E-LEARNING: USE OF INFORMATION TECHNOLOGY IN TEACHING-LEARNING PROCESS
Dr.Niranjan N.Chiplunkar
Professor, Dept. of Computer Engg.,
NMAMIT, Nitte 574110. Karnataka.
Abstract: Just like E-commerce and E-Business, “E-Learning” is an application of modern information and communication technology. Even though there is no best substitute for normal class room teaching, there are several supplements to the process of learning. These include distance learning with the help of normal text-books and course materials, satellite based distance education, learning using material available on the CD-ROM (CBT), Web Based Training(WBT) etc. Except the first one, all other alternate learning methods use the modern communication and computer technology effectively. Hence all these collectively can be called “E-learning” methods. E-Learning provides the student or learner with information that can be accessed in a setting free from time and place constraints. The student can go through the lessons at his or her own pace. In many cases--especially in a CBT delivered on a CD-ROM--the material is media-rich information, including such multimedia forms as audio and video. The progress and achievement of the student can be assessed in e-Learning, with custom feedback and evaluation available in an interactive environment. Typical elements of e-Learning material comes from good instructional design and is similar to what is used in training and educational classes. Instructional authoring of e-Learning, CBT or WBT material requires a methodical approach.
The content of the e-learning course can
be developed using the advanced software tools and making use of the expertise.
The animation/multimedia developers, learning consultants and content
developers take important lead roles in e-learning course development. Course
management is done by the people trained on the e-learning system(also called
e-learning Management system) and also know the functionality of the system and
can act as administrators.
E-learning is delivered through
standard softwares like browsers, collaborative tools like chat and on-line
discussion boards. Very many commercial WBT tools are also developed using
which administrators can manage the course, trainers can develop and upload the
course content , and learners can register, learn and write tests. Trainers can
also do the evaluation and recommend for certification. Lot of work is also
going on in standardizing the e-learning methods and tools. SCORM(Sharable
Content Object Reference Model) is one such attempt towards standardization.
XML has been suggested as the best language to be used to develop and deploy
e-learning on the net.
In conclusion, e-Learning encompasses CBT, WBT and other electronic delivery forms of training and teaching. The authoring of e-Learning must be done methodically, considering the user interface and effective transfer of knowledge.
1.What
is E-Learning?:
The American Society for Trainers and
Development (ASTD) defines e-learning as “instructional content or learning
experiences delivered or enabled by electronic technology”. Electronic
technology encompasses everything from Computer-Based Training (CBT), to
compact disks (CDs), to Web-based applications. However, e-learning has
increasingly come to mean “Web-enabled material deployed using the Net”.
E-learning can be delivered in two ways: synchronously and
asynchronously. Synchronous e-learning takes place “live”—a virtual classroom
of sorts. It may feature real-time, Web based videoconferencing, audio
conferencing with presentation material, and on-line chat. Some people refer to
synchronous e-learning as “Distance Learning”. In contrast, asynchronous
e-learning may take place any time, and is self paced. Because of its lower
cost of development, reusable components, and convenience to the learner,
asynchronous e-learning —sometimes called “Distributed Learning”—is receiving
more attention in the e-learning industry today.
Revolution in the Making :
Looking ahead, the magnitude of e-learning’s impact on the world seems difficult to overestimate. The ubiquitous, “always-on” characteristics of the Internet mean that learners will be able to acquire knowledge anywhere, anytime. This comes at a time when conducting business, as never before, demands the ability to change rapidly, and, consequently, a well informed workforce. The ability to parse information into smaller and smaller chunks--and “tag” those “learning content objects” with classification information—will produce two important results:
1.Increased delivery of information “just in time”—on the job,
when it is needed, even to mobile devices
2.Reuse of learning material,
within enterprises and in the public domain
All of this will drive continuously lower
the costs to produce and deliver instructional material, benefiting commerce, government, and
education, in developed and developing countries. The individual worker or student will be increasingly empowered
to take responsibility for acquiring the knowledge and skills he or she deems
necessary. E-learning will also stimulate changes in the measurement of both
learning and performance. “Clock hour” measurements, typified by class time or
number of courses taken, will gradually be replaced by more “outcome”
measurements, requiring the demonstration of skills.
2. E-Learning Technology:
Notable
advancements in e-learning technology in the last five years have included the
introduction of learning management systems and the development of standards
promoting “sharable learning content objects”, or “learning objects”.
2.1 Learning Management Systems
The learning management system (LMS) is
“the operating system” for e-learning in the enterprise. At a minimum, it
automates the administration of training events: handling course schedules and
registrations; delivering learning content; facilitating communication among
learners and between learners and instructors; and tracking and reporting on
learners’ progress and test scores. It is designed to handle courses from
multiple providers.
There are dozens of companies offering
server-based LMSs. Examples of “pure play” providers (companies which do
not develop content) are Saba, Blackboard, and Click2Learn. Companies providing
content, in addition to their own LMS, include Digital Think and Smart Force.
In addition to licensing software and servers, many LMS vendors also operate as application service providers
(ASPs). While the perfect LMS is still evolving, it is necessary that
in order to be successful, vendors must meet the market demand for
functionality, scalability, interoperability, customizability, and flexibility.
Systems are being developed which manage
the actual content associated with e-learning. Specifically, they deliver and
track the learning objects comprising courses or growing databases of
“just-in-time” learning material. Some LMSs are being enhanced with “learning
content management system” (LCMS) functionality. In other cases, the
functionality is being offered on a dedicated server . All providers of LCMS
functionality are developing compliance with the evolving content object
standards, like AICC and SCORM .
The next generation of LMSs is likely to
contain some content assembly and authoring tools. “Adaptive
learning” and “intelligent tutoring” functionality is also being gradually
incorporated. Adaptive learning dynamically adjusts instructional content and
tests according to the learner’s proficiency. Still emerging, intelligent
tutoring technology uses the science of human cognition to develop complex
models and rules-based systems intended to provide more in-depth instruction to
learners, including answering the learner’s questions. Interfaces from LMSs to human resource
information systems (HRIS) are enabling more extensive evaluation and planning
regarding employee learning and productivity. Tie-ins to enterprise resource
planning (ERP) systems, like those from People Soft and SAP, and customer
resource management (CRM) systems, like Siebel, are also being developed. In
addition, the future will see new interfaces with wireless and e-commerce
applications.
2.2 Standards:
Several
emerging standards are expected to dramatically advance the e-learning
industry. Central to these standards
are the aforementioned learning objects (called “Assignable Units” or
“lessons” within AICC’s model, and “Sharable Content Objects” within
SCORM’s model). The smallest units of
learning content tracked by LMSs or LCMSs, learning objects are labeled in a
standardized way. The combined effect of the evolving e-learning standards will
enable:
1.
Learning objects to be easily reused, and handled interchangeably by various
LMSs
2. The accessibility of learning objects developed by any
authoring tool
3. Learning objects to be
stored and easily accessed within databases
4. The rapid construction of
courses through easy sequencing of content
5. New, more granular learner
assessment models
Notable standards are as follows:
2.2.1 SCORM (Sharable Content Object Reference Model)
SCORM is the standard that has emerged with
the most momentum, and many vendors are adopting it. Its specifications are
offered by the U.S. Government’s Advanced Distributed e-learning (ADL)
Initiative, an organization formed jointly in 1997 by the White House Office of
Science and Technology Policy (OSTP) and the Department of Defense. SCORM
describes the ways in which learning objects relate to each other, and is
intended to foster the portability of those objects from one LMS to another. It
has included the best of the AICC and IMS specifications in its structure; and
is being substantially adopted by the IEEE LTSC
2.2.2. IMS (Instructional
Management System)
Global
Learning Consortium Initiated by Educom and headquartered in Burlington,
Massachusetts, the IMS Consortium has been developing open specifications for
locating and using learning content, tracking and reporting learner progress,
and exchanging records between LMSs. Its members are from educational,
commercial, and government organizations worldwide. “Metadata tagging”—how content is identified and tagged—is
the cornerstone of the IMS’s work.
2.2.3 AICC (Aviation Industry
Computer-Based Training Committee)
The AICC is an association of technology-based training professionals chartered over a decade ago with developing guidelines for the aviation industry. Because of its early leadership in e-learning, its guidelines have been adopted by makers of e-learning products serving many industries. Covering nine areas, these guidelines focus on how LMSs interface with learning objects and courses.
2.2.4 IEEE LTSC (Institute of Electronics and
Electrical Engineering’s Learning
Technology Standards Committee)
Many believe the IEEE LTSC will have the final say as it
endorses specific elearning industry standards, and SCORM is one set of
specifications receiving significant attention. IEEE
LTSC’s working groups cover topics like “learning object metadata” (tagging
information used to describe data), student profiles, course sequencing,
computer-managed instruction, competency definitions, localization, and content
packaging. In 2000, it initiated the move of this work to
the full International Standards Organization
(ISO) Joint Technical Committee 1 (JTC1) Subcommittee 36 (SC36) on Learning
Technology, for the highest level of global standards accreditation.
2.2.5 XML (eXtensible Mark-up
Language)
XML is
a metadata (data tagging) standard developed by the World Wide Web Consortium
(WC3). Platform independent, it is becoming the foundation for communication
among Web-based applications. Many of the e-learning specifications mentioned
above build on XML.
3.
Comparison with traditional classroom Instruction:
Even though there is no real substitute for well
delivered interactive class room lectures, e-learning is a supplementary
process of teaching-learning. Many leading-edge companies, like CISCO and IBM,
as well as numerous government agencies, are developing in-depth,
enterprise-wide e-learning programs. This does not mean they see no place for
“face-to-face”, group learning experiences. Increasingly, however, such group
experiences are reserved for participants who have mastered basic information
beforehand through e-learning. Why is e-learning increasingly considered the
medium of choice for delivering instructional material? Evidence suggests that
it contributes to superior retention of knowledge; and is more quickly,
conveniently, and economically delivered.
3.1 Better Retention
According
to the some study, the retention of e-learning is twice as high as that of
traditional classroom instruction, at half the cost. Study says that : “Whereas the average content retention
rate for an instructor-led class is only 58%, the more intensive e-Learning
experience enhances the retention rate by 25% to 60%.” IBM, after rolling out
an e-learning program for managers, found that “participants learned nearly
five times more material without increasing time spent training.” Several factors account for these surprising
results:
1. Learning at the learner’s pace: In most learning environments, the speed with which individuals can progress through instruction varies by factors of three to seven. Since e-learners are able to proceed through courses at their own pace, they are apt to learn the material more thoroughly, or less likely to become bored
2.More interactivity with the
learner: The interactivity typical of e-learning tends to captivate the
learner. In the traditional classroom environment, a student asks about 1
questions per hour. Studies show that students in e-learning environments can
interact with courseware via question and answer up to 120 times per hour.
3.
Comprehension enhanced by graphic representation: “Numerous studies have shown that workers learn faster with multimedia
content; they more accurately recall what they learned over a longer period
of time; and they are better able to transfer what they learned to actual
performance.”
4.
Greater relevance: The high retention of small modules of e-learning
information provided “just in time” in support of on-the-job activity is
attributed its perceived higher relevance and “digestibility”, as compared to
lengthier, traditional, “just-in-case” training. The Research Institute of
America found that, over time, the retention of knowledge from classroom
lectures dissipates, with only 15% of such knowledge being retained three weeks
after the course.
3.2 Learner Efficiency and
Convenience
E-learning
is generally absorbed in less time than the same instructional material
delivered in the classroom. By enabling learners to navigate through material
at their own pace, e-learning minimizes the time that knowledgeable learners
must spend in such training activity. And, for all learners, graphical
presentation of material leads to faster comprehension. In practice, more rapid
learning translates to crores of Rupees saved for a large organization.
3.3 Faster Roll-Out
Due to
the ubiquity of the Internet and scalability of servers, e-learning can be
delivered immediately to thousands of learners worldwide. Training that
requires six to nine months can be compressed to just two to three weeks. The new-generation LMSs offer companies the
opportunity to disseminate product and other training information not only to
employees, but also to customers, suppliers, and other business partners
3.4 Costs Savings to Enterprise
Undisputed are the dramatic cost savings to both
industrial and governmental enterprises from adopting e-learning.
Although
a higher initial investment is usually required to implement e-learning across
the enterprise, this investment is quickly offset by tremendous savings in the
delivery of the material developed. While traditional classroom training is
associated with 20-to-1 student-teacher ratios, only one e-learning course can
be used to train thousands of students. The decreasing cost of network
bandwidth and computers, as well as the growing libraries of high-quality,
off-the-shelf
content, add to this savings.
4. Better Learning:
There
is ample evidence that people learn best when they are engaged--by content
which is sensorially appealing; personalized (i.e., adjusted for the learner
and offering opportunities to make input); and novel, humorous, or relevant.
Intelligent tutoring systems intended to more directly emulate one teacher
interacting with one student, and allowing either the student or computer to
ask questions, increases the effectiveness.
Specific examples of content
intended to appeal to multiple senses are:
1. Audio modules
2. Graphics
3. Animation
4. Video modules
4.2 Personalized Learning
Personalized learning may involve the
application of “high technology” or “high touch” (i.e., lots of opportunity for
human interaction):
4.3 Learner-Driven Learning
1. Learner-determined
navigational path through material
2. Content adjusted for learner’s
bandwidth
3. Instructional material or
tests adjusted for learner’s familiarity with material
4. Ample questions directed to
learner
5. Learner may pose questions to
program, or to designated human “subject
matter expert” (by telephone,
e-mail, or on-line chat), and receive timely
response.
6. Search capability
7. Learner may communicate with
other classmates (by telephone, e-mail, or online
bulletin boards or chat)
8. Help desk support for
technical questions
9. Privacy, in cases where
learner not required to take or pass a course——to
encourage employees or partners
to try new learning offerings
10. Learner given meaningful
opportunity to evaluate learning module
4.4 Meaningful Measurement of
Learner Progress
1.
Ample questions directed to learner throughout the course
2.
Measurement of “learning outcomes”, i.e., measurement of learner’s
application
of knowledge gained—not
rote testing of instructional material
memorized
4.5 Novel, Humorous, or Relevant
Content
Examples include:
1. Games
2. Role playing
3. Simulations
4. Material delivered “just in
time” for use on the job
5. Rewards for correct answers to
questions
6. In cases of incorrect answers,
provision of correct answers, with appropriate
explanation
7. Recognition for completion of
course
5.Conclusion:
In conclusion, e-Learning encompasses
CBT, WBT and other electronic delivery forms of training and teaching. The
authoring of e-Learning must be done methodically, considering the user
interface and effective transfer of knowledge.
Bibliography: