History and Development of E-Learning - Essay Example

E-Learning Name: Institution: E-Learning Introduction One objective of modern education is to enhance movement into the development of a knowledge-based economy crucial in ensuring rapid national growth. This explains why different stakeholders are involved in major investments within the education sector. By integrating technology and education, different institutions have also been successful in developing a physical and knowledge infrastructure that improves on teacher training, the quality of reading materials and internet facilities which are necessary for the realization of the full benefits of education (Uskov et al, 2015). The introduction of e-learning as a learning platform has improved the quality of education in different countries. The main objective of this cases study is to assess e-learning as a solution to the quality of modern education. The case study will also discuss the advantages and the challenges that face e-learning. E-learning Until the beginning of the 21st century, the education system was characterized by a straightforward model, which was defined by a classroom with students and a teacher who led the process. Physical presence and continuous interaction between the teacher and the students was considered as the best approach to impart knowledge. However, the evolution of computer and internet technology revolutionize the learning landscape (Dewan & Kraemer, 2000). E-learning is a computer-based approach to learning which enables interested parties to engage in a knowledge acquisition process anywhere in the world. This computer-based educational tool is mostly delivered through the internet, although before the popularity of the internet technology in different regions in the world, e-learning was delivered through a blend of computer based methodologies such as CD-ROM (Uskov et al, 2015). Technological advancements have necessitated the development and use of learning materials that create a learning or classroom environment for e-learners. Through e-learning , students are able to share-learning materials in varieties of formats such as videos, word documents, conducting live online classes and communicating with their instructors or other learners using tools such as chat platforms and instant messaging platforms. Learning Management Systems (LMS), which define e-learning, exist in numerous forms that allow for effective delivery of courses. Through the appropriate tool, it is possible to automate various processes such as the creation of an engaging content. This provides learners with the ability to fit learning around their lifestyles hence ensuring that different individuals further their careers and gain new qualifications (Uskov et al, 2015). History of e-learning E-learning is a term that has existed since 1999 when it was first used at a Computer Based Training (CBT) systems seminar. Other words such as online learning and virtual learning have also been used in the description of the computer-aided process. The principles essential in the definition of e-learning have been documented throughout history and existing evidence suggest that even in the 19th century early forms of e-learning existed (Holmes & Gardner, 2006). Before the evolution and popularity of internet technology, learning institutions provided distance courses with the aim of equipping students with skills in a specific area of expertise. In mid 1840s, Isaac Pitman used correspondence in teaching his students shorthand. This was a form of symbolic writing designed to improve the speed of writing especially among secretaries, writers and journalists Pitman used mail to receive completed assignments and send more work to his students (Holmes & Gardner, 2006). The first testing machine that allowed students to engage in self-assessment was invented in 1924. In 1954, BF Skinner invented the teaching machine that enabled learning institutions to administer programmed instructions to their students. The introduction of the first Computer Based Training (CBT) program was in 1960. The program, which was known as PLATO Programmed Logic for Automated Teaching Operations, was set up to deliver information to students. In 1970s, it was improved to make learning more interactive (Holmes & Gardner, 2006). The advancement in computer technology and the internet in late 20th century saw the expansion of e-learning tools. Using the first MAC in 1980s individuals were able to own personal computers making it easier to engage in distance learning of specific subjects and discipline. In 1990s, virtual learning environments began to thrive, as people were able to gain access to e-learning opportunities and online information. During this period, schools that delivered only online courses were developed making it possible for those with internet access, but could not attend colleges due to geographical or time constrains, to acquire education. The technological developments during this period also contributed the reduction of the cost of distance learning by educational establishments (Holmes & Gardner, 2006). In early 21st century, business enterprises began using e-learning in training their employees and equipping them with the necessary work related skills and knowledge. Those with personal computers and those who could access the internet were granted access to programs, which provided them with an opportunity of earning online degrees and enriching their lives through an expanded body of knowledge (Holmes & Gardner, 2006). Types of e-learning platforms There are different forms of e-learning platforms that exist in the form of Learning Management Systems (LMS). These systems are available to interested parties depending on their financial abilities and needs. The Open Source Software, is a LMS that is freely available for interested parties to access, use and tailor to their needs. Most of the users of this LMS system often use add-ons to accomplish their needs and put it back on for others to use. The growth of the Open Source LMS is dependent on the amount of available interest and input. Inasmuch as there is no official support for this tool, it has a strong online community base with email lists or forums where users can ask and receive help (Uskov et al, 2015). There are also commercial LMSs, which provide robust products such as good documentation, and a good level of support. Commercial LMSs are often reliable because they are more stable and bug free compared to the free versions (Uskov et al, 2015). Advantages and disadvantages of e-learning Advantages E-learning provides teachers, at different learning levels with a platform of engaging students in a more interactive-learning platform. This is because for the instructor it becomes possible and easy to design training materials and curricula hence making the creation and delivery process of the-learning material easier (Gulek & Demirtas, 2005). In the case of face-to-face-learning, students and their instructors face time and location related constraints. E-learning facilitates an interactive-learning process without having to engage in logistical matters of where and when those interested in a specific discipline can be present for the lesson (Uskov et al, 2015). Availability of computer related tools and platforms have been essential in ensuring that the course content and the eventual e-learning platforms are more interactive. This enhances the engagement factor of the learners and improves on the relative lifetime of the course material (Uskov et al, 2015). E-learning is a cost effective approach to the acquisition of essential skills and knowledge. This is because it ensures automatic update of information as a way of enhancing their relevance to the course in question. In addition, by eliminating time and geographical constrains e-learning provides learners with a platform of accessing education without physical presence in learning institutions that requires different forms of payment in the form of fees (Mishra & Koehler, 2006). Through e-learning the instructors have the ability of hosting guest lectures without incurring additional financial costs. This is because such lectures can be conducted virtually with the aid of cameras and microphones to record their lectures and upload it on the e-learning platform. There are additional benefits when students are able replay the lectures. Students that missed the lectures can view the recorded version and acquire the same information as those who attended (Uskov et al, 2015). Disadvantages Despite the perceived benefits of e-learning, it has disadvantages related to the inability of this learning platform to provide students with practical skills. It is relatively difficult to acquire skills such as those required in building a wooden table. Inasmuch as it is easier to share such information through recorded videos, the practical experience is also vital. Other areas that require hands-on experience such as include pottery and car engineering, which cannot be provided through the e-learning platform (Mishra & Koehler, 2006). Despite the ability of e-learning to offer learners with a flexible technique for learners to access education, it also isolates a certain group of learners. This is because online learning is an individual act for most part, which may give learners an impression that they are acting alone. Inasmuch as technological advancement in e-learning have enabled learners to engage in more interactive e-learning approaches using tools such as chats and video conferencing, physical presence of other learners and the instructors is considered vital for successful learning (Bielefeldt, 2000). E-learning requires constant use of computers and other technological devices and this means that such learners may experience health related problems arising from bad posture and eyestrains among other physical problems. This makes it important for those running online courses to consider sending guidelines on the right sitting posture, the height of desks and suggestions for regular breaks (Uskov et al, 2015). Impact of e-learning E-learning has been a critical tool in improving learner achievements especially with the use of technology. In developing countries for instance, the introduction of e-learning as an educational tool has improved on the process of knowledge acquisition considering that students are interactively engaged in the content. Furthermore, existing statistics indicate that the use of technology in learning motivates students, especially the under achievers, to learn. Existing reports from teachers in developing countries suggest that online tutorials in subjects such as science and math have a significant effect on student performance while softwares such as Word Processing have been vital in improving their writing skills (Bakia et al, 2011). For the instructors, e-learning provides them with a platform that shift the-learning process from a teacher-centered approach to a learner-centered environment. Through this process, teachers have been able to gain in terms of improved confidence and self-esteem levels essential in ensuring renewed motivation in learning. Furthermore, through e-learning the teachers, especially in developing countries, have been able to overcome barriers related to insufficient information and communication technology skills and information and communication technology related pedagogical skills (Guthrie & Wigfield, 2000). Economically, the impact of e-learning can be understood by examining its effect in improving learning outcomes in the education of the existing workforce with regard to the acquisition of essential skills and knowledge. By improving on the quality of education, e-learning has ensured positive economic growth in countries such as South Africa, both in terms of an increase in its Gross Domestic Product and increased income for the workers. Moreover, through e-learning, organizations have been able to design programs for the professional development of their employees. Through this approach, such organizations have been able to ensure that their workforce is equipped with knowledge and skills necessary in meeting the needs of the competitive technologically advanced job market (Haddad & Draxler, 2012). In term of its impact on the society, e-learning has played a crucial role in bridging the digital divide especially by providing underserved groups with access to quality education. Through e-learning the digital divide between those with access to digital technologies is increasingly narrowing. This is because information and communication technologies have become increasingly available and affordable. E-learning has enabled African countries to improve on the nature and quality of their education though at a lower base compared to developed countries (Uskov et al, 2015). The diversity of cultures in different countries has also affected the process of adopting e-learning. In eastern countries for instance, the approaches in e-learning run against the preferences of educators for authoritative delivery and expositive teaching where computers are used in content delivery. These diverse cultures have influenced how e-learning is integrated into the system (Bailey & Stefaniak, 2012). Conclusion The integration of technology and education in the form of e-learning has been crucial in the development of both physical and knowledge infrastructure essential in improving on teacher training, the quality of reading materials and internet facilities. This approach to learning has facilitated the development of a learner-centered and an interactive-learning process eliminating both geographical and time related barriers essential in bridging the digital divide. Through e-learning different societies have been able to have been able to overcome barriers related to insufficient information and communication technology related pedagogical skills. E-learning however faces challenges related to imparting practical skills especially in technical disciplines such as engineering that require hands-on experience. References Bailey, J. L., & Stefaniak, G. (2012). Preparing the information technology workforce for the new millennium. ACM SIGCPR Computer Personnel, 20(4), 4-15. Bakia, M., Murphy, R., Anderson, K., & Estrella, G., (2011) International experiences with technology in education: Final report. Washington, D.C.: U.S. Department of Education, Office of Educational Technology. Bielefeldt, T. (2000). Computers and Student Learning: Interpreting the Multivariate Analysis of PISA 2000. Journal for the Research of Technology in Education, 37(4), 339-347 Dewan, S., & Kraemer, K. L. (2000). Information technology and productivity: evidence from country-level data. Management Science, 46, 548-562. Gulek, J. & Demirtas (2005). Learning with Technology: The Impact of Laptop Use on Student Achievement. The Journal of Technology, Learning, and Assessment. 3(2). . Retrieved from www.jtla.org Guthrie, J. & Wigfield, A. (2000). Effects of Integrated Instruction on Motivation and Strategy Use in Reading. Journal of Educational Psychology, 92(2), 331-341. Haddad, W. D., & Draxler, A. (2012). The dynamics of technologies for education. In W. D. Haddad & A. Draxler (Eds.), Technologies for education: potentials, parameters, and prospects (pp. 3-17). Paris: UNESCO. Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. London: SAGE Publications. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054 Uskov, V. L., In Howlett, R. J., & In Jain, L. C. (2015). Smart education and smart e-learning. Cham : Springer. Read More