I Definition of Key Terms
a. Attrition Rate
b. E-learning
c. Electronic Bulletin Board
d. Face to Face course
e. Faculty
f. Faculty Incentives
g. Internet
h. Intuitional Support
i. Online Support
j. Program Director
k. Student Support Services
l. Released Time
m. Virtual University, college or learning environment
II. Background Information about distance learning
a. Development of distance learning
b. Features of distance learning
III. Support Development Mechanism of Distance Learning
a. A vision for e-learning at the institution;
b. Development of a technology development plan;
c. Development of faculty workload policies which relate to e-learning;
d. Maintenance of a reliable technology network;
e. Facility for providing technology support to staff and students;
f. Market research support; and
g. Provision of time release for faculty engaged in e-learning developments.
V. Characteristics of Students of Distance Learning
a. Self-starter
b. Self-discipline
c. Knowledge in technological requirements
d. More in command of their learning
IV. Advantages of Distance Learning to Students
a. Improving the quality of learning
b. Improving access to education and training
c. Reducing the costs of education
d. Improving the cost-effectiveness of education
Rationale of the Study
Education at a distance have long been recognized as a means of providing access to knowledge and learning facilitation to those for whom it might otherwise be denied (e.g. persons engaged in part-time employment or living in remote rural communities). In recent years, the advent and widespread use of information technology (IT) and, in particular, the mass popularization of the Internet/World Wide Web (WWW) have meant that opportunities have been identified for developing distance learning activity into a more advanced online environment.
Technology has eclipsed the ability and motivation of institutions to support it. Many early adopters have failed. The marketplace still demands traditional methods of delivery of instruction. It is, however, apparent from the literature and collective experience that improved instructional delivery is necessary. Thus, technology, research and the marketplace are leading the academy to a significant paradigm and cultural change.
Many students are choosing distant learning for various reasons ranging from preference to lack of choice. Some take up distant learning because of their lifestyle, while others like professionals who wish to further their education find distant learning more convenient. According to Hall (1997), Khan (1997) and Solos (1999), professionals prefer distant learning since distance education provides increased efficiency. Another reason is that it also offers reduced costs for both the students and their employees. These conveniences are upped a notch with the introduction and utilization of computers and the internet. The era of the World Wide Web signaled that students will be able to attend school without actually leaving the comforts of their home; it signaled the start of the e-learning age, where a degree is just a click of the mouse away.
However, it seems that these conveniences and cost reduction features of e-learning is not enough to keep the students from drifting away. News of e-learners dropping out or stopping out is not at all new. This has been one of the persistent dilemmas that learning institutions face. According to Martinez (2003), the reduction of attrition rate will result to better allocation of delivery resources (p. 1). In turn, this means that their will be an improvement on return investments (Martinez, 2003, p.1). In addition, the numbers of students who successfully complete courses both through e-learning of conventional schools determine the number of professionals who will be able to service the public in the future. This is especially true in the counseling profession since sufficient training is crucial in practicing effective counseling.
Unit 4- Assignment 2 part 1
E-learning is defined as “the acquisition and use of knowledge distributed and facilitated primarily by electronic means.” (2000) Based on this definition, e-learning would be evolved to systems consisting of a variety of channels and technologies and can take the form of courses as well as modules and smaller learning objects and may incorporate synchronous or asynchronous access and be distributed without geographical limits.
Moreover, e-learning using technologies and computers to improve learner’s skill and knowledge has the following advantages (2000): space is not needed; learners do not need to wait until a class is available; learners can complete training when it is least disruptive to their schedule; and the methods can increase learner’s interesting, deliver contents clearly, and feedback students easily. Due to these advantages of e-learning, the popularity of e-learning has dramatically increased over the past few years.
The Internet and the World Wide Web (WWW) have made the process of obtaining an education without regard to time or location easier for the student. (2001) In e-learning, not only does the instruction occur via a computer system, usually over the Internet, but other educational processes occur via the computer as well. These educational processes are student services, training, and support. The transition to online distance learning, primarily driven by social change, is creating a paradigm shift in the way colleges are viewing teaching and learning 1999). Administrators, faculty, staff, and students realize that in order to successfully implement e-learning, their colleges will need to reassess their programs.
In a study made by (1997), it advances the principle of using e-learning to offset the conditions imposed by the increase in enrollment and the decrease in financial assets, and explores the requirements associated with distance learning, and compares those requirements to those of traditional education. According to the study, the growth in Internet based education is changing the face of traditional education. The technology advances allow educators to eliminate space and physical facilities requirements, and to eliminate class size limits. The study noted that several researches on distance learning and Internet based education is in the early stages of development. Many terms are used to refer to e-learning such as distance education, distance learning, and e-learning.
(2001), stated that, the ‘no significant difference’ theory. According to the latter, the said theory may represent the most egregious application of benchmarking in the past 20 years. The latter’s article discussed the tradeoff between richness and reach in distance education. He defines “richness” as the overall quality of information provided such as variables like currency, accuracy, interactivity and relevance. He utilized the term “reach” to refer to the number of people involved in the exchange of the information. In traditional education, the tradeoff between richness and reach is cost. The institutions must balance the cost of richness, or depth, of the traditional course with the cost associated with expanding the reach outside of the traditional area market. With Internet technologies, the additional costs of expanding the reach outside of the traditional market are reduced.
Moreover, other education professionals also have indicated negative results in studies conducted on Internet based educational programs. One such study urged caution in the development and advancement of distance learning programs and platforms (Khan, 1997). They expressed the concern that the high technology and development cost may impact on the traditional academic programs. Their study reported perceptions of students in the distance learning setting were less favorable than the local setting for traditional classes.
Furthermore, the process of e-learning has been defined as providing a structured learning environment that involves the separation of parties over distance and/or time ( 2000). Student success in distance education depends on the quality of course design, instructor presentation, course interaction, equipment and technology. One of the major issues in developing an effective Internet based course is the ability of current faculty to perform in this environment. Internet technologies have been growing since the early 1990’s. Moreover, there exist different levels of computer skills and abilities in all faculties. The levels of computer and technology efficiency in most universities are inversely correlated with faculty age and academic experience. (Martinez, 2003) Faculty technology experience can be used as a predictor of potential participation in technology based instruction.
In the advent of modern technological advancement, a notable number of educational institutions have started to acquire the online method of providing education. Regardless of the technology used for delivery, effective e-learning still requires students and teachers to engage in discussions and dialogue (1997). The communication process required for on-line courses is no different from that of traditional classes. The process requirements include access, motivation, socialization, and information exchange. Universities must also be aware of the effects of technology, constraints, and the reputation of their schools on the effectiveness of distance learning. This requirement is often not addressed in the initial development and implementation of the distance learning process. As technology advances, the student – teacher contact will become more important. Moreover, by establishing e-learning courses, universities can position themselves to overcome the barriers imposed by the current economic conditions, and eliminate the requirement to construct new or additional classrooms and support services to accommodate the increased enrollment. This paper recommends that distance learning, or Internet based courses, be offered to supplement the traditional classroom instruction, not replace it.
Concurrently, as the number of students enrolled increases, the need to offer additional sections of core classes will increase. ( 1997) To reduce the additional amount of facility requirements, sections of each core course could be offered, on line, in addition to the traditional classroom. Using this system, a student may in fact have a mixture of in-class and on-line courses during the semester. The academic faculty could also have a mixture of traditional and on-line courses. Moreover, the student could benefit by taking the online courses that provide the most comfort, while benefiting from the in-class experience in their other courses. Students that have a higher level of maturity, and are comfortable using computer technology would benefit most from these courses. For students that find they need additional information, they have the same availability to the instructor as traditional classes.
Furthermore, this method provides some benefits to the instructor as well. The instructor may be able to identify students that have mastered the subjects early, and could concentrate on those that require additional assistance. In addition, the student still benefits from the traditional social environment that is required for advancing social responsibilities and peer networks ( 2003). In addition to the possibility of gaining new students outside their area of influence, institutions could benefit by avoiding the cost of acquiring new facilities. Even if funds were available, the time frame for most major construction projects is extensive. In most cases, the predicted bubble in enrollment will be declining prior to the completion of the construction process.
In order to effectively measure the impact of the potentials of e-learning in the academe, this study found it vital to cite the work of Wright (1991) regarding the cost-efficiency and cost-effectiveness of e-learning. First of all, one should define the two stated concepts. Cost-efficiency and cost-effectiveness are two similar terms related to financial performance. Even though they have slightly differentiated meanings, they have been used without clarification. Efficiency means the ratio of output to input and effectiveness is concerned with only output. Stated differently, efficiency focuses on “how much output was obtained from the input,” that is, the quantity and effectiveness focuses on “how relevant the output is,” that is, the quality. According to their work, the e-learning method is relatively cost-efficient in the case that its outputs cost less per unit of input and it is cost-effective if its outputs not only spend less cost than others but also are relevant to learner’ needs.
This part of the study shall provide several studies conducted to evaluate e-learning from different perspectives. The first study is made by (1999). The study posits that in recent years the evolution of information and communication technologies has expanded further the possibility for the establishment of effective e-learning solutions. In this era of enormous transformation in education a number of key questions are arising. The effectiveness of learning systems, the justification of web based learning processes, the learners satisfaction and the analysis of the educational product are only a few of the most critical dimensions for the design and the implementation of an e-learning course. Moreover, their work discussed the value dimension of e-learning and tried to formulate a synthetic approach for the evaluation of any e-learning system. The study recognized that there are three key concepts that seem to be the cornerstones of the study’s analysis. These concepts include knowledge management capabilities, integration and e-learning pedagogy. The study concluded that the current situation in e-learning markets does not represent the fascinating issue of the incorporation of information and communication technologies in education.
Another study is made by (2002). The focus of the study was the perception of students on web-based courses. The purpose of the study was to investigate student satisfaction levels with their web-based learning experience. Two hundred sixty nine students enrolled in 40 graduate-level, web based courses in 3 sites were surveyed. The study found out that there is a significant relationship between satisfaction and self-efficacy as well as between self-efficacy and interpersonal control at two sites. Likewise, the study also revealed that there is a significant relationship between available technical support and the students’ over-all success in their courses this is also the result when the variable of technical support is limited to instructor assistance or teaching assistants. The study also found out that there is a significant relationship between satisfaction and level of communication. On the other hand, the study concluded that the attitude of the students towards the Web were positively correlated to both their satisfaction and success at one site while the second site attitudes towards the Web were positively correlated only to satisfaction with the course. Nevertheless, the study also stated that there exist no significant relationship between students’ participation in collaborative activities and satisfaction.
On another study by and company (2003), it focused on the factors affecting the behavioral intentions of adults regarding their learning through e-learning in higher education. The study examined the underlying factors and causal relationships that determine the behavioral intentions of learners to use web-based learning technology in postsecondary education. A total of 557 respondents were involved in the study. The study found out that system features such as functionality, interactivity, and response, had significant total effects upon intentions to use. On the other hand, the perception for usefulness and ease of use had a significant direct effect upon intentions to use for both supplementary learning and distance education. It as well had a significant effect on intention for supplementary learning, but its direct effects on intentions to use for supplementary learning directly influenced the intention to use for distance education. Moreover, the learners’ self-efficacy and Internet experience had no influence upon intention to use; nonetheless, self-efficacy was a significant factor in forming perception of ease of use. The study also revealed that male learners had more confidence in using technology as well as higher Internet experience, higher perception of system interactivity, and higher beliefs of usefulness and ease of use than female learners.
On another study by (1999), it evaluated the effectiveness of web-based education using multilevel evaluation. The objectives of the research were to show that students enrolled in a web-based course would have a positive reaction and to acquire knowledge from asynchronous learning experience as well as to demonstrate effective and efficient on-line pedagogical strategies. Students’ reaction to learning, achievement and cost-effectiveness related to asynchronous learning environments were measured. The analysis stated that the student reaction to learning was found to be significantly lower for web-based students compared with lecture-based students. Achievement was successful for both groups, nonetheless, no significant difference was identified between the performance level of the two groups. It also revealed that cumulative time demands for an experienced instructor to design and deliver a web based asynchronous learning experience were comparable to the time demands of a lecture based synchronous counterpart. The study also stated that web-based learning environment is equally effective as a lecture-based environment in terms of the learner achievement and faculty workload time demands.
And lastly, (1999) emphasized the role of the instructor in the e-learning process. According to the study, the instructors and students of Web-based courses agree fairly closely that the following elements are most important, course content is easy to follow and the regular feedback to the student is provided. The study concluded that students placed considerably more emphasis on the provision of adequate content and a clear statement of expectations by the instructor. Clearly, the instructors of web-based courses that participated in this survey believe they are frequently using the best practices identified in the literature. Student survey data, while not quite as favorable, does support their claim. This is encouraging news for both interested parties. Moreover, the study stated that the survey data does not support the notion that inexperienced instructors (instructors who have taught only one Web-based course) use best practices less frequently. Instead, it indicates that instructors are utilizing best practices regularly in their Web-based courses regardless of their level of expertise. This indicates a stronger knowledge base in new instructors about the requirements of effective online instruction than the researcher presumed.
Likewise, it is apparent from the survey data that, when these best practices are not utilized frequently, student opinion about the Web-based course suffers as a result. This supports all of the literature from which these best practices were derived. It behooves students and instructors of Web-based courses to continue to utilize these best practices as often as possible.
Credit:ivythesis.typepad.com
0 comments:
Post a Comment