Critical Success Factor and Effective Pedagogy for E-Learning

Mr.T.SaravananAsst. Professor, AR School of Business, Dindigul, Tamilnadu, India.

Founder – CEO, Esvel management Solutions, Chennai

Ms.P.Meenakshi Lecturer, Thiyagarajar Arts College, Madurai, Tamilnadu, India.

Indian Institute of Management – Raipur, Chhattisgarh

Content

•Abstract

•Introduction

•Literature Review

•Objective and Scope of the study

•Critical success factors of E-Learning

•Effective Pedagogy Planning Process of E-Learning

•Benefits of Pedagogy E-Learning

•Conclusion

ABSTRACT▪ In the growing world, new

inventions and technologies are being introduced which has also brought great transformation in the life style of the people.

▪ The new inventions and technologies also has eased many people’s life especially E-learning has brought them to the main stream in practicing of educating students, training workforce and sharing knowledge.

INTRODUCTION• E-learning, one of the

tools emerged from information technology, has been integrated in many university programs.

• There are several factors that need to be considered while developing or implementing university curriculums that e-learning based courses.

• This paper is intended to specify e-learning critical success factors (CSFs) and effective pedagogy for e-learning.

LITERATURE REVIEW•E-learning is one of the new learning trends that challenge the traditional “bucket theory” or the banking concept of education (Freire, 1994).

•Information technology in teaching and learning has created a need to transform how university students learn by using more modern, ancient and selective alternative such as e-learning.

OBJECTIVES OF THE STUDY▪ To identify critical success

factors and effective pedagogy teaching and learning practices for e-learning in education.

▪ To provide some background on the issues involved in e-learning that is useful to interested educators.

▪ To specify the critical success factors of e-learning acceptance by students.

SCOPE OF THE STUDY• E-learning is where

initiative and implemented by the faculties and college.

• The teaching team and individual teachers, who have some scope to plan their courses and their day-to-day teaching practices in order to make more or less use of e-learning possibilities.

QUALITY IN E-LEARNINGRichards (2002:31) argues that "a

distinction must be made between what may be referred to as an add-on model of e- learning and a more integrated approach which goes beyond a mere transmission or delivery of content to promote more interactive and effective learning“

While the first e-learning models emphasized the role of the technology in providing content (information), delivery (access) and electronic services, more recent models focus on pedagogical issues such as online instructional design and the creation of online learning communities.

E-LEARNING AND THIS ENVIRONMENT IN 2010 •Learners and Teachers are using a mixture of institutionally-provided and user-owned technologies•Technology rich physical and online learning •A wide range of learning resources•widespread deployment by institutions of flexible technical infrastructures decision makers are making realistic and effective choices about the deployment of proprietary and/or open source software

CRITICAL SUCCESS FACTOR OF LEARNING

In the growth and experimentation phase of e-learning in the 1990s, universities, public and corporate institutions, incited by technology learning management system vendors, based their e-learning initiatives on an e-learning model comprising three elements: service to the customer (learner), content and technology.

CROSS CUTTING THEMES

•The three thematic areas are,•Strategy and Policy•Learning and Teaching practice•Technology and Standards

EFFECTIVE PEDAGOGY PLANNING PROCESS OF E-LEARNING•The first step is to completely analyze the current situation as it pertains to the capacity to launch and sustain e-learning. •The next step in the effective pedagogy planning process is a series of analyses (external and internal environments, benchmarking and gap analyses) using different models. •On the basis of the analyses, specific strategic recommendation can be made and a plan of action implemented to achieve the vision.

BENEFITS OF PEDAGOGY E-LEARNING •Practitioners will be developing the confidence and skills•Institutions will be using e-learning as an integral part of their approach to widening participation•There will be effective and responsive e-learning policies, systems and structures in place at local, regional and national level•All participants in the learning/teaching process will have easy access to appropriate, high-quality learning materials

CONCLUSION•There is, a very little systematic research of e-learning programmes. It is clear that there is now a strong possibly via e-learning programmes that are currently available While this could be due to unfamiliarity and affordability issues, •e-learning may not be appropriate for learners. Critical success factors, as described above, are essentially tools for planning the context and input for learning which have been generated intuitively on the basis of experience. 

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