland, P., & Poulter, J. (2006). Learning for action: a short definitive account of soft systems methodology and its use for practitioner, teachers, and students (Vol. 26). Chichester: Wiley. Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. 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