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The lack of project-based learning

15 January, 2016 - 09:49

A broad examination of the literature reveals the weaknesses and shortcomings of current e-learning systems (Bouras.et al, 2008; Law and Wong.2003; Monahan. et .al., 2008). There is also evidence that e-learning combines human resources, knowledge, technologies, tools so that learners can effectively hand quickly, accumulate, share, and create new knowledge. Knowledge innovations in e-learning lay their mark on the learning culture which is “learner-centered”, project-based, and integrated (Michael Badawy, 2010). This is viewed as a more favorable process for learning and the development of new knowledge. In “project-based” learning, learners take charge of their own learning, taking responsibility for personal understanding, and for the creation of knowledge artifacts. In this project context, the activities and methodologies of approaching projects are “shared “at a significant level among the learners. Therefore, learners can better promote knowledge when they address the spontaneous and creative forms that the collaborators use during the course of project completion. This means that the knowledge- creating activities and functions are not “controlled”.

It is also noteworthy that the existing e-learning system has some inherent weaknesses including the absence of “project-based” learning; and a focus on knowledge acquisition. Additionally, while there is a vast literature about several e-learning system architectures, most of the studies focus on re-creating traditional school education, and the use of new technologies to serve traditional learning models – rather than an environment giving clear insights into the innovative knowledge generation and articulation(Montoya et al., 2011).