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MODULE 1

INTRODUCTION

E-LEARNING – ELECTRONIC LEARNING

E learning can be defined as the education created and delivered by using technologies related to

computer, the internet and telephony in combination or in isolation. E- Learning is defined as all

form of electronic learning in the sharing or transfer of information between two parties.

Here information & communication systems whether networked or not serve as specific media to

implement the learning process. E- Learning services have evolved since computers were first

used in education

EVOLUTION OF EDUCATION

Traditional System

1. On-the-job Training

It is also known as direct instruction. OJT is the oldest form of training.

It normally takes place when an expert show how to accomplish a task.

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This typically occurs on a one-to-one basis and is always conducted on the site where the

job is executed.

OJT is much in use because it can be comfortably arranged and managed.

The proponents of OJT argue that it is cost-effective as the training takes place on the job

and no special arrangements have to be made.

Training people on the job, however involves great risk as the critical success factors of

projects may get messed up.

2. Chinese and Greek Philosophers

Fifth century BC Chinese philosopher Lao-Tse wrote, ”If you tell me, I will listen. If you

show me, I will see. But if you let me experience, I will learn ”. This is what we call a case

study in modern education system.

At about the same time, Greek philosophers led by Socrates emphasized the creation and

transfer of knowledge based on probing questions. This came to be known as the Socratic

or the Dialectic method.

Greek philosophy considered learning to be the result of cognitive dissonance occurring

through question answers and resulting questions-between an expert and the knowledge

seeker.

Plato found his Academy near Athens in 385 BC which is considered as the first university

in the history of education and training. Next, Aristotle, Plato’s student, propounded that

the association between ideas leads to understanding and recall.

3. Apprenticeship

The advent of education for work marked the landscape of education and training.

It became popular in the Middle Ages. As knowledge and skills became specialized,

parents and other family members could no longer double up as teachers of all subjects.

Thus, children were send to craftsmen and artisans for apprenticeship.

Craftsmen would use the services of the children and would train them on the use of the

tools and techniques of the trade in exchange.

4. Schools

Organised schooling in 10th century

Place of transmission of content from the teacher to students – merely the flow of

information from one to many

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Memorisation became a key learning activity

Beginning of traditional education system

5. Comenius to Pestalozzi

Different forms of education and learning evolved

John Comenius (1592- 1670)

Brought the concept “Universality of knowledge”

Education as a means for achieving universal peace and understanding

J J Rousseau

Believed in the freedom of expression and free- will

Claimed the expression and repression should guide the learning experience

Importance of a healthy body along with a healthy mind

J H Pestalozzi

Swiss educational reformer

Focused on practical aspect of Rosseau

Contributed towards the training of teachers

Beginning of educational psychology

Foundation stone of modern elementary education system

6. Correspondence Education

The year 1891 saw a new beginning when the International Correspondence School (ICS)

was founded. ICS attempted to cater to the needs of the then industry.

The initial courses that it offered covered mining, railroad and other industrial subjects. The

success of correspondence education gave credence to the system of distance education.

The English educator, Sir Issac Pitman, taught shorthand through correspondence.

7. World War I and J F Herbart’s Model

During the War lot of people were to be trained too quickly on variety of tasks. To deal

with the urgent need of a skilled work force, the model “Show, Tell, Do and Check” came

pretty handy. This was perhaps the most comprehensive learning program at the time.

Another theory was Pavlov’s stimulus-response. It can be explained with the example that

when a dog was conditioned to get food when a bell rang, the dog would begin to salivate

when the bell rang even though the food was not served.

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8. Teaching Machine

Sidney L Pressey created first cut teaching machine in 1924 and published a paper on its

use in 1926

Pressey's idea started as a machine for administering multiple-choice questions to students.

These were (and are still) a basic method for testing students in the U.S.A.. The machine

had a window with a question and four answers. The student pressed the key to the chosen

answer. The machine recorded the answer on a counter to the back of the machine, and

showed the next question.

This was the first demonstration that a machine could teach, and also a demonstration

that knowledge ofresults was the cause of the learning.

“Teaching machines are unique among instructional aids in that the student not merely

passively listens, watches or reads but actively responds. And as he does so he finds out

whether his response is correct or not.”

9. World War II

Job Instruction Training (JIT), a systematic method of on-the-job training was developed

by the Training Within Industry, an advisory service constituted by the National Defence

Advisory Commission. The major focus of the programme was to train the trainers.

The process turned out to be much faster than conducting training for all defense and other

personnel under one program.

The Big Transition

10. ISD, Instructional Design and Performance Objectives

Researchers came up with various theories and strategies of education which were focused on

the available technology

Robert Glaser : an American educational psychologist introduced the concept of

instructional design.

ISD translates all the components of the instructional process into a system

Instructional System Design (ISD) is an organized procedure that includes the steps of

analyzing, designing, developing, implementing and evaluating instruction. Process rather

than product is emphasized in ISD. Analyzing is the first process where the instructor must

define what is to be learned and the context in which is it to be learned. The second process

is designing. The instructor must specify how it is to be learned. Developing is the third

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process and involves the authoring and producing of the instructional materials.

Implementation, actual use of the materials and strategies in context, is the fourth process.

Evaluation is the final process and it involves determining the adequacy of the instruction.

Robert Mager

Emphasized the importance of preparing instructional Objectives

Described useful instructional objectives as having three characteristics

1) Performance: An objective always says what a learner is expected to be able to do

2) Conditions: An objective always describes the important conditions (if any) under which

the performance is to occur.

3) Criterion: Wherever possible, an objective describes the criterion of acceptable

performance by describing how well the learner must perform in order to be considered

acceptable.

Robert Gagne

Robert Gagne proposed a series of events which follow a systematic instructional design

process with a focus on the outcomes of instruction or training.

Nine steps of instruction

1) Gain attention of the students

2) Inform students of the objectives

3) Stimulate recall of prior learning

4) Present the content

5) Provide learning guidance

6) Activate Learner processing(practice)

7) Provide feedback

8) Assess performance

9) Enhance updating information and transfer to the job

Benjamin Bloom

Bloom's taxonomy is a way of distinguishing the fundamental questions within the

education system

Named after Benjamin Bloom, who chaired the committee of educators that devised the

taxonomy.

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Bloom's taxonomy refers to a classification of the different objectives that educators set for

students (learning objectives).

It divides educational objectives into three "domains": cognitive, affective,

and psychomotor (sometimes loosely described as "knowing/head", "feeling/heart" and

"doing/hands" respectively)

11. Keller Plan

Keller’s Personalized System of Instruction(PSI) is also known as Keller Plan. The Keller

PSI consists of tiny self-paced modular units of learning where the learner is guided. Each

unit has a test where the learner must score a certain percentage to be able to pass.

Detailed in the book Goodbye Teacher – Journal of Applied Behaviour Analysis (1968)

PSI, in a way, presents a combination of “mastery learning” and the principles of the theory

of reinforcement learning. Keller felt that students need lectures only on motivational

problems.

12. Kolb’s Learning Styles

Kolb`s theory of learning styles primarily states that people have preferences for different

learning styles in the same way that they have certain preferences in their daily lives-such

as serious movies vs comedy etc. It is often found that one strategy of learning is not good

enough for two different learners due to difference in their individual learning styles. Table

below shows the four kinds of learners and learning styles.

Learner type Learning style

Activist-believes in active experimentation Problem solving, small group discussions,

peer feedback and homework all helpful.

Demands a professional trainer.

Reflector-likes to think about issues and

doesn’t quickly reach a decision.

Lectures are helpful. Trainer should be able

to provide help in terms of interpreting the

ideas using expert knowledge.

Theorist-indulges in abstract

conceptualization of ideas. Tries to create

relationship between ideas and concepts.

Lectures, papers, case studies, theory

readings and thinking; almost everything else

including talking with experts, is not helpful

Pragmatist-believes in concrete experience.

Always focused on implementing the learning

in practical life.

Peer feedback, activities involving

implementation of acquired learning in

practical life.

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The New Learning

13. Computer-based Trainig(CBT)

CBT makes learning individualized and self-paced. Computer-based learning or training

(CBT) refers to self-paced learning activities delivered on a computer or handheld devices.

CBT often delivers content via CD-ROM, and typically presents content in a linear fashion,

much like reading an online book or manual. For this reason, CBT is often used to teach

static processes, such as using software or completing mathematical equations.First

computer-based training system PLATO was emerged in 1950, but CBT became popular in

1990s because of the high price of computers

14. Web-based Training(WBT)

Web-based training (WBT) is an innovative approach to distance learning in which

computer-based training (CBT) is transformed by the technologies and methodologies of

the World Wide Web, the Internet, and intranets. Web-based training presents live content,

as fresh as the moment and modified at will, in a structure allowing self-directed, self-

paced instruction in any topic. WBT is media-rich training fully capable of evaluation,

adaptation, and remediation, all independent of computer platform.

Web-based training is an ideal vehicle for delivering training to individuals anywhere in the

world at any time.

15. Electronic Performance Support System (EPSS)

In 1989 AT & T unveiled EPSS to help employees on the job

Helps learners when they are stuck or are dealing with something about which they have an

idea but over which they don’t have complete mastery

Provides learning opportunities and expert help to the learners whenever they want

Gives the learner total control over the learning that gets delivered

Crudest form of EPSS – Office Assistance :keeps popping up and asking for help on

specific questions

16. Peter Senge’s “Learning Organisation”

Peter Senge describes a ‘learning organisation’ that understands itself as a complex,

organic system with a vision and purpose understood by everyone in the organization.

To be a learning organization there must be two conditions present at all times.

o first is the ability to design the organization to match the intended or desired outcomes

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o second, the ability to recognize when the initial direction of the organization is different

from the desired outcome and follow the necessary steps to correct this mismatch.

17. Knowledge Management

Knowledge management (KM) is the process of capturing, developing, sharing, and

effectively using organisational knowledge. It refers to a multi-disciplined approach to

achieving organisational objectives by making the best use of knowledge.

Although KM means different things to different people, it is more or less understood

uniformly by organizations as a tool of performance management.

Concept and practice of KM are still in evolution

Biggest challenge: how to handle both aspect of knowledge – explicit as well as tacit

Tacit knowledge - internalized knowledge that an individual may not be consciously

aware of, such as how he or she accomplishes particular tasks.

Explicit knowledge - knowledge that the individual holds consciously in mental focus,

in a form that can easily be communicated to others.

18. E-Learning

In the information age, the speed of learning has become a key differentiator for

organisations and individuals in the pursuit of knowledge

Globalisation has enabled the companies to operate from any geographical location in the

world – the issue of distance is dead

Another big driver of e-learning is the acute shortage of trained manpower

Need for consistency in terms of interpreting and understanding a piece of information

People have a life-long learning cycle

Solution to all these learning issues is

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E-learning refers to the use of electronic media and Information and Communication

Technologies (ICT) in education. E-learning is broadly inclusive of all forms

of educational technology in learning and teaching.

E-learning is inclusive of, and is broadly synonymous with multimedia

learning, technology-enhancedlearning (TEL), computer-based

instruction (CBI), computer-based training (CBT), computer-assisted instruction or

computer-aided instruction (CAI), internet-based training (IBT), web-based

training (WBT), online education, virtual education, virtual learning environments (VLE)

and digital educational collaboration. These alternative names emphasize a particular

aspect, component or delivery method.

E-learning includes numerous types of media that deliver text, audio, images, animation,

and streaming video, and includes technology applications and processes such as audio or

video tape, satellite TV, CD-ROM, and computer-based learning, as well as local

intranet/extranet and web-based learning.

E-learning can occur in or out of the classroom. It can be self-paced, asynchronous

learning or may be instructor-led, synchronous learning. E-learning is suited to distance

learning and flexible learning, but it can also be used in conjunction with face-to-face

teaching, in which case the term blended learning is commonly used.

GENERATIONS OF DISTANCE EDUCATIONAL TECHNOLOGY

Generations of distance education has been discussed in terms of the dominant technologies that

it utilizes in teaching and learning. Distance education and technologies are considered

inseparable as in order to reach students at a distance, one must use certain tools or technologies

to do so.

Taylor (2001) suggested five distance education generations:

1. Correspondence model: based on print technology

2. Multi-media model: based on print, audio, and video

3. Tele-learning model: using telecommunications to provide synchronous communication

4. Flexible learning model: based on Internet delivery

5. Intelligent, flexible learning model: based on the interactivity of the Internet

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The table below illustrates the models of distance education.

Models of Distance Education and

Associated Delivery Technologies

Characteristics of Delivery Technologies

Flexibility

Highly

Refined

Materials

Advanced

Interactive

Delivery

Institutional

Variable

Costs

Approaching

Zero

Time Place Pace

First Generation - The Correspondence

Model

Print Yes Yes Yes Yes No No

Second Generation - The Multimedia

Model

Print

Audiotape

Videotape

Computer-based learning (eg CML/CAL)

Interactive video (disk and tape)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

Yes

Yes

No

No

No

No

No

Third Generation - The Telelearning

Model

Audio teleconferencing

Video conferencing

AudiographicComms (eg Smart 2000)

Broadcast TV/Radio + Audio

teleconferencing

No

No

No

No

No

No

No

No

No

No

No

No

No

No

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

Fourth Generation - The Flexible Learning

Model

Interactive multimedia (IMM)

Internet based access to WWW resources

Computer mediated comms (CMC) (Email,

CoSy, etc)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

Yes

Yes

Yes

Yes

No

Fifth Generation- The Intelligent, Flexible

Learning Model

Interactive multimedia

Internet based access to WWW resources

Yes

Yes

Yes

Yes

Yes

Yes

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Computer mediated communication using

automated response systems

Campus portal Access to Institutional

processes & Resources

Virtual Classroom

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

(***Variable costs tend to increase or decrease directly (often linearly) with fluctuations in the

volume of activity. In traditional distance education delivery, the distribution of packages of self-

instructional materials (printed study guides, audiotapes, videotapes, etc) is a variable cost,

which varies in direct proportion to the number of students enrolled.)

The Correspondence Model

Print-based correspondence education

mainly used printed texts delivered via postal services.

In this stage, interaction between teachers and students was usually limited to hand-

written correspondence via mail.

It is difficult to gauge the extent of student learning in this mode, as student evaluation is

usually summative and left at the end of the course.

The Tele Learning Model

Tele learning Model, based on applications of telecommunications technologies to

provide opportunities for synchronous communication

The Intelligent Flexible Learning Model

The fifth generation model of distance education has the potential to provide students

with a valuable, personalized pedagogical experience at much lower cost than traditional

approaches to distance education and conventional face-to-face education.

If this can be achieved on a sufficiently large scale, then tuition costs can be significantly

lowered, thereby causing much greater access to higher education opportunities to many

students throughout the world, who presently cannot afford to pay current prices.

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In effect, fifth generation distance education is not only less expensive, it also provides

students with better quality tuition and more effective pedagogical and administrative

support services at lower cost

ROLE OF E-LEARNING

E-learning Supports the Organization’s Goals

Improved training costs. Producing learning content is time consuming whether

it’s online or not. With e-learning, each time the course is accessed your return on

investment improves because you are dividing the fixed production costs by number of

uses. You also have savings through decreased travel, reduced material, and hopefully

improved (and more efficient) performance.

Decreased material costs. Let’s say you have to train how to arrange equipment

in a sterile environment like an operating room. If you had to use the real environment, it

would be costly. Even setting up a fake environment has material costs and labor. By

creating the environment online and letting the learner practice, you never have to worry

about the costs associated with set up, use, and clean up.

Increased productivity. Because e-learning is not bound by geography or time,

you can control training’s impact on production by training people during down times. In

addition, with the current economy, you’re asking people to do more with less. So e-

learning is a great way to give them the tools and skills needed to enhance their

performance.

Standardization. You may have a great facilitator, but that’s no guarantee that

the courses are presented the same across sessions. E-learning allows you to create a

standardized process and consistency in the delivery of content. It also compresses

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delivery time. I’ve combined e-learning courses with facilitated sessions. E-learning

delivered consistent content. Live sessions were interactive case studies that applied the

information.

E-learning Supports the Learner’s Development

Real-time access. Live learning events require that those who participate align

their schedules to the training calendar. E-learning eliminates this because the course can

be accessed anytime, anywhere. This can also happen without Internet access. An

example is a Red Cross demo where the learners accessed the content on a PC out in the

field and uploaded their results when they were back online.

Freedom to fail. Let’s face it, real learning requires some failure. But no one

likes to fail in a classroom full of other people. E-learning lets you fail without fear.

This encourages exploration and testing of ideas. With the right feedback you create a

great learning environment. Worst case, you can always start over. Something you can’t

always do in class.

Improved retention. The combination of multimedia and instructional design

can produce a very rich learning experience that is repeatable. Throw in some good

practice activities with feedback and you have a learning environment that’s going to

help your learners retain the course content which will produce results.

Personalized learning. Look out the window at your parking lot. My guess is

that you’ll see a dozen or more different cars. They all do the same thing, yet we have

personal opinions about what we want to drive. The same for learning. Learners want

control. E-learning allows you to offer control to the learners in a way that classroom

learning doesn’t.

E-learning Nurtures a Learning Organization & Community

Ongoing access to resources. If you take a class in the real world and need a

refresher, you better hope that you took good notes. Otherwise, you’re out of luck.

That’s not the case with e-learning. Ideally, you continue to have access to the online

content and resources to brush up on what you learned.

Knowledge management. Many people see e-learning as only the authored

courses. But e-learning includes all sort of online technologies. If you incorporate some

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of the tools that allow collaboration and conversation, you can capture organizational

knowledge that is available for future learners.

Encourage sharing. The foundation of a learning community is built on sharing

what you know with others. This is where incorporating a forum or wiki really adds

value to your e-learning. Depending on how the course is structured, you can encourage

sharing of resources and insight gained from the course.

Employer of choice. People want opportunities to grow. A cafeteria with high

fat foods is one way. Another is a catalog with all sorts of e-learning courses. This

allows them to explore other opportunities in the organization. During downtime, it

would be great to spend fifteen minutes learning to better manage meetings or improve

working with peers. Offering these opportunities to learn makes you a place people want

to stay.

Accessibility to remote learners :E-learning is successful because it reaches

hitherto unreachable learners.

Catering to a Much Larger Audience: e-learning does not limit the learning to a

small number of learners as is the case with traditional education.

Facilitating certification of content, standards and Processes: e-learning is

certifiable from the point of view of instructional design, correctness of content, and

coverage and the development process.

Facilitating centralized review and reporting : The LMS facilitates centralized

review and reporting of the progress of training.

Structured Feedback

Just-in-time: Just-in-time learning is what would help people to acquire a piece

of learning just when they need it. e-learning has an edge over the traditional system for it

can provide just-in-time learning anytime anywhere.

E-learning is good for the environment. Britain’s Open University’s “study found

that producing and providing distance learning courses consumes an average of 90% less

energy and produces 85% fewer CO2 emissions per student than conventional face-to-

face courses.”

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COMPONENTS OF E-LEARNING

1. CBT

Computer-based learning or training (CBT) refers to self-paced learning activities delivered

on a computer or handheld devices. CBT often delivers content via CD-ROM, and typically

presents content in a linear fashion, much like reading an online book or manual. For this

reason, CBT is often used to teach static processes, such as using software or completing

mathematical equations. Computer-based training is conceptually similar to web-based

training (WBT), the primary difference being that WBTs are delivered via Internet using

a web browser.Since no downloading is necessary, bandwidth is not a concern with CBT

courses.

Boost for CBT was the investor requirement to minimize cost. Success of CBT is due to the

instructional reach of these CBT, which cater to the needs of students, professionals, and

business men alike.

CBT is a complete instructional package and is a result of thorough market research to

ascertain the learning needs. The learning requirements are transformed into clearly defined

objectives. The exam objectives are broken into smaller logical sections where every unit,

lessons and topic has an objective.

The learning strategy defines the scenario that the learner would take on & the method of

presentation at each level of training. Concept- driven content is explained through simple

text, unambiguous graphics and supportive headings. Hands-on & guided demonstration

methods are also used in some level of training. At some level, learner experiences learning as

it would take place in the actual environment through real – life examples

CBT’s instructional design have their own reference materials, so no need to memorize

everything

eg : coding

CBTs provide learning stimulus beyond traditional learning methodology from textbook,

manual, or classroom-based instruction. For example, CBTs offer user-friendly solutions for

satisfying continuing education requirements. Instead of limiting students to attending courses

or reading printed manuals, students are able to acquire knowledge and skills through methods

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that are much more conducive to individual learning preference. For example, CBTs offer

visual learning benefits through animation or video, not typically offered by any other means.

CBTs can be a good alternative to printed learning materials since rich media, including

videos or animations, can easily be embedded to enhance the learning.

Advantages of CBT:

The learner can think, respond and give feedback on the subject.

It offers a stimulating environment where the learner can learn at his own pace.

A learner can take the course at his convenience without any expense of time or travel.

By being accessible to the widest audience at multi-locations, it is cost-effective for the

learner.

It can be custom-designed for specific industries, and can also be conveniently used by

the physically challenged.

CBTs also save organizations instructor costs, costs of arranging training and travel and

learners travel costs and time.

Busy IT professionals can get their certifications without the hassle of travelling to a

classroom.

Through CBTs, employees can keep abreast with ever changing technology.

CBT technology also breaks down complex software into byte sized modules for easy

and quick understanding.

Disadvantages of CBT:

However, CBTs pose some learning challenges. Typically the creation of effective

CBTs requires enormous resources. The software for developing CBTs (such

as Flash or Adobe Director) is often more complex than a subject matter expert or

teacher is able to use. In addition, the lack of human interaction can limit both the type

of content that can be presented as well as the type of assessment that can be

performed.

Restricted reach and static content are also limitations.

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2. WBT

The limitations of CBT, such as restricted reach and static content, were coming in the way of

e-learning becoming a viable solution for individuals and organizations. The CBTs could be

mounted on a network and be used for a large audience within the same location.

Web-based training (WBT) is an affordable substitute for, or complement to, traditional CD-

ROM, video or classroom-based training. Any computer with access to the Internet or a

corporate intranet can access online courses delivered via a Web browser, such as Microsoft

Internet Explorer. For effective learning to occur, courses must be designed specifically for

online delivery. That means incorporating interactive exercises that engage students and

enhance the learning process.

WBT presents live content, which can be dynamically updated, in a structure, allowing self-

directed, self-paced instruction on various subject areas.

Advantages of WBT:

Training to users is very easily delivered

WBTs can be either in the form of individual or group training

Multi-platform capabilities are possible, such as Windows, Mac, UNIX, PDA, phone,

among others

Content can be easily updated

Finished product has a quicker turnaround

Requires minimal technical support

Billing options comprise user ID, number of accesses, date/time of access

Access can be controlled

Can be linked with other training systems

3. Distance Learning

Visible impact of the advent of e-learning is on distance education.

first and foremost change that e-learning has brought about is that it has pulled down all the

barriers of time and geography.

E-learning can be combined with distance education at various levels.

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E-learning tools will help design and develop distance courses using the capabilities of

computers & the web and create a new kind of on-line learning

4. Virtual Classroom

Virtual Learning Environments (VLE), also known as learning platforms, utilize virtual

classrooms and meetings which often use a mix of communication technologies.

Growth of computer resources and the internet has made it possible for teachers and fellow

students to teach and learn using the desktop rather than physical classrooms. Classroom is a

physical space where learning takes place in a structured way. Within the physical space of

classroom all that happens as part of teaching & learning can be clubbed into five major

categories : Presentation, Discussion, Practice, Testing, Grading. Virtual classrooms handle

all these categories well enough.

One example of web conferencing software that enables students and instructors to

communicate with each other via webcam, microphone, and real-time chatting in a group

setting, are GoToTraining, WebEx Training or Adobe Connect, which are sometimes used

for meetings and presentations.

Participants in a virtual classroom can raise hands, answer polls or take tests. Students are

able to 'write on the board' and even share their desktop, when given rights by the teacher.

Other communication technologies available in a virtual classroom include text notes,

microphone rights and mouse control.

The virtual classroom also provides the opportunity for students to receive direct instruction

from a qualified teacher in an interactive environment. Students have direct and immediate

access to their instructor for instant feedback and direction. The virtual classroom also

provides a structured schedule of classes, which can be helpful for students who may find the

freedom of asynchronous learning to be overwhelming.

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In addition, the virtual classroom provides a social learning environment that replicates the

traditional "brick and mortar" classroom. Most virtual classroom applications provide a

recording feature. Each class is recorded and stored on a server, which allows for instant

playback of any class over the course of the school year. This can be extremely useful for

students to review material and concepts for an upcoming exam. This also provides students

with the opportunity to watch any class that they may have missed, so that they do not fall

behind.

It also gives parents the ability to monitor any classroom to ensure that they are satisfied with

the education their child is receiving.

Advantages of virtual classroom

Facilitate learning where the teachers and learners can participate from any part of the

world.

Allow for the announcement of the course syllabus including objectives, schedules,

required reading and assignments. It has all the handouts required for learners and

teachers. It has announcements, discussions, instructor lectures and the ensuing

discussion threads.

The virtual classroom website also provides e-mail addresses of instructors and fellow

classmates for any discourse that requires off-the-class environment. It also provides

links for supporting material and any relevant information that the learner may need.

Since action happens live on the web, the search capabilities of the Internet can further be

used to expand the area of accessing the ‘right’ information.

There are possibilities of getting live coverage of a variety of subjects using the

audio/video streaming. Further, the required graphical support can be given whenever

required.

Testing and resultant grading are possible as it happens in any traditional education

scenario.

Virtual classrooms ensure that every learner irrespective of being shy or overpowering

gets equal participation in the learning process. In traditional classrooms, more confident

students dominate the proceedings leaving very little ground for shy or less confident

learners.

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Flexibility it offers to learners to go back & refer to the whole classroom discussions at

any point of time. The learning material is available forever for the learner to go through

& clarify any doubts.

Effectiveness of a virtual classroom would vary depending on the kind of learner it is

catering to.

Key advantage is low cost: Costs only the value of a PC, a modem & internet account.

Easy system to work with

E- LEARNING : ADVANTAGES AND DISADVANTAGES

Traditional Classroom E-Learning

Classroom • Physical – limited size

• Synchronous

• Unlimited

• Anytime, anywhere

Content

• PowerPoint/transparency/etc

• Textbooks/library

• Video

• Collaboration

• Multimedia / simulation

• Digital library

• On demand

• Syn & Asyn. Communication

Personalisation • One learning path • Learning path and pace

determined by learner

E-Learning Traditional Learning

Student Centered Teacher Centered

Multimedia Single Media

Collaborative Work Isolated Work

Information Exchange Information Delivery

Skills-based learning Factual-based Learning

Technology-enabled learning Bricks & Board

Pull approach Push approach

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Advantages of E-Learning

Diminishes problems related to in-classroom teaching of audiences

Expert knowledge is communicated, but more importantly captured, with good e-

learning and knowledge management systems.

Access by learners to teachers and resources, worldwide

Aiding equal opportunities

Immediate access to information

Collaboration and teamwork

Making Learning Communities;

Efficiency gains through shared endeavour

Self-pacing

Users learn at their own pace;Learner can control What to learn, When, Where,

and How.

It reduces stress and increases satisfaction.

You can revise a topic as many times, fast or slow, as you like, until you

understand it.

On-demand availability

Enables students to complete training conveniently at off-hours or from home.

Interactivity

engages users, pushing them rather than pulling them through training.

Flexibility

E-learning has the advantage of taking class anytime anywhere.

E-learning delivers teaching material and learning activities in a flexible format.

Potential to develop tailored personalised learning resources (the adaptive

curriculum).

It accommodates different types of learning styles.

By using learning style tests, e-learning can locate and target individual learning

preferences.

More efficient training of a globally dispersed audience, by e-learning.

Disadvantages

Technology issues of the learners

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Technophobia

Unavailability of required technologies.

Limited access to a computer as well as the Internet.

Requires computer skills especially for beginners;

Feeling isolated and missing social contact

Feeling that they communicate largely with a machine rather than other human beings

Possible inadequate opportunity to discuss and interact with teachers

Unmotivated learners or those with poor study habits may fall behind

Lack of familiar structure and routine may take time getting used to

Slow or unreliable Internet connections can be frustrating

Managing computer files and online learning software can sometimes seem complex

for students with beginner-level computer skills

Some courses such as traditional hands-on courses can be difficult to simulate.

BARRIERS TO E-LEARNING (*** Combine with ‘Challenges’ in 5th

module)

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Technological barriers

o Bandwidth

o Interactivity

o Technology support

o Development costs

Instructional barriers

o Lack of learner skills and accessibility issues

o Poor instructional design

o Lack of progress report or feedback

o In-appropriate content

Personal Barriers

o Attitude towards e-learning

o Learning style or preferences

o Cultural barriers

Organizational barriers

o Lack of time for study

o Limited online course availability

o Lack of awareness of available online courses

o Inter-personal barriers

Situational barriers

o Life situations

o Time constraints

o Study environments

Epistemological barriers

o Course content, structure and design

o Organization of learning materials

o Relevance and role of prerequisite knowledge

Institutional barriers

o Related to learning institution

o Registration procedures and services

o Cost

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ROLES AND RESPONSIBILITIES

1) Subject Matter Expert

SMEs are responsible for ensuring that the content of the online course is an appropriate

alternative to the lecture content normally given in a traditional course.

In addition, the SME must write the exercises, activities, and examinations needed to

reinforce the new learning. It is also essential that SMEs commit to working as an

integral part of the team throughout the development process, ensuring that the online

course content is easy to access and interesting for the students. Other tasks that SMEs

perform include:

o Identifying or creating textbooks, readings and resources

o Ensuring a pedagogical “match” among the course objectives, content, exercises,

examinations, and assignments.

o Identifying materials that require copyright clearance, and providing the instructional

designer with the necessary information

o Providing other team members with a legible copy of any written material.

2) Instructional designer

In practical terms, the instructional designer

Helps to make the SME aware of appropriate pedagogical strategies and options.

Helps to determine, create and adapt instructional resources.

Provides advice on how best to present information

Writes statements of learning outcomes.

Sequences learning outcomes

Sequences activities

Evaluates instruction

Arranges technical production and services

Usually acts as project manager

3) Graphics Designer (Media Expert)

Course materials can be enhanced for distance education by including technical drawings,

illustrations, graphics and photography to interpret course content. Visual design for electronic

courses includes the development and creation of generic or customized templates, navigational

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icons, icons or images to aid recognition of location within a non-linear presentation of materials,

and visuals or graphics to enhance textual content.

As content is being developed, the graphic designer works with the Web developer and the

author to create a unique course look, while at the same time integrating the course’s

functionality into the common institutional template. The use of these common elements

provides familiarity for online students and makes it possible for them to take several courses,

but to learn how to learn online only once.

The graphic designer also ensures that faculty will have continuing support in designing

consistent graphical elements when courses are being updated or revised.

Their main tasks are:

Develops generic or customised templates, navigational icons, icons or images to aid

recognition of location within anon-linear presentations of materials

Uses creativity and style for designing graphical images for e-learning lessons

Creates the user interface, graphics and animations

Designing learning portals, mobile learning and print materials with an eye towards

the clarity required for learning

For graphic designers, Adobe Photoshop has been the “must have” software tool for years. For

those developing specifically for online delivery, Photoshop has added an adjunct application,

called ImageReady, that formats images for the Web. Other applications that are becoming more

important in the visual designer’s stable are those that create vector-based images; examples

include Adobe Illustrator and Macromedia Freehand.

4) Web Master/ Web developer

It is one of the challenges of the Web course designer to help create an atmosphere of confidence

in the process in the early stages of development. Web masters should show faculty examples of

online materials that illustrate the various kinds of content and interactive options that are

available to them.

Other roles of the Web developer include:

Helping the SME or instructor to use the tools to create the course Web pages, and to

maintain the course when complete.

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Helping the instructor or tutor to use the tools needed to make the course interactive,

such as e-mail and chat utilities.

Working with the graphic designer to conceptualize the screens, backgrounds,

buttons, window frames, and text elements in the program.

Creating interactivity and determining the “look and feel” of the interface; and

Creating design storyboards.

In a small production group, the Web master may act as graphic designer, photographer, and

director, and as the editor of video, audio and animations.

In a larger group, the Web master would consult with other team members for the additional

aspects of the program; for example, collaborating with the sound designer on the music, or

working with the programmer on functionality issues.

5) Content Reviewers/ Testers

These groups of reviewers are people who understand the content and review it for

accuracy. This will include the SME and other individuals who can validate the integrity

of the content and topics being delivered.

This group will review the course and provide feedback relevant to the accuracy and

completeness of the course.

They will participate in at least one review process and possibly more.

6) Programmer

The programmer is responsible for program functionality. The programmer uses

specialized software tools to enable the interactivity that is suggested and desired in

online courses. In the most productive teams, programming is treated as a highly

specialized and separate discipline.

Programmers should endeavor to provide development team members with a basic

understanding of the classes of programming tools and their capabilities. Generally,

there are two classes of these tools: code-based programming languages and graphical-

user-interfaced (GUI) authoring programs.

The code-based languages require that programmers use a proprietary computer

language to applications that can be delivered over the Internet. For example, these

languages enable the processing of information users supply on Web-based forms.

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GUI authoring programs may enable similar processes, but they also offer some

automated generation of computer code.

Programmers normally go with code based programming languages.

One clear advantage of code-based programming is that these tools are often open

source; that is, they are created from freely available, stable code that encourages

collaborative development. Commercial GUI software often requires less technical

expertise to use than code programming, but it can be expensive, and the companies who

publish these proprietary software programs update them often, rendering earlier

versions obsolete and constantly forcing developers who rely on them to purchase new

versions.

Below is a partial list of the types of applications that programmers typically work with

in a Web-based course. Open source code-based programming languages includes:

o Hypertext markup language (HTML)

o Java

o Javascript

o Perl

o Extensible markup language (XML)

o PHP

o MySQL

7) Multimedia Author

Multimedia authoring involves assembling, arranging and presenting information in the

structure of a digital multimedia, which can include text, audio, as well as moving

images. This process requires a tool known as author ware, a program that helps in

writing hypertext or multimedia applications.

Authoring tools usually enable you to create a final application merely by linking

together objects, such as a paragraph of text, an illustration, or a song. By defining the

object’s relationships to each other, and by sequencing them in an appropriate order,

authors (those who use authoring tools) can produce attractive and useful graphics

applications. Most authoring systems also support a scripting language for more

sophisticated applications.

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Proprietary GUI Web-development software packages used by multimedia authors

include:

o Macromedia Dreamweaver, Flash, Director, Authorware

o Microsoft .NET, Visual Basic

o Adobe GoLive, Photoshop, Illustrator

8) System Administrator

The person who is responsible for setting up and maintaining the system is called as the

system administrator. System administrators may be members of an information

technology department. Most of the following discussion also applies to network and

Windows system admins.

The duties of a system administrator are wide-ranging, and vary widely from one

organization to another. Sysadmins are usually charged with installing, supporting, and

maintaining servers or other computer systems, and planning for and responding to

service outages and other problems. Other duties may include scripting or light

programming, project management for systems-related projects.

The system administrator is responsible for following things:

o User administration (setup and maintaining account)

o Maintaining system

o Verify that peripherals are working properly

o Quickly arrange repair for hardware in occasion of hardware failure

o Monitor system performance

o Create file systems

o Install software

o Create a backup and recover policy

o Monitor network communication

o Update system as soon as new version of OS and application software comes out

o Implement the policies for the use of the computer system and network

o Setup security policies for users. A sysadmin must have a strong grasp of computer

security (e.g. firewalls and intrusion detection systems).

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9) The Chief Knowledge Officer (CKO)

A chief knowledge officer (CKO) is an organizational leader, responsible for ensuring

that the organization maximizes the value it achieves through "knowledge".

The CKO is responsible for managing intellectual capital and the custodian of

Knowledge Management practices in an organization. CKO is not just a relabeling of the

title "chief information officer" - the CKO role is much broader.

CKOs can help an organization maximize the returns on investment in knowledge

(people, processes and intellectual capital), exploit their intangible assets (know-

how, patents, customer relationships), repeat successes, share best, improve innovation,

and avoid knowledge loss after organizational restructuring.

CKOs must have skills across a wide variety of areas. They must be good at

developing/understanding the big picture, advocacy (articulation, promotion and

justification of the knowledge agenda, sometimes against cynicism or even open

hostility), project and people management (oversight of a variety of activities, attention to

detail, ability to motivate), communications (communicating clearly the knowledge

agenda, have good listening skills and be sensitive to organizational opportunities and

obstacles), leadership, team working, influencing, and interpersonal skills. The CKO who

successfully combines these skills is well equipped as an excellent agent of change for

their organization.

Responsibilities

CKO responsibilities include such things as:

Collecting relevant data that is useful for the organization as knowledge.

Developing an overall framework that guides knowledge management.

Actively promoting the knowledge agenda within and beyond the company

Overseeing the development of the knowledge infrastructure

Facilitating connections, coordination and communications

Other CKO tasks

Encourage individual learning and innovative thinking

Implement reward plans and incentives

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Determine what technology is needed for the knowledge management effort and

implement these technologies.

Put processes in place in order to facilitate the creation of organizational learning.

Measure the impact of knowledge management on the business.

SYNCHRONOUS E-LEARNING Vs ASYNCHRONOUS E-LEARNING

Synchronous learning

Synchronous learning: at the same time requires interacting with an instructor in real-time.

Synchronous means that an instructor is present when the course is delivered, even though

the course might be delivered remotely over the Internet.

Asynchronous learning

Asynchronous: - "not at the same time," allows the learners to complete the web based

training on his own time and schedule, without live interaction with the instructor.

Asynchronous type classes are completely the opposite of synchronous classes which means

that the instructor does not need to be present, therefore allowing learners to learn anytime,

at their convenience.

Examples of Asynchronous and Synchronous E-learning

Synchronous Tools

Chat Phone Call Teleconference Video

Conferencing Webcast

ASYNCHRONOUS LEARNING SYNCHRONOUS LEARNING

Fax Telephone

E-mail Screen Sharing

Newsgroups Chat

Computer Based Training Online seminar

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Asynchronous Tools

Strategies

Synchronous :Pros & Cons

Blogging Email Online

Bulletin Boards

Threaded Discussions Web-Based

Synchronous

Learners Can Follow Along With Presentation

Voice Inflection

Record Teleconferences

Asynchronous

Provide Calendar Or Timeline

Learner Collaboration For Discussions

Open-ended Questions By Facilitator

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Asynchronous : Pros & Cons

Learners

Asynchronous

Set own schedule Maintain self-motivation Questions can be asked at

any time

Synchronous

Schedule time to attend class

Stay actively engaged and avoid distractions

Real-time interaction

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Synchronous & Asynchronous Learning Comparison Summary

Synchronous Asynchronous

Pro’s • Immediate Feedback

• Sense of community

• Continual motivation

• Flexible

• Convenient

• Time to process info and

formulate responses

Con’s • Technology

• Schedule

• Limited Reflection Time

• Slow feedback

• Lack of sense of community

• Requires self-motivation

• Interaction is limited to written

communication

Strategies • Learners can follow along

with presentation

• Voice inflection

• Record teleconferences

• Provide calendar or timeline

• Learner collaboration for

discussions

• Open-ended questions by

facilitator

Learners • Schedule time to attend class

• Stay actively engaged and

avoid distractions

• Real-time interaction

• Set own schedule

• Maintain self-motivation

• Questions can be asked at any

time

WAYS OF COMMUNICATION IN E-LEARNING

Different ways

Within communication we distinguish different directions/ways to communicate:

one to one

one to many

many to one

many to many

One to one

Situation:

Learner to learner

Learner to trainer

Trainer to learner

Examples

chat: private chat in a chat room or the instant messenger

e-mail: send mail to a colleague or ask a question to a trainer

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screen sharing: sharing Microsoft Word, collaborate on a Word document

One to many

Situation

Trainer to learners

Learner to learners

Examples

video conference: trainer is explaining content to learners via web broadcast

screen sharing: using the net for giving learners a tour through PowerPoint slides or

web pages

newsgroups: posting a question in a newsgroup or discussion forum

e-seminar: lecture or presentation over the internet

Many to one

Situation

Learners to trainer

Learners to learner

Examples

chat: ask or discuss real-time questions or issues to a learning desk

newsgroup: react on a posted message in a discussion forum

Many to many

Situation

Learners to learners

Learners to learners and trainers

Examples

Group chat: discussion where learners can exchange learning experiences or just talk

or a discussion led by trainers where students solve a case by collaboration through

discussion

two-way video conferencing: virtual classroom situation where trainer explains and

learners react or meeting where subjects can be discussed

telephone conferencing