Currently, there is a trend to move towards blended learning services where computer-based activities are integrated with practical or classroom-based situations. Research suggests (Kanev et al., 2009) that different types or forms of e-learning can be considered as a continuum ranging from no use of computers and/or the internet for teaching and learning, through classroom aids, such as making PowerPoint slides available to students through a course website or a learning management system, to laptop programs where students are required to bring and use their laptops as part of a face-to-face class, to hybrid learning, where classroom time is reduced but not eliminated, with more time devoted to on-line learning, which is a form of distance education. This classification refers to web-enhanced, web- supplemented, and web- dependent to reflect increasing intensity of technology utilization. In the above continuum, “blended learning” can cover classroom aids, laptops and hybrid learning, while “distributed learning” can incorporate either hybrid or fully on-line learning.
a. The above discussion clearly shows that e-learning can describe a wide range of applications. A brief summary of these applications is presented below:
b. Computer-Based Training (CBT): The term Web-based training (WBT) is often used interchangeably with CBT – the primary difference is the delivery method. While CBT is typically delivered via CD-ROM, WBT is delivered via the internet using a web browser. Note that CBT is a self-based learning activity accessible via a computer or handheld device. It typically presents content in a linear fashion- just like reading an online book or manual. This is why it is often used to teach static processes, such as using software or completing mathematical equations. One advantage is that assessing learning in a CBT usually comes in the form of multiple choice questions, or other assessments that can easily be scored by a computer such as drag-and-drop, radial button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status.
Another advantage is that CBT provides learning incentives beyond traditional learning methodology from textbook, manual, or class-room based instruction. An example is that CBT offers visual learning benefits through animation or video as rich media thatcan easily be embedded for learning enhancement. A third advantage is that CBT can be easily distributed to a broad audience at a relatively low cost once the initial development is completed. However, CBT poses some learning challenges as well. One drawback is that the creation of effective CBTs requires enormous resources. Typically, 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. Additionally, the lack of human interaction can limit both the type of content that can be delivered, as well as the type of assessment that can be performed.
c. Computer-Supported Collaborative Learning (CSCL): Since collaborative learning is the main theme of this chapter, this e-learning modality will be explored in detail later on. It will suffice to assert that CSCL is one of the most promising innovations for improving teaching and learning using modern information and communication technology. While the most recent developments in CSCL have been called E-Learning, the concept of collaborative or group learning - whereby instructional methods are designed to encourage or require students to work together on learning tasks- has existed much longer. However, it is essential to distinguish collaborative learning from the traditional “direct transfer” model in which the instructor is assumed to be the primary provider of knowledge and skills.
d. Technology-Enhanced Learning (TEL): The field of TEL applies to the support of any learning activity utilizing technology. While the main concern relates to enhancing efficiency and cost effectiveness, the primary goal is to provide socio-technical innovations for e-learning practices- regarding individuals and organizations regardless of time, place, and pace.
- 1782 reads