The Benefits and Effectiveness of E-learning - Essay Example

Introduction The past few years have recorded a considerable number of developments regarding technology and technicalities matching their operations and use. Human beings are in a constant need of seeking the latest and innovative ways of tackling everyday challenges in life. Since the introduction of computers in 1980s, several steps have been taken and today, most of the activities are computerized. In fact, computerization has been adopted in matters concerning education, production, social interactions, business operations, and healthcare among other fields. Upon the introduction of computers, the internet was invented. This phenomenon has the ability of linking people in several ways from various parts of the globe. As a result, this has made people’s lives easier, cheaper, and more suitable as compared to the past. Many operations in the modern world have leveraged on technological advancements in order to reinforce productivity and keep abreast with the rapidly changing world (Gnitecka, 2004, p. 316). One of the areas that have been transformed by the advent of computers and internet is the education systems in various learning institutions. The eLearning concept was developed in order to enable students to access education as well as academic skills via the internet from any part of the world. Universities, colleges, and other institutions of learning register learners through the internet to take a variety of courses at their own convenience. This has been facilitated through services, such as, online support and distance learning where learners may access institution facilities via the internet (Gnitecka, 2004, p. 316). Web-based training methods and facilities have been established in order to satisfy the learners’ needs from various parts of the world. This has minimized the need for physical classroom presence, and high rates of enrolment. This technology employs multimedia applications including texts, video, and audio in order to pass vital information among students and institutions. It is apparently distinct since examinations and tests may be taken trough similar channels. Students may also access tutoring, support, and guidelines from the instructors anytime they want no matter their locations (Garrison, 2011, p. 3). Nevertheless, eLearning does not substitute the classroom based learning in terms of accessing training and education. It is viewed as a mode of complementing the old system as both operate hand in hand. Besides, eLearning improves the traditional method of learning as it provides a variety of information and provides an effective platform necessary for interactions and exchanges among people with divergent views. This method is also fast and facilitates many activities to be accomplished in a short time and with many users (Garrison, 2011, p. 3). Objectives Currently, education and learning are highly indispensable in most of the professions. There are regular developments and individuals should update themselves on the latest developments. To facilitate this, individuals need to go back to school. Nevertheless, this may disrupt their normal schedules. Therefore, eLearning offers an easy solution to this problem as it is diverse and highly suitable. This explains the fact that many individuals today seek to advance their studies by use of online platform instead of physically going to class. In this regard, it is essential to identify some of the benefits that individuals who have adopted eLearning platform have achieved from various programs. It is popularity may not be ignored and thus it is crucial to realize ways in which different learners have benefited and if they have attained the target skills and objectives effectively and efficiently (Zhang, Zhao, Zhou, and Nunamaker Jr 2004, p. 76). ELearning offers ways in which students may connect with different people from various parts of the globe who are enrolled in the same courses. Consequently, there is a probability of forming a virtual group of individuals with common interests as regards academic and career. Interaction may promote skills and diversify knowledge for the users. A decision on the degree of this aspect of learning is critical in connecting its effectiveness in comparison to the classroom mode of learning. Internet diversity provides learners the chance to acquire latest knowledge and information from many sources. This is part of the multiple advantages that computer-based learning offers. Additionally, a decision about the level to which the benefits are valuable to students both in the academic viewpoint and in satisfying the training needs of learners as well as other expectations that they might have. Depending on individuals’ different needs, eLearning can put focus on individual students. What is more, it is imperative to decide the level of this probability as well as the effect it has on various students in the achievement of their goals. It is also crucial to establish if eLearning courses are in line with curriculums similar with those provided in the traditional method of learning. This has the possibility of determining the distinction between students trained via eLearning and those trained in a classroom. This would be helpful in the establishing the success and relevance in various skills and professions. Moreover, evaluation of eLearning is crucial in finding out whether support services that are related to traditional learning methods may compare to those of the computer-based learning. Research questions In the study, the research questions are related to the objectives. This study intends to evaluate the effectiveness of eLearning in various standpoints. It also seeks to identify some of the benefits that may be achieved by using eLearning as opposed to classroom learning. Besides, the study attempts to determine the effectiveness of eLearning as compared to the traditional learning method. Advantages of eLearning To start with, eLearning is beneficial to the students as it offers a lot of flexibility as compared to the traditional method of learning. This is because it enables the learner to learn within a short period that fits around their schedules. Unlike in-house and public scheduled training, students do not have to commit the whole day in any training conducted by their institutions. Rather, they will access a certain level of learning, which is usually classified into modules, with a timeline to complete them. Therefore, if they want to engage in learning in a day since they work better that way, they could. Nevertheless, if the students’ schedules do not permit a full day off their daily tasks, then they could easily consumer at most two hours (Sun, Tsai, Finger, Chen and Yeh 2008, p.1185). ELearning is also advantageous in that it is mobile. This learning approach is possible through the use of tablets, laptops, and phones. Learning may also be done on a plane, train, or any time of the day that students find convenient. Whereas students are normally restricted to the classroom in traditional approach, with eLearning, students can learn from any part of the world. ELearning is also vital as compared to the traditional method as it involves no traveling. This approach is crucial as students can engage in learning activities wherever they are as provided they have a device that facilitates it. This also enables the students to fit in their schedule, and save on the traveling costs. In fact, conventional external courses may at times be acquired from distant locations from their institutions or residences; hence the need to pay for the travel costs and even accommodation. Nevertheless, eLearning removes these costs completely. Additionally, it is important to adopt eLearning since it involves considerably lower costs than the traditional method of learning. Since there are no travel and time costs involved in this method, it makes it better than the classroom based learning. Students incur no travel costs as a there is no need of bringing them to a centralized place since website can be accessed from anywhere in the world. As per some analysts, the real time necessary in eLearning averages approximately 50% to the classroom-based training; hence saving a lot of money. Further, eLearning facilitates technological possibilities. It is increasingly becoming a more widespread mode. There is also a lot proving of investment on the ways of it better. This computer-based training also implies that advanced technology is always introduced to enhance learning. Various applications are aiding to strengthen the learning whereas forums may be employed to further increase the level of interaction and involvement among learners. This keeps improving with time (Sun, Tsai, Finger, Chen and Yeh 2008, p.1185). Another advantage associated with the adoption of eLearning is that it is global. With few restrictions, institutions may be confident that their employees may obtain the same information irrespective of their nationality and location. Thus, if they wish to offer a similar training or have the employees comprehend and use a shared methodology, eLearning is a valuable way of ensuring that this is achieved with reduced cost and ease. ELearning are also tailor-made for the students. This is because the content is not fixed and that they are designed to suit the majority’s needs. This also enables students to avoid going through topics that they are already conversant with. Thus, this gives students ample time to concentrate on areas that need more attention and can do that at their own pace and convenience. Moreover, computer-based learning provides students with scalability. This implies that they can speedily form and communicate new ideas, policies, concepts, and training. Therefore, eLearning is nimble whether it is for formal education or entertainment. This method also offers stakeholders high consistency and capacity. This means that it enables educators to acquire a high degree of coverage for the intended audience. It also aids the communication of information in a consistent manner. Consequently, all learners can receive similar training. Moreover, this form of learning offers students with great learning retention. This is because combined methods of learning lead to a greater rate of retention. It also helpful as coursework may be refreshed and modernized whenever it is necessary. Besides, adoption of eLearning is beneficial as it reduces the carbon footprint. By using eLearning for online quizzing and testing, the necessity of printing out paper-based evaluations is minimized; in fact it is practically removed completely. ELearning is also significant as it is environmentally friendly. This implies that the computer-based learning saves trees since paper is not used. Most learning courses are wholly self-contained, hence, they present all the learning content through the internet, or offering options to paper-based kinds of communication via tools, such as, PDF manuals, email, synchronous classrooms, as well as web-based tools. Disadvantages Despite the numerous advantages associated with embracing eLearning. To start with the mode is disadvantageous in that there is no control. Learners that have low motivation seem to fall behind when they engage in eLearning. This is because there are no specific times to do it and they are answerable for the organization. The fact that there is no fixed or routine schedule may imply eLearning gets complicated with different deadlines usually given to various individuals at different learning levels. Secondly, the computer-based learning is limited in terms of the learning approach. This method does not attract all learning styles; hence, some students may not like the experience. Other learners might prefer the use of images, while others may opt for reading words, and others could be interested in talking about or practically doing a task so as to learn. Another short-coming of this learning method is that it is isolated. Several questions are easily answered whenever people engage face-to-face, especially when an instant solution is guaranteed. Additionally, the mode of learning usually does not permit that with trainers always having to solve many questions all the time and doing it within the hours of work; where most learners could prefer doing the studies outside their work schedule. This isolation may usually demotivate people because they feel that they do not have sufficient reassurance and support that the trainer’s physical presence offers. Inadequate computer competency might also be a limitation to the computer-based training. Some of the learners have little knowhow on the usage of computers, particularly if their jobs do not involve such technology. Hence, even if the application or program is user friendly, the use of software may be demotivating and daunting to them. Consequently, these learners are probable to learn less than they could with a classroom course (Gunga and Ricketts, 2007). Technology issues may also hinder the effective adoption of eLearning. With high dependence on computers brought about by eLearning, comes the possible associated risks. To start with, the educators should ensure that the students possess a device that can aid in the training modules. Some of the tools need applications, such as, Flash that machines like iPads do not support. Therefore, all the requirements necessary in eLearning should be established from the start. Unavoidable general problems and poor internet link can also disrupt learning; therefore, they must be planned around. This is particularly through if the international introduction as internet links and power dependability varies intensely among countries (Gunga and Ricketts 2007, p. 898). Types of eLearning For a long time, many people believed that establishing an eLearning course just involved taking PowerPoint presentation and documenting it in an elegant player. However, with time, eLearning has developed into a more successful initiative. Various contexts motivate different needs for eLearning. Some circumstances might just require a primary course, whereas others need advanced and interactive module that presents the information in distinct ways. Although eLearning differs across a wide perspective, it can generally be divided into: Synchronous eLearning According to Horton (2011, p. 50), this involves many students learning concurrently but unnecessarily within a one physical location. This method puts all learners in a similar Virtual location with the instructor, such as, virtual classrooms or Skype discussion rooms. It also may be effective as teaching and discussions progress in virtual person confusion and questions could arise with solutions and explanations much faster than it takes email communications. It also enables teachers and students to keep a more detailed record of the sessions, discussions and topics presented in the virtual lessons, which may be more detailed and accurate than those in a physical classroom. Additionally, synchronous eLearning could be the closest whole technology-based type to a conventional classroom, though it has a challenge of more disruption to service. For instance, in case of a poor internet connectivity or power loss, students and teachers will miss crucial information or sessions (Rosen, 2009, p. 60). Asynchronous eLearning This method is appropriate for students with particular time issues and hectic schedules and timetables in life. It is also referred to as the stop-and-learn type of learning. It mostly employs technologies including email, discussion or forum boards for the partnership and online exercises that may be stopped and restarted when time allows (Rosen, 2009, p. 62). It is worth noting that this method is suitable for the students learning while traveling as it enhances the probability of the technical and network problems without fearing to miss any information and lessons. It also enables students to learn whenever they find it relaxed and comfortable; hence better results as compared to the classroom learning environment that might cause anxiety and stress. Lessons may be delivered in several formats and provided in as much as may be made as the programs are not virtual individual. This also makes it possible for the students to go through them as much as they want to integrate and appreciate the provided information (Rosen, 2009, p. 62). Horton (2011, p. 52) asserts that this method also uses discussion boards as compared to the classroom gatherings may be vital as discussions may be picked up upon commencing and are allowed to all people with ideas to participate. Nevertheless, this approach fails to facilitate the same learner relationship building like other methods. Alternatively, it does not eliminate fear that could emanate from interacting with new individuals in person that some learners may experience. Blended eLearning According to Littlejohn and Pegler (2014, p. 5), this is also referred to as hybrid courses as it blends eLearning with the conventional methods. This implies that educators still teach in a classroom setting, and that the time spent in class is reliant on the content, with learner group and discussions. However, it maintains many students and class activities electronically. Besides, assignments are offered in class but accessed online to allow them be tackled anywhere with internet and computer, and that they have schedule and deadline. It also involves discussion boards, which facilitate students to discuss the lessons and combine ideas (Torun, 2009, p.5). This method may also be imperative for institutions that have inadequate class space. This is because it can allow only those lessons requiring face-to-face interactions with instructors to be conducted in class. Leaners may engage in multiple activities in a place that is convenient and comfortable and when they find it suitable. In fact, of all the aforementioned approaches, blended eLearning has gained a lot of popularity among government, private, and higher education sectors (Hrastinski, 2008, p. 52). Text driven To start with, there is a text driven eLearning. This type has simple content and includes some audio, graphics, text, and simple test queries. A good example of the text driven eLearning method is the compliance courses. This often has one goal or purpose, which is to present the content and quickly assess on the learning. Besides, the type has no gamification, hardly has interactive components, and utilizes images economically. PowerPoint files changed to eLearning usually are in this category (Torun, 2009, p.5). Interactive The second type of eLearning is the interactive one. This course is the same as the text driven kind, except that there is greater focus on interactive elements to promote the learning. Besides, the method largely uses visuals including charts, diagrams, and graphics, and all are probable to have an interactive feature. It is different from the text driven course, this method leverages on extra media types, such as, videos (Dron, 2007, p. 5). Simulation is another type of eLearning. This is a greatly interactive kind and heavily depends on audio, video, graphics, and certain degree of gamification. Significantly, there are always custom simulations to assist in the acquisition of learning that may include 3-dimentional components. Modern software training is one of the examples of courses often integrate high level of simulations and interactivity. Commonly, these simulations are accompanied with certain types of regulated test environment (Torun, 2009, p.5). Simulation Simulation eLearning largely emphasizes on portraying ideas via different mediums, and it always starting with graphics and text, video, and audio examples. Subsequently, there is often a try-it method whereby users may practice latest skills, possibly earning points and accomplishments in the process (Remenyi, 2007, p. 65). Conclusion Without doubt, technology advancements are fast happening in the present world today. ELearning is one of the positive outcomes of technology and is highly effective as compared to the traditional mode of learning. ELearning exists in various types including synchronous, asynchronous, blended, interactive, text-driven, and simulation. Among the advantages of eLearning include cost reduction, flexibility, ease, convenience, scalability, consistency and capacity. It is also environmentally friendly. Nevertheless, technological issues, isolation, lack of control, and inadequate computer competency may hinder its effectiveness. ELearning and classroom based learning are complementary; hence, they should be combined in order to achieve the best results. References Dron, J 2007, Control and constraint in e-learning choosing when to choose, Idea Group Pub, Hershey. Pp. 11-30. Littlejohn, A, and Pegler, C 2014, Preparing for blended e-learning, Routledge, New York. Pp. 10-20. Garrison, D, 2011, E-learning in the 21st century: A framework for research and practice. Taylor & Francis. Gnitecka, A, 2004, Effectiveness of e-learning, In IFIP Student Forum, pp. 315-324. Gunga, S. & Ricketts, I, 2007, ‘Facing the challenges of e‐learning initiatives in African universities. British Journal of Educational Technology, vol. 38, no. 5, pp. 896-906. Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. 2008, ‘What drives a successful e-Learning?’, An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, vol. 50, no. 4, pp. 1183-1202. Zhang, D, Zhao, J, Zhou, L, & Nunamaker Jr, J 2004, ‘Can e-learning replace classroom learning?’,Communications of the ACM, vol. 47, no. 5,pp. 75-79. Horton, W 2011, e-Learning by Design, John Wiley & Sons, New York. Pp. 50-70. Hrastinski, S, 2008, Asynchronous and synchronous e-learning. Educause quarterly, vol. 31, no. 4, pp. 51-55. Remenyi, D 2007, ECEL 2007: 6th European Conference on e-Learning: Copenhagen Business School, Denmark, 4-5 October 2007. Reading: Academic Conferences Limited. Pp. 40-60. Rosen, A 2009, E-learning 2.0 proven practices and emerging technologies to achieve results, AMACOM, New York. Pp.60-80. Torun, F 2009, From e-learning to blended learning, GRIN Verlag GmbH, München. Pp. 1-20. Read More