Chapter 3 Analysis of e-learning methods - Shodhgangashodhganga.inflibnet.ac.in › bitstream › 10603 › 6443 › 9 › 09_chapter … · Analysis of e-learning methods - 71 -

Analysis of e-learning methods

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Chapter 3


The two models of E-Learning are synchronous e-learning and asynchronous e-learning

Today‘s workforce is expected to be highly educated and to continually improve skills

and acquire new ones by engaging in lifelong learning. E-learning, here defined as

learning and teaching online through network technologies, is arguably one of the most

powerful responses to the growing need for education. Some researchers have expressed

concern about the learning outcomes for e-learners, but a review of 355 comparative

studies reveals no significant difference in learning outcomes, commonly measured as

grades or exam results, between traditional and e-learning modes of delivery.

For e-learning initiatives to succeed, organizations and educational institutions must

understand the benefits and limitations of different e-learning techniques and methods.

Research can support practitioners by studying the impact of different factors on e-

learning‘s effectiveness. Two basic types of e-learning are commonly compared,

asynchronous and synchronous. Until recently, e-learning initiatives mainly relied on

asynchronous means for teaching and learning. However, recent improvements in

technology and increasing bandwidth capabilities have led to the growing popularity of

synchronous e-learning.

The current chapter has focused on the benefits and limitations of asynchronous and

synchronous e-learning and addresses questions such as when, why, and how to use these

two modes of delivery. Many organizations and educational institutions are interested in

using and developing both asynchronous and synchronous e-learning, but have a limited

understanding of the benefits and limitations of the two. We began with a view of

learning as participation in the social world, which implies that learning is a dialogue

carried out through both internal and social negotiation.

3.1 Asynchronous and Synchronous E-Learning


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An ongoing debate addresses the usefulness of asynchronous versus synchronous e-

learning.

Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion

boards, supports work relations among learners and with teachers, even when participants

cannot be online at the same time. It is thus a key component of flexible e-learning. In

fact, many people take online courses because of their asynchronous nature, combining

education with work, family, and other commitments. [22][45] Asynchronous e-learning

makes it possible for learners to log on to an e-learning environment at any time and

download documents or send messages to teachers or peers. Students may spend more

time refining their contributions, which are generally considered more thoughtful

compared to synchronous communication.

Synchronous e-learning, commonly supported by media such as videoconferencing and

chat, has the potential to support e-learners in the development of learning communities.

Learners and teachers experience synchronous e-learning as more social and avoid

frustration by asking and answering questions in real time. Synchronous sessions help e-

learners feel like participants rather than isolates:

Isolation can be overcome by more continued contact, particularly synchronously, and

by becoming aware of themselves as members of a community rather than as isolated

individuals communicating with the computer.

The debate about the benefits and limitations of asynchronous and synchronous e-

learning seems to have left the initial stage, in which researchers tried to determine the

medium that works ―better‖—such studies generally yielded no significant differences.

Consequently, instead of trying to determine the best medium, the e-learning community

needs an understanding of when, why, and how to use different types of e-learning. Note

also that the users decide how to use a medium. For example, in some instances e-mail is

used near-synchronously when users remain logged in and monitor their e-mail

continuously. Thus, the difference between asynchronous and synchronous e-learning is

often a matter of degree.

Types of Communication:

Haythornthwaite argues that three types of communication in particular are important for

building and sustaining e-learning communities: content-related communication,


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planning of tasks, and social support (see Table 3.1). Firstly, communication related to

the course content is essential for learning. Just as in traditional education, e-learners

need to be able to ask questions and share information and ideas. [23] Secondly, support

for planning tasks is essential, especially when learners produce some kind of product,

such as an assignment, in collaboration with peers. Finally, social support relations are

desirable for creating an atmosphere that fosters collaborative learning.

Three Types of Communication*

Type of Exchange Examples

Content-related Ask or answer a content-related question

Share information

Express an idea or thought

Planning of tasks Plan work, allocate tasks, coordinate joint

efforts, or review drafts

Negotiate and resolve conflicts

Social support Express companionship, emotional support,

or advice Use emoticons (such as J, L)

Provide support when problems arise (such

as when having technical difficulties)

Talk about things other than class work

Table 3.1: Types of Communication

*Adapted from Haythornthwaite.

To understand student opinions of asynchronous and synchronous e-learning, we

conducted 8 half-hour telephone interviews. Four of the interviewees were enrolled in the

first class and eight were enrolled in the second class. The interviews, which we recorded

and transcribed, were conducted within one month after the seminars concluded.

In the online seminars, we suggested questions for the class to discuss and also asked

learners to submit questions about the course literature for discussion. The synchronous

discussions were conducted by chat and scheduled for three hours. The asynchronous

discussions used a discussion board and were scheduled over a week. We chose two

asynchronous and two synchronous discussions from the middle of each course for

further analysis. The classes used the same literature and the suggested questions were of


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similar character, designed to stimulate reflection and sharing of personal experiences

relating to the literature in both the asynchronous and synchronous settings. After the

online discussions concluded, we classified every written sentence according to the three

types of exchanges described in Table 3.1. Some sentences included more than one type

of exchange and were counted in more than one category.

The studies reported here were conducted in a specific context and with a small sample

size. However, the key arguments are also supported by theory, as will become evident.

We did not use learning outcome measures because only two pass/no pass grades were

given in the courses, making it difficult to identify statistically significant differences

given the small populations. Instead, this article relies on measures and perceptions of

communication, which have been shown to have a positive effect on perceived learning,

grades, and quality assessment of assignments.

3.1.1 Benefits and Limitations of Asynchronous E-Learning

Almost every sentence in the asynchronous discussions of the smaller group, and a vast

majority of sentences in the larger group, were classified as content-related. This is a

remarkable result—imagine if learners on campus spent more than 90 percent of their

time discussing issues related to course content. These results can also be interpreted as

troublesome, however. If e-learners seldom meet face-to-face and teachers mainly rely on

asynchronous e-learning, students might feel isolated and not part of learning

communities, which is essential for collaboration and learning. The cognitive model of

media choice proposed by Robert and Dennis theorizes that asynchronous

communication increases a person‘s ability to process information. The receiver has more

time to comprehend a message because an immediate answer is not expected. In fact,

according to Kock‘s estimate, an exchange of 600 words requires about 6 minutes for

complex group tasks in face-to-face settings, while exchanging the same number of

words over e-mail would take approximately one hour. [46-47]

3.1.2 Benefits and Limitations of Synchronous e-Learning

Almost 60 percent of the sentences related to content, while a third of the sentences

related to planning of tasks. This can be explained by the fact that these discussions were

limited by time—the participants had to make sure they did what was expected during the

scheduled three hours. In synchronous discussions, participants also discussed things


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other than course work. This was especially evident at the beginning and end of each

discussion. No apparent difference could be discerned in the synchronous discussions

when comparing the smaller and larger classes. Kock‘s media naturalness hypothesis

predicts that synchronous communication increases psychological arousal. Similarly,

Robert and Dennis‘s cognitive model of media choice predicts that synchronous

communication increases motivation. [21] Kock argues that each element that

characterizes ―natural‖ media (for example, the ability to convey and observe facial

expressions and body language) contributes to psychological arousal. If these elements

are suppressed, however, a decrease in psychological arousal can be expected. The

interviews revealed that many e-learners felt that synchronous communication was ―more

like talking‖ compared with asynchronous communication. It seemed more acceptable to

exchange social support and discuss less ―complex‖ issues. Consequently, the higher

sentence counts when communicating synchronously can be explained by the fact that the

e-learners felt more psychologically aroused and motivated, since this type of

communication more closely resembles face-to-face communication. This finding was

especially evident in the smaller class.

Synchronous communication enables monitoring the receiver‘s reaction to a message,

which makes the receiver more committed and motivated to read and answer the

message. The interviews conducted as part of my empirical studies supported this

argument. It can also be expected that the sender becomes more psychologically aroused

and motivated because he or she knows a response is likely. In synchronous e-learning,

learners respond quickly because they do not want to disrupt the conversation. A

downside revealed in the interviews is that the focus is often on quantity rather than

quality—that is, trying to write something quickly because ―someone else will say what

we were going to say.‖

3.1.3 Cognitive and Personal Dimensions of E-Learning

In the previous section, I suggested that synchronous communication makes it possible to

monitor the receiver‘s reaction to a message, making the receiver feel more committed

and motivated to read it. When communicating asynchronously, however, the receiver

has more time to comprehend the message, since the sender does not expect an


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immediate answer. Thus, synchronous e-learning increases arousal and motivation, while

asynchronous e-learning increases the ability to process information.

The concepts of personal participation and cognitive participation describe the

dimensions of learning supported by asynchronous and synchronous e-learning (see

Figure 3.1). Personal participation describes a more arousing type of participation

appropriate for less complex information exchanges, including the planning of tasks and

social support. Cognitive participation describes a more reflective type of participation

appropriate for discussions of complex issues. I suggest that, other things being equal,

synchronous e-learning better supports personal participation and asynchronous e-

learning better supports cognitive participation.[44]

Figure 3.1: Cognitive & Personal Dimensions of E-Learning

The research discussed here demonstrates that asynchronous and synchronous e-learning

complement each other. An implication for instructors is to provide several types of

asynchronous and synchronous communication so that appropriate means are available

for different learning activities. The combination of these two types of e-learning

supports several ways for learners and teachers to exchange information, collaborate on

work, and get to know each other. As stated earlier, many learners enroll in online

courses because of their asynchronous nature, which needs to be taken into account. For

the discussion of complex issues, synchronous e-learning, by media such as

videoconferencing, instant messaging and chat, and arranging face-to-face meetings as a

complement, may be essential as support for students to get to know each other and for

planning the tasks at hand. However, when discussing complex issues, in which time for

reflection is needed, it seems preferable to switch to asynchronous e-learning and use

media such as e-mail, discussion boards, and blogs. Table 3.2 summarizes when, why,

and how to use asynchronous versus synchronous e-learning.


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Asynchronous E-Learning Synchronous E-Learning

When? n Reflecting on complex issues

n When synchronous meetings

cannot be scheduled because of

work, family, and other

commitments

n Discussing less complex issues

n Getting acquainted

n Planning tasks

Why? n Students have more time to

reflect because the sender does

not expect an immediate answer.

n Students become more

committed and motivated

because a quick response is

expected.

How? n Use asynchronous means such

as e-mail, discussion boards, and

blogs.

n Use synchronous means such

as videoconferencing, instant

messaging and chat, and

complement with face-to-face

meetings.

Examples n Students expected to reflect

individually on course topics

may be asked to maintain a blog.

n Students expected to share

reflections regarding course

topics and critically assess their

peers‘ ideas may be asked to

participate in online discussions

on a discussion board.

n Students expected to work in

groups may be advised to use

instant messaging as support for

getting to know each other,

exchanging ideas, and planning

tasks.

n A teacher who wants to present

concepts from the literature in a

simplified way might give an

online lecture by

videoconferencing.

Table 3.2: Use Asynchronous vs. Synchronous E-Learning Conclusion


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The media investigated in this article have been key in transforming the focus on e-

learners as individuals to e-learners as social participants. A parallel move has occurred

toward Web 2.0, which emphasizes the increasing use of the web to support social

relations. This shift will surely lead to new ways of collaborating in online education.

Initial efforts include the adoption in educational settings of emerging media such as

virtual worlds, blogs, wikis, and video sharing, and synchronous software that supports

audio and video.

An essential challenge is to critically study the benefits and limitations of emerging types

of asynchronous, synchronous, and hybrid e-learning. This will facilitate understanding

of the complex task ahead—taking advantage of emerging media in ways that benefit

learning.

3.2 Critical Analysis of Merits and Demerits of e-learning

Several merits and demerits are usually associated with e-Learning. In this chapter

the merits are discussed along with their potential risks and check under which

prerequisites they can be true and take a look at demerits and show possible solutions for

them. [46]

3.2.1 Merits of e-learning

The merits of e-learning are enormous but potential risk are associated with each merit.

3.2.1.1 e-learning facilitates any where learning

Individuals in various places can effectively communicate with co-workers or

instructors without being in the same room. Students can learn at home in a relaxed

atmosphere or at the working place. The biggest advantage of this is cost and time saving,

because neither travel and accommodation expenses arise, nor do costs arise for missed

working time due to travelling.

Potential risks here is about prerequisites, as the most important requirement for

e-Learning is access to a server over the Internet or Intranet where the learning

environment runs. However not always are the bandwidth and thus the connection speed

sufficient for the e-Learning content, especially if it is multi-medial. In addition to that

good Internet access can become quite cost intensive. However flat rate xDSL or cable-


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modem connections begin to widespread especially in cities and will soon become a

standard in a high percentage of households. In the meantime a combination of offline

(CBT-like) and online learning, where the user need not be online all the time but just to

synchronize with the server, could be a solution for that problem.

But that is just the beginning. True spatial independence will emerge when handheld

devices or lightweight laptops in combination with wireless connections. Independently

of all technical aspects we also have to take a look at social impacts of learning at

external training institutions: Meeting other learners at different places, in the case of

corporate trainings often in different cities far away from daily business can also be of

special value and often understood as an additional incentive, maybe also because

employees know that this is rather expensive. For this companies have to find explicit

compensations maybe in form of rewards for the successfully passed e-Learning course

to motivate the employees. In addition to that it might be rather wise to not hold an e-

Learning course as a completely virtual course but also schedule real face to face

meetings (we then speak about ―blended learning‖)

at the beginning of the course, to introduce all learners and the coach to each

other,

maybe during the training to enforce communication and collaboration,

provide synchronization points and motivate the learners and

at the end of the course to discuss how to proceed after the course, because

with e-Learning, learning is not necessarily over with the end of the course

but could be redone or extended.

3.2.1.2 e-learning facilitates any time learning

Learner can decide when the best time for learning is, e.g. during breaks or when

the learner is relaxed and can adjust the speed of learning according to their needs like

their powers of comprehension or whether they are in a fit state.

Potential risks involved here is two important parts of e-Learning are

communication and collaboration. Especially synchronous communication like chat or

video conferencing is highly time dependent and only works if all communication

partners are online at the same time and thus requires good time management. Even

asynchronous communication and collaboration are not completely free of any time


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constraints because it does not make sense to answer questions or work together on a

project if the time delays after each reaction are weeks or months. Even days can become

a problem when close collaboration is required e.g. different time zones (such as between

India and USA) might already become an annoyance.

However from a pedagogical point of view taking an e-Learning course can‘t be

done on the side during working breaks. Like with a traditional instructor led training at a

different place it needs to be well organized and enough time reserved to be successful.

Given milestones that have to be reached, virtual meetings or virtual office hours with a

fixed place within the learner‘s time schedule can help to put a certain pressure on the

student to advance with the self-learning or fulfil the given tasks and exercises.

3.2.1.3 JIT(Just-In-Time) learning

Just-In-Time learning allows individuals to learn on an as-needed basis.

Employees or students can access information closer to the time the knowledge is needed

rather than obtaining information that may never be used or may be used in the long-

term.

3.2.1.4 Easy and fast distribution of learning material

e-Learning increases the rate at which knowledge is acquired, which is especially

important in the corporate market and can be used to distribute information about e.g.

new products and strategies that have a short life cycle to train account

managers or consultants or

procedural changes which have to be implemented by a large number of

employees as fast as possible

Potential risks involved are the creation of the e-Learning environment, and

especially the production of content material is not fast and efficient enough. Reuse of

content units, metadata and standardized interfaces can help here. Quite often less

sophisticated content can be enhanced by a good learning strategy and good support by

the coach or tutor.

e-Learning is not only a technology that has to be introduced but a whole concept

which also requires changes in the organization to work fast and efficiently. Especially in

combination with assured information delivery and just in time learning there is no clear


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dividing line between intranet-/ knowledge management systems and an e-Learning

environment. To make it work, an overall concept needs to be made and pushed through.

3.2.1.5 Easy Dissemination of information

e-Learning helps in easy dissemination of information.

3.2.1.6 Volume Learning

e-Learning helps in mass and quantitative of learning.

3.2.1.7 Adaptive learning

With e-Learning the learning content and concept can be adapted to each individual's

strengths and weaknesses to make the learning experience most efficient. Depending on

the knowledge background of the learner, which has been determined by pre-tests, the

preferred learning style and type and the progress made so far (verified via post-tests and

the speed of learning) the environment decides what and in which way content should be

offered next. Possible parameters are different learning paths through the content,

different ways of presentation of the same content (e.g. with or without audio) or offering

a different set of functions which the user interface of the learning system provides to

reduce complexity. Potential risks is that, unfortunately adaptive systems or so called

Intelligent Tutoring Systems (ITS), which are by concept the most advanced form, are

quite complex and not fully developed yet. Most e-Learning systems only provide a

rather restricted feature set (like pre-/post-tests and simple learning paths) and the

creation of contents which support these techniques is rather time consuming and

expensive. Here good authoring tools and reuse of content could help a lot. Quite often

the learning subject which does not only consist of the content is not well prepared and

does not support several different learning concepts and techniques or the learner does

not know how to deal with or use them because the user interface and guidance of the

system, the tutor and the content is not good enough. The only solution to that problem is

that course authors, tutors and developers of e-Learning environments are aware of

pedagogical principles and act according to them to get the most out of the technical

possibilities.

3.2.1.8 Interactive learning through Multimedia


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Numerous research efforts on the effect of media on learning have shown that different

media types have different efficiencies in terms of what a learner can recall. Especially

the combination of media has very different efficiencies.

In general from 100 % of the learning material (facts) we can remember:

10 % through reading,

20 % through hearing,

30 % through seeing,

40 % through hearing and seeing,

80 % through hearing, seeing and doing (interacting)

In addition to that well prepared content is fun learning and thus motivates the learner

which increases learning success. Unfortunately the Potential risks is the creation of good

content, especially when it contains animations and simulations, audio and video parts is

very costly and requires good know how in different knowledge areas. In addition to that

available bandwidth and connection speed still limits the use of large volume of data such

as videos. A way around these problems are better authoring tools which automate large

parts of the authoring process (including technical and pedagogical issues), reuse of

content and the use of other learning concepts that do not only focus on fully prepared

content, but make communication, collaboration, self-controlled knowledge gathering

and content production a key element. Other possibilities to work around the technical

restrictions of limited bandwidth is using the already previously mentioned hybrid

technology which combines online and offline learning, where large volumes of data

(such as videos) are accessible locally (e.g. via CDROM or DVD).

3.2.1.9 Web based learning

Server based and web based e-Learning environments offer the possibility to log any

transaction to the server and thus provide a detailed report how the users behave within

the environment. This information can be used to get a good overview what progress the

learners make and act accordingly by motivating them or offering help in case of

difficulties. Or it can be used to find out who is good at doing certain things at an early

stage and sponsor the learner by offering a special career path.

3.1.1.10 Estimating process of learning

Estimating process of e-learning is very important.


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3.2.1.11 Supervising process of learning

Supervising process of e-learning is crucial. In addition to that the system can be also

used to manage skill profiles of all tracked students at a higher level to find out who is an

expert for a special knowledge area or what knowledge is missing to make the employee

an expert.

Potential risks involved in this are mainly on the tutor‘s or employer‘s side; the learner

might see such things a little bit different because this kind of controlling can also be

understood as an infringement of privacy. Depending on the country different laws which

protect people‘s private sphere could exist. In addition to considering local laws and

learners‘ objections special care has to be taken that this kind of information and data

must not be misused.

3.2.1.12 Estimating learner’s performance

Estimating learner‘s performance is the equally important in order to assess the

performance.

3.2.1.13 Generating & Tracking Progress Report

The learner‘s performance report can be generated and tracking the progress report is

important process for e-learning system.

3.2.2 Demerits of e-learning

There are several demerits of the e-learning system and also remedies are possible for

them.

3.2.2.1 No eye contact with teacher/trainer

Virtual communication such as audio and video conferencing is very costly, not always

possible and also not a full replacement of face to face contact.

Remedy: To keep online learners motivated, several measures can help:

Community building: By creating a team of learners working for the same goal

and supporting each other an internal pressure for progress and success is put on

all members.

Reachable and verifiable goals and milestones help the learners to check whether

they are on track or need to speed up.


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Clear guidelines and a good user interface prevent that users are lost within the

system and give up. User need to feel at home within the environment.

In case of very difficult topics: Wrap the primary learning goal into a different

more motivating story which is easier to understand and makes more fun. This

uses the incidental learning effect.

Mix online learning with real face to face meetings to introduce all members and

synchronize their learning progress.

3.2.2.2 Absence of body languageof teacher/trainer

The lack of personal contact and absence of body language de-motivates learners and

increases the dropout rate.

3.2.2.3 No Incentive of external training

External, especially longer trainings are often seen as an incentive because they are very

expensive, travelling to other cities and getting in contact with other people and cultures,

social events are fun.

Remedy: Make clear that participating at trainings is the real incentive and a personal

chance at the same time. Give other incentives directly connected to success of training to

ensure that it has an immediate effect. E.g. finishing several trainings lead to a better

position or an advancement on own career path.

3.2.2.4 Learning from a PC is unpleasent for eye and health

Compared to books reading from screen is more strain on the eyes.

Remedy: One possibility is to also use other media than the screen, e.g. audio voices that

explain certain aspects, or include tasks which do not require the computer display to

look at, not everything need to be done or practiced by using the PC.

For the future there is the hope that display technology will significantly improve. Good

TFT displays are already available and will continue to increase in brightness and

contrast, new technologies like electronic ink are currently under development.

3.2.2.5 different learners take different time to finish courses

According to Forrester research 70% of learners starting with an online course will never

finish it. Carr, noted that dropout rates are often 10 to 20 percentage points higher in

distance education courses than in traditional courses. [24] Is online learning really

efficient enough?


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Remedy: First there are a number of well-documented reasons for some dropouts,

including the fact that adults sometimes only register for a course in order to obtain

knowledge, not credit, and may therefore drop the course once they obtain the knowledge

they desire.

As already mentioned in previous suggestions motivating learners to keep them working

with the learning environment and topic is the key to successful learners. To achieve this

good, use of different pedagogical concepts is required. One key issue here is the support

of learning communities. According to Rovai, seven factors are positive correlates to

sense of community and influence course design and pedagogy: [25]

Transactional distance: This is the psychological and communication space between

learners and instructors and is a function of structure and dialogue. Structure is the

amount of control exercised by the instructor in a learning environment and tends to

increase psychological distance. Dialogue is the amount of control exercised by the

learner and tends to decrease psychological distance and increase sense of community.

Social presence: This means that tutors need to be present within the virtual community;

creating content and establishing the community without fostering it is not enough.

Social equality: One of the difficult tasks of a tutor is to play the role of a moderator to

insure equal opportunities for participation by all students. A threat to community occurs

when one or more students use an authoritative tone in online discussions, followed by

those students who have a more inclusive style of discourse, who feel put off and thus

reduce discussion participation.

Small group activities: Breaking large numbers of students into small groups (typically

under ten learners each), providing specific tasks, and setting timelines support the

concepts of situated learning and communities of practice and help students make

connections with each other.

Group facilitation: To support the group‘s way of working, to strengthen, regulate and

perpetuate the group as a group the following skills are useful for the tutor to have as the

group‘s facilitator: encourager, harmonizer, compromiser, gatekeeper, standard setter,

observer, and follower.

Teaching style and learning stage: Good teaching does two things:

(a) it matches the student‘s stage of self-direction, and


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(b) it empowers the student to progress toward greater self-direction.

Good teaching is situational and requires that the online instructor design and facilitate an

online course that accommodates the needs of all learners, regardless of their stage of

learning.

Community size: The right community size is the last important factor to correlate to the

sense of community. Too few members generate little interactions and too many

members generate a sense of being overwhelmed. As a general guideline eight to ten

students are the critical mass necessary for a community where 20-30 students are the

maximum that a single online tutor usually can handle. However, larger online courses

can be managed by using a team teaching approach in order to maintain a reasonable

student-instructor ratio and by using multiple active discussion groups so that each

learner can make connections with a reasonable number of community members.

Alternatively, large courses that focus on delivering content can be created, followed by

small discussion groups led by subject matter experts providing one-on-few coaching and

mentoring.

3.2.2.6 Difficulty in installation non-computer savvy person

Here we have to distinguish between the installation of the system and its usage. The

installation is indeed a complex task which must not be reduced to the technical parts like

setting up the system and its technical infrastructure but also have to include the

organizational concept which is required to make e-learning a success.

Unfortunately the usage of the system for the different types of users is quite often too

unclear and confusing and leads to improper and inefficient utilization.

Remedy: Designers and developers of e-Learning environments have to place more stress

on usability, consistency and modularity, keep it simple and intuitive (―less is more‖).

Users should enjoy using the system, which also includes that such systems have no or

very few bugs. The advantages of the system must be clearly visible for all involved roles

(learner, trainer, author, administrator and the decision makers who pay for all of this).

Immediate Return of Investment is probably more important here than elsewhere to be

successful.

3.2.2.7 Difficult to use learning management systems(LMS)


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For non-computer savvy persons, it is very difficult to use learning management

systems(LMS), hence the designers and developers of e-Learning environments must

make LMS simple and easy to use.

3.2.2.8 Understanding LMS is time consuming

Designers and developers should make understandable LMS.

3.2.2.9 LMS are very complex to configure

The configuration is complex task which must not be reduced to the technical parts like

setting up the system and its technical infrastructure but also have to include the

organizational concept which is required to make e-learning system a success.

3.2.2.10 LMS are expensive

Most of the LMS available are very expensive.

3.2.2.11 creation of e-learning courses is too expensive

The production of high quality e-Learning courses is very expensive.

Remedy: First this is not completely true because that depends on how the course is used

and which costs are compared. If an expensive course is used by hundreds or thousands

of employees that otherwise would have been trained by traditional instructor led training

seminars and if all additional costs such as travel and accommodation costs and absence

times are included in the comparison then the creation of an expensive course and giving

the online seminar might be still the cheaper solution.

A general comparison of e-learning based training with an instructor led training on the

basis of a four hour technical session for 500 students is shown which shows cost

reduction when using e-Learning.

Expenses e-learning led

training

Instructor-

led training

Course development cost (eloquent,

consultants), (ILT material already

existed)

USD

150,000

USD

0

Course delivery fee (instructor for 500

students)

USD

0

USD

50,000

Travel (instructor and 500 students) USD USD


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0

250,000

Hotels (instructor) USD

0

USD

50,000

Materials (CDs/books) USD

99,500

USD

10,000

Shipping USD

5,000

USD

5,000

Total USD254,500 USD365,000

Table 3.3: Comparing costs of e-learning led vs. Instructor-Led training

In addition to that authoring costs can be reduced by good authoring tools and reuse of

already produced material. Another possibility to cut down costs for creating course

content material is to reduce the amount of material used and substitute it by other

learning concepts such as online collaboration.

3.3 E-learning v/s E-governance

‗e-Learning‘ and ‗e-Governance‘ are two important ways of electronic transmission of

information. As programs driven by ‗e-Governance‘ are crucial for improvement and

enhancements of public sectors services, so the ‗e-Learning‘ programs are the catalyst for

ensuring the qualitative education all around the globe. People are often confused of the

two terms ‗e-Learning‘ and ‗e-Governance‘. In fact, ‗e-Learning‘ and ‗e-Governance‘ are

the parasites of each other i.e. both depend on each other for success. Moreover, this

paper explores the potential impact of ‗e-Learning‘ and ‗e-Governance‘ together on

society and addresses the core aspects of ‗e-Learning‘ and ‗e-Governance‘ as both are the

facets of the coin. ‗e-Learning‘ and ‗e-Governance‘ are emerging concepts of modern

Information and Communication Technology that are introduced and implemented at


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institutional and governmental levels for promotion of effective and efficient

communication and transformation of information electronically. Through ‗e-Learning‘

and ‗e-Governance‘, it is possible to bridge the gap of digital divide all across the world.

A perfect e-learning system is the one, which can support online training considering all

dimensions of effective teaching. The synopsis describes the various present status of e-

learning its limitations and barriers and a methodology for design of a generalized e-

learning system. Access of training is available in office or home at considerable

convenience. Many social benefits keep on adding as the technology advances with time.

World wide web, high capacity networks & high speed computer would make learning at

hand 24 hours, 7 days around the globe. In c-Learning (instructor led training),

universities/institutes/college/schools involve considerable expenses. e-learning can

eliminate expenses up to 50 to 70% depending on place and development. Courses can be

tailor made – short and/or long. They can be spread over several days/week so that

trainers can choose at their own will. More control over learning process is possible in e-

Learning. One can customize learning material according to needs thereby results faster

learning with better understanding. In order to have long lasting learning effect, e-

Learning has chunks (smaller units are called chunks) in the stock to be delivered as and

when needed. It also indicates contents retention rate to be almost 50% more than

traditional learning. It is acknowledged that e-Learning is learner controlled, not

instructor controlled and is self paced. Conversion of information to knowledge

according to own time table is the best option and merit of e-Learning. Uniformity of

contents and information delivered is consistent to all users and hence no

misinterpretations. Individual can choose contents and change according to one‘s strength

or weakness. In e-learning, e may denote evolution, effective and ease of learning in

terms of person, time, money and location. e-learning is for knowledge management and

facilitate knowledge gathering. e-learning enhances multinational and cross-industry

partnership. e-learning is digital age strategy of choice for providing information and

promoting education. The rapid development of information and communication

technology (ICT) had shown significant effect on current teaching and learning methods.

[52] All over the world, the power of ICT had been realized for mass education by the

way of e-learning mechanism. Education using e-learning strategies is a very challenging


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task as it has many dimensions viz. social and cultural aspects, integration of current

knowledge with traditional knowledge, effect of world wide web etc. e-learning has its

historical background of about 3 decades of development in computer based training and

education. As, internet had become a tools for business and entertainment, and also as an

educational tool to offer global open platform for information storage, display graphics,

audio, video formats. e-learning is useful in all sectors of corporate training & personal

training, but side effects to e-learning are threat to security, denial of privacy,

plagiarism(copyright issues), theft of information, cheating, threat to integrity, difficulty

in maintaining confidentiality. These issues are very important for rapid and widespread

introduction of e-learning. Challenges in e-learning is devising acceptable tools and

techniques and creating an invigorating learning environment with associated testing

methodology to meet end delivery goals.

3.4 Future scope of e-learning and e-governance

e-learning is having wide scope in the present and future scenario as various types

of tools in the form of search engines, multimedia technology, modeling and simulations

software, computer graphics software, 3D animation software, networking protocols and

communication devices are available and are very helpful in e-learning to make a wide

success. Multimedia technology is very useful in research, teaching and learning. Search

engines can be used to review the contents of related and earlier studies from research

point of view. e-learning can be applied in engineering education to facilitate panel

discussion on important topics, seminar presentations by students and faculty,

presentation of project reports and assignments, presentation of dissertation and thesis of

masters and doctorate studies. e-learning can also be used by the institutes to get

feedback from the students about the trainer/faculty, to evaluate and performance

appraisal of faculty. e-learning systems also used for recording expert/guest lectures for

future use, recording lectures of short term training programs, recording workshops and

panel discussions on important topics. e-learning system can be used in the form of

CCTV camera, in order to keep continuous watch on activities happening inside the

institute/campus. e-learning system can be also applied to traditional examination, which

are time consuming for both learners and trainers in terms of invigilation duties, wasting

time, effort and resources. With e-learning systems, it is possible to conduct online test.


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Also, 3D graphics and animation software can be used to create various models of

science and mathematics. Database management system and information management

programs can be used for storing historical data, which can be mined using data mining

software in order to extract useful information to support the decision making system of

the institute/organization. Also, the database of Quality quiz Questions (QQQ) will

enhance the knowledge of students and will improve engineering education

system.[50][54-55]

MACRO COMPONENTS OF E-LEARNING

Current Status and Trends of e-learning

Conducive Environments for e-learning

New e-learning Paradigm: Intellectual Capital Creation,

Knowledge Management, and Economic

Competitiveness

Technical Aspects of e-learning

Converged Internet Protocol Networks, Wireless Fidelity,

Personal Digital Assistants, and e-learning

Components of e-learning Policies and Strategies

MICRO COMPONENTS OF E-LEARNING

Benefits, Issues, and Constraints in e-learning

Instructional Systems Design

Capacity-building for e-learning

Learning Management Systems and Projects

Managing e-learning Programs

Measuring Success of e-learning Programs

Role of e-learning in e-government Implementation and Adoption

Key components for e-learning to implement e-governance in India are

e-learning is defined as the delivery of a learning, training or education program by

electronic means. It covers a wide set of applications and processes, such as web-based

learning, computer-based learning, virtual classrooms, and digital collaboration. It

includes the delivery of content via Internet, intranet, audio and video tape satellite


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broadcast, mobile phone, interactive television, and compact disc-read only memory

(CD-ROM).

The function of e-learning is to empower educators and learners to express their ideas

easily and naturally, interact with others, explore and discover the world, manage the

process of learning, and assess its quality and quantity.

In general, three elements are needed to complete the e-learning processes: producer,

host, and learner; and three processes are required for e-learning implementation: create,

offer, and access. Unless the three processes work, e-learning does not take place.

In managing e-learning programs, one should target worthy goals and make general

principles apply to each country, each culture, each organization, and each learner.

Instructional systems design is concerned with understanding, improving, and applying

methods of instruction. It is the theoretical backbone to understanding the psychology of

learning and how to shape performance. The differences in value and results between

designing for e-learning conversion and redesign are significant—both in terms of return

on investment and learning empowerment.

Intellectual property can be a valuable economic asset and a critical business tool to

enhance competitiveness. Its creation is ultimately linked to the quality of innovation and

creativity. Intellectual property rights (IPR) protection in a local economy is an important

factor in the investment decision. Affordable access to IPR is a challenge for developing

countries, but IPR can be used as a means of promoting technology access in the long

run.

e-learning technology has the potential to bring improved learning opportunities to a

larger audience than has previously been possible.

Designing an e-learning project needs broad capabilities, which can help advance

learning effectiveness and efficiency and produce real education training value.

e-learning is helping to transform governments through workforce transformation, citizen

education, and service optimization.

Traditional approaches to learning are being replaced by a continuous approach aimed at

driving performance.


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The vision of future e-learning is success through learning innovation. e-learning will

change the way people acquire new skills and access knowledge by making learning

pervasive. e-learning will eliminate barriers to accessing high-quality education by

making learning continuous and relevant. e-learning will enable organizations to be more

responsive to the changing environment by making learning collaborative.

There are eight key issues in an action plan to implement e-learning —access, equity,

innovation, research, lifelong learning, government, systems integration, and emerging

business models.

According to sector and country income in national labor market profiles, low-income

workers dominate most Asian countries. Their main source of employment is agriculture.

This greatly affects e-learning implementation because public and private organizations

and institutions have to find ways to bring e-learning to rural areas. Another concern is

that many people are not working, including people who choose not to work and youths

who are not in school. Of those in the middle-income bracket, 40% are not working;

while in the high-income bracket, 35% are not working and 42% are working in the

service sector. This implies that although any high-income people provide services

through jobs, many are unemployed.

Developed economies, such as Australia; Hong Kong, China; Japan; Republic of Korea;

New Zealand; and Singapore, have set their own realistic education standards for ICT,

develop content to international standards, and have expert know-how. There are also

evolving localized projects in People‘s Republic of China (PRC), India, Malaysia, and

Philippines. These localized projects have in common that they generally begin with very

good intentions but have very little political commitment to sustainability; also they have

inadequate budgets, cumbersome bureaucracies, and inappropriate policy and

implementing mechanisms. ICT development will be a long and gradual process in these

evolving nations and it is important that they have an appropriate policy environment.


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ICT and education are not a priority in the least advanced nations. This is probably due to

the fact that political leaders are generally not sensitive to global developments in ICT.

Also, these nations often view ICT as not contributing to wealth building of the

country.[56]

There are six aspects in which education and technology issues come into play: teachers,

students, school administration, learning materials, evaluation, and costs. If education and

technology merge, students would focus more on what is useful for them; they would

demonstrate better retention and comprehension; they would have access to unlimited

information resources; they would quickly become self-empowered; and they would learn

more useful and current knowledge. For teachers, the result would be that they could

reach a wider audience, coach and animate rather than lecture, gain enhanced prestige in

class and in the community, design their own course material, and enjoy a wide support

network with peers and ministry headquarters.

Globalization is focused on e-learning because e-learning technology has the potential to

bring improved learning opportunities to a larger audience than has ever previously been

possible. Learning in the information age is changing. Society‘s transition to the

information age affects learning and education in two ways. First, rapidly improving

technology will enable higher quality learning to be made available to an ever-growing

audience through increasingly sophisticated modes of presentation. Second, the very

nature of the information age requires a different kind of preparation from its members

than was the case in the industrial age. Thus, one has to provide a suitable environment

for incorporating e-learning technologies.

Providing a suitable environment for e-learning technology involves people, education,

economics, and technology. In education, people have to realize that the learning system

becomes critical for e-learning. Role clarity and segmentation are critical for educators.

Technology is essential because of the very nature of the mode of learning. Technology

means connectivity but at the same time it means creating ways of using wireless devices

to suit specific needs. Finally, people and economics play strategic relationships.


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Nowadays, human capital is replacing physical capacity as the primary productive asset.

When all these mechanisms work, an e-learning system develops.

There are nine critical components of an e-learning strategy. These are training, technical

support, standards, innovative software, digital content, research, telecommunication and

power, policy and development, and access. All nine components are interrelated. Each

one is essential for the success of e-learning. If one component breaks down or is

excluded, the whole process breaks down and e-learning implementation will be less

successful.

The challenges in trying to establish e-learning are coordinating, connecting, and

creating. Coordinating can become a challenge if different departments support different

systems. One has to remember to only use the technology best suited for the organization

or institution. The objective is to improve student experience, system reliability, student

and faculty support, and integration with campus enterprise systems through a single

system. Connecting can also become a challenge if instructional technology limits

learning communication. Many students and teachers may feel constrained by the current

learning management system (LMS), which may lead to a ―flat‖ learning experience. To

avoid this, there should be constant collaboration between teachers and students in online

communities. If this is done, real-time learning experience can take place. Finally,

creating can become a challenge because there are many dissatisfied faculty,

administrators, and students who lack support and training for new systems. This implies

that faculty members are not ready either mentally or psychologically to use technology,

thus leading to frustration, wasted time, and unproductive learning. It is recommended

that institutions and administrators give their faculty the freedom to use tools that are

familiar to them, and at the same time activities that will enhance collaboration with

peers. This will result in better creation of learning materials and might reduce faculty

support costs and dissatisfaction.

In e-learning, there are three processes: create, offer, and access. These three processes

have corresponding participants namely: producer, host, and learner. Unless all are


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present, e-learning will not exist. These three processes create a range of tasks and levels.

To make the system work, one needs people, network, software, and hardware working

together. In hardware, one can use multiple hardware technology like desktop computer,

digital podium, web server, multimedia workstation, and media server. For software,

compatibility is an issue.

An Learning Management System(LMS)—an interrelated, cross-functional, multi-

oriented learning structure that affects and coordinates the three processes and tools—is

needed in order to make the processes connect and become successful. An LMS

assembles, delivers, reuses, and customizes lessons and content to different types of

learners. This collaboration results in a virtual school system that assembles, conducts,

and administers courses.

For creating an action plan, the following ―rules‖ are useful.

Spell out your vision for e-learning.

Design, then pick tools to realize that vision.

Fit tools to consumers, not vice versa.

Focus on tools for your organization‘s role.

Assess value, not just price.

Traditional e-learning contains data authored for desktop users only and is designed for

distribution to users with wireline to broadband access. Nowadays, Internet protocol (IP)

convergence carries data through websites, E-mail, supply chain management, etc. It is

also capable of voice and video instruction and telecommunication through single

networking. Problems in traditional e-learning formats include the high cost of desktop

computers and wireline, broadband connections, and the cost of installation, maintenance,

storage, and repair of the computers. Also, much training is required in order to operate

desktop computers. A new alternative solution, a wireless local area network (wireless

fidelity, or WiFi) and personal digital assistants (PDAs), can solve these problems.


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WiFi is the newest and fastest technology that can accommodate e-learning. WiFi can

reach up to 30 kilometers and can carry up to 54 megabytes of data per second (Mbps).

Although terrain greatly affects the reception and connection, this aspect is still being

improved. WiFi uses IP and provides multimedia services, including web content,

streaming video, and voice-over IP (VOIP). Moreover, the one-way video and two-way

audio ―remote instructor‖ model of distance learning is straightforward with IP services.

Another new innovation that can help e-learning is the new generation of pocket PCs.

Pocket or handheld PCs accommodate up to 634 megahertz (MHz). They have Microsoft

Windows Mobile with videographics array (VGA) display, which can drive video

projectors and has extensible markup language (XML) ―micro-browsers.‖ Other features

include touch-sensitive screen, excellent audio quality, integral WiFi and Bluetooth

capability, Microsoft Office Software and Adobe eBooks ready, and integral VOIP.

Pocket PCs also use satellite or wireline connections to deliver live or ―store and serve‖

content. They can also utilize WiFi for local distribution of live or ―served on demand‖

content.

These new innovations bring e-learning to a new dimension. There are two kinds of

content presentation that should be considered when using this new technology. First,

teachers should consider classroom ―presentation content‖ to be different from students‘

―study content.‖ This leads teachers to create new forms of presentations that can

coincide with the rapidly increasing trend of globalization. This increases the rate of

downloads of students‘ study content. Second, students‘ study content should be tailored

to their ―personal learning style‖. Some examples are game style, multipath, and

interactive learning style. This customized learning will make students more interested.

[44][56]

The new-generation PCs are cheap and there is no ―learner side‖ installation. Pocket PCs

cater to everybody and there is no need for training or computer literacy programs. They

can be used in classroom presentations by simply plugging them into a video projector.

Lessons are more interactive and fun for students to learn. Finally, pocket PCs are


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manageable whether at home, in the office, in the field, in meetings, during travel,

anywhere and anytime.

New technological devices, such as pocket PCs, serve to manage time and content more

efficiently. Delivery of content and materials from the master content server to different

forms of delivery, such as very small aperture terminal (VSAT), digital video disc

(DVD), and wireline, provides easy access as long as there is a WiFi hotspot. Content

materials are easily transmittable from these hotspots to individual pocket PCs. The

network process creates a fast, reliable, easy, and convenient method of delivering basic

services and gives e-learning a new dimension, especially for rural or remote areas. WiFi

e-learning is gradually increasing in use, especially in projects in Europe. The target

audience is out-of-school youth who need to be productive in their lives. So far, the

projects have been successful. Similarly, more and more industries and sectors are

finding valuable uses for IP convergence for e-learning.

The function of e-learning is to empower educators and learners to express their

ideas easily, interact with others, explore and discover the world, manage the learning

process, and finally assess its quality and quantity. The age of wireless and innovative

technology is a key element in e-learning. Having lessons based on the Internet is not part

of e-learning. This is merely presenting information without learning taking place. The

aim is for collective learning that is integrated, on demand, and personalized. Some

innovative educators and departments enable pedagogical best practices through group

and team learning, distance learning, and active experimentation. Only a few educators

are in the advanced state of connected learning, which is the goal of education in the

future because it integrates student services, creates on-demand learning opportunities,

supports mobile lifestyles, is data driven, and is personalized to individual needs.

e-learning benefits include supplementary and complementary learning. e-

learning frees precious time, provides fundamental grounding, mass training, and is

geographically ―unlimited.‖ The roles of the instructor and of the learner have changed.

The instructor‘s roles are to coach and mentor and act as manager, fellow learner, and

content creator. The learner acts as the explorer, investigator, researcher, analyst, and


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problem solver. Some of the constraints in e-learning are on learner management, content

creation and delivery, and the administration/management system. Cost also can be a

constraint for e-learning.

From a learner‘s perspective, there are some issues that need to be addressed,

such as lack of personal touch, changes in the role of instructors, control, supporting

infrastructure, and access. Implementation considerations in e-learning include training

for instructors/users, pilot phases, defined deliverables, goal and objective setting, and

communication lines.

e-learning should be approached in a holistic way. This means comparing the

traditional classroom orientation with e-learning in such aspects as technology, learners,

content, roles, policy, and objectives, in order to come up with a valid and holistic

approach. A vision for the future is to integrate e-learning in a classroom orientation, a

merging of two different systems fused by learning for the greater good.

Changing the system of education will be beneficial for everybody. However, change will

entail costs. In order to minimize them, careful management of change is needed. One

approach is to start small.

Countries can learn from the successes and failures of others.

Governments are frozen in an industrial-age organizational structure and are at

risk of becoming irrelevant and losing the confidence of their citizens. Governments need

to realize that transition from an industrial model of big government, centralized and

hierarchical, to one that is adaptive, open, and knowledge based is critical for

improvement. An e-government uses technology to deliver services based on customer,

rather than administrative, convenience and by transformation rather than automation.

There are three applications where e-learning can help this transition. One is to

facilitate cultural and organizational challenges faced by governments in transforming

their structures, processes, and internal employee culture to drive e-government

development. Second is to deploy e-learning in the community to raise the level of

technology and application-user skills, thereby lowering the cost of access to and raising

demand for e-government applications and services. Third is to effectively leverage


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investments in an e-government platform to complement e-learning frameworks in the

formal and non-formal educational system.

Governments integrating e-learning have to manage the learning transformation—

changing the way an organization addresses its learning strategy, processes, and

supporting infrastructure. This includes evaluating the impact of current learning

programs on human and organizational performance, and redesigning instructional

processes, content, and delivery mechanisms. There are a number of benefits e-learning

can contribute for e-government. It eliminates the barriers that have prevented people

from different departments acquiring high-quality education and support services. It also

makes learning pervasive, continuous, and relevant. Finally, e-learning propagates

knowledge sharing through access to expertise and collaboration between employees and

partners as well as improving the performance and productivity of employees.

E-learning is a key enabler of E-government success

Many governments are realizing this change; however, significant challenges remain.

Learning challenges fall into three categories, namely: enterprise learning, targeted

learning, and infrastructure for learning. Enterprise learning is the establishment of an

enterprise approach to learning with the goal of integrating and aligning learning with

organizational priorities. Targeted learning is the development of high-impact targeted

learning initiatives that focus on performance improvement. Finally, infrastructure for

learning is the implementation of an open, reliable, and scalable infrastructure to support

learning initiatives that can be easily integrated with other enterprise systems.

Governments are still struggling with the e-government concept and for some the

transformation is very daunting. However, it cannot be denied that e-learning would be a

very valuable tool for governments wanting to shift to a paradigm of e-government.

Government projects should start small; patience would be required in bringing everyone

to the same mindset of e-government. Finally, one should not underestimate the amount

of money, time, effort, and support needed because these are critical for e-government

implementation and sustainability. [57-58]

Learning is a lifelong process of skill and knowledge acquisition. It is critical in

an era of rapidly increasing global innovation. To quote ―The chief economic priority for


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developed countries is to raise the productivity of knowledge…the country that does this

first will dominate the twenty-first century economically.‖ IBM‘s vision is enabling

success through learning innovation. To come up with technology that encapsulates

learning is their primary objective. IBM has realized that e-learning is the game changer.

e-learning will change the way people acquire new skills and access knowledge. It will

eliminate barriers that have prevented people from accessing high-quality education.

Lastly, it will enable organizations to be more responsive in a changing environment.

Through e-learning, learning will be more pervasive, continuous, relevant, and

collaborative. Are we all ready for the future? Countries need to realize how to move

forward. There are many factors that shape the future of learning. One factor is

workforce. In the current generation, many are in the habit of conducting numerous tasks

at the same time. They are used to multitasking and a fast lifestyle. Multitasking can

facilitate the improvement of skills. Technology also is a factor because it creates

pervasive and intuitive innovations. Learners are empowered to shape their learning

experience through the use of technology. The next-generation workforce would be

knowledge hungry, interactive, and would value time, all of which imply that learning

would be relevant and available, accessible beyond institution boundaries, integrated and

flexible, and dominated by collaboration.

Leaders and designers should plan such integration carefully. They should not

duplicate what other countries are doing because there are factors that are not applicable

to all countries. Leaders, policymakers, planners, teachers, and other stakeholders have to

be consistent and vigilant about enforcing standards. Countries must continually evolve

by creating and recreating strategies that will bring them to the global revolution.

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