Copyright to IJARCST DOI: 10.48175/IJARSCT-673 261
The Role of Future E-Learning System and Higher Education
S. Kannadhasan1, M. Shanmuganantham2, Dr. R. Nagarajan3 and S. Deepa4 Assistant Professor, Department of Electronics and Communication Engineering1
Cheran College of Engineering, Karur, Tamilnadu, India Vice-Principal, Department of Electrical and Electronics Engineering2 Tamilnadu Government Polytechnic College, Madurai, Tamilnadu, India
Professor, Department of Electrical and Electronics Engineering3 Gnanamani College of Technology, Madurai, Tamlinadu, India
Teacher, Department of Computer Science4
Nagasiva Vidyalaya CBSE School, Madurai, Tamilnadu, India
Abstract: Higher education plays an important part in every country existence as it provides highly trained experts for future growth and prosperity for this country. Today, almost all institutions of higher education deliver programs that incorporate digital media into an online environment to provide versatile learning opportunities, regardless of time and location. Thus, the internationalization of higher education tends to be a double-edged trend, which causes growing cooperation and rivalry between countries and institutional providers. Internationalization takes many forms, including co-learning courses and degrees, online classes, professorship exchanges, recruitment of students and joint research, collaborative research projects and student exchanges.
I.INTRODUCTION TO INTERNET
Furthermore, the findings note that the most common means of incorporating Open Teaching as an ICT-based activity are derived through the use of Open Educational Resources (OER) and by Massive Open Online Courses (MOOCs), which not only poses a major challenge for active educational practitioners, but also represents a new way of conceiving and integrating e-learning in higher education. Open Teaching 's current view that it is linked merely to distance education thwarts important functional and philosophical possibilities by prioritizing access as its key feature and overlooking important characteristics of accessibility, such as adaptation, sharing, remixing or collaboration.
Currently the MOOC (Massive Open Online Courses) has a strong impact on higher education and definitely needs a comprehensive and sensible review due to their relevance. If the learning practices in the MOOC contain flexible features well beyond free access, e.g. adaptation, sharing, exchange, remixing or reusing, the underlying pedagogical structure may be explicitly connected to Flexible Teaching. In addition, say that this relationship is based on their shared pedagogical basis of social learning through group engagement that can be understood through a connectivist approach. We find that 75% of the studies reviewed reported in the last five years indicate a direct link between Open.
II. E-LEARNING
E-learning is characterized as the use of information and communication technology in various educational processes to support and enhance learning in higher education institutions, which includes the use of information and communication technology as a complement to traditional classrooms, online learning or a combination of the two modes. The article is useful for developers of e-learning systems in this country and other regions with a similar issue in this context. It looks at the context or meanings of e-learning as provided by different researchers and the role that e- learning plays in teaching and learning processes in higher educational institutions, and the advantages and disadvantages its adoption and implementation.
This study reviews literature and provides the study with a scholarly background by reviewing some of the contributions made by various researchers and institutions on the concept of e-learning, especially its use in teaching
Copyright to IJARCST DOI: 10.48175/IJARSCT-673 262 and learning in higher education. Technology-based e-learning requires the use of the internet and other essential tools to generate learning materials, educate learners and administer courses within an entity as well. Therefore, seeking a generally agreed definition for the word e-learning is complicated, because there is not even a specific definition for the term. E-learning involves various media forms that provide text, audio , images, animation, and video sharing, which involves technology technologies and processes such as audio or video tape, satellite TV, CD-ROM, and computer- based learning, as well as local intranet / extranet and web-based education.
E-learning includes, and is broadly synonymous with, digital learning, technology-enhanced learning (TEL), computer-based instruction (CBI), and computer-managed instruction as the primary components, either SI (MKS) or CGS. This stresses the use of interactive media, and resources such as forums, wikis, podcasts, and second-life virtual worlds. For example, LITA (the Association of Library and Information Technology) provides the LIS e-learners blogs and wikis
III. E-LEARNING INTERNET
The Internet has become one of the critical ways in which teachers and students can communicate and obtain knowledge and make accessible tools for study and learning. In their literature review on e-learning concepts, they found that the features of the e-learning method are mainly based on the internet; global sharing and learning resources;
information transmitting and knowledge transfer through network courses; and lastly, versatility in learning as a computer-generated learning environment is created to address distance and time issues.
It is obvious that e-learning can enable higher-level students to obtain their education while at the same time perceiving their personal ambitions and pursuing their own jobs, without having to attend is subject to rigid schedule.
IV. ENVIRONMENT E-LEARNING
New learning environment based on electronic networks has allowed university learners to provide individualized assistance, as well as to have learning schedules that are more suitable for them and separate from other learners. E- learning in academia, distinguished by the use of interactive structures, has made the learning process more involved, engaging and pleasurable. In the classroom environment, the distribution of course materials and explanations is shared in this way of using e-learning between conventional learning method and e-learning system.
Effectiveness and understanding of e-learning in Saudi Arabia have discovered three distinct models of e-learning usage in education, namely supplement, mixed e-learning and online. The introduction and expansion of a range of e- learning tools has initiated several changes in institutions of higher education, especially when it comes to their educational delivery and support processes. According to schools, universities and other higher education institutions, the ability of online courses in a rapidly growing cyber education sector is also improved.
E-learning as a tool may have a detrimental impact when it comes to improving learner's communication skills. E- learning as an instructional tool allows the learners experience reflection, distance, as well as lack of interaction or relationship. With regard to clarifications, providing explications, as well as explanations, the method of e-learning can be less successful than the conventional method of learning. E-learning can also deteriorate the role of socialization agencies, as well as the role of teachers as the supervisors of the educational process. E-learning can also be fooled by piracy and plagiarism, with poor search skills and ease copy and paste.
V. CMS TOOLS
CMS resources help to build and maintain course content such as lessons / courseware, tasks, glossaries, other information citations, etc. Virtual learning systems, content management systems, learning management systems, learning content management systems, etc. are also known as CMS tools. The introduction and expansion of a range of e-learning tools has initiated several changes in institutions of higher education, especially when it comes to their educational delivery and support processes.
E-learning has been recognized by school policies and educational agencies as having the potential of transforming individuals, awareness, skills and efficiency. The implementation and expansion of a variety of e-learning tools has
Copyright to IJARCST DOI: 10.48175/IJARSCT-673 263 prompted many changes in higher education institutions, particularly when it comes to delivering and supporting their education.
VI. EDUCATIONAL E-LEARNING
Colleges, colleges, and other higher learning institutions to advance the potential of online courses in a rapidly growing market for cyber education. E-learning has been recognized by school policies and educational agencies as having the potential of transforming individuals, awareness, skills and efficiency. E-learning strategies for delivering knowledge in digital age noted that one of the advantages of e-learning in education is its focus on the needs of individual learners as an important factor in the process of education rather than on the instructors’, or educational institutions needs.
In order to include the basic information and develop expertise in carrying out library housekeeping activities, conventional teaching methods should be implemented, and e-learning for continuing education in LIS should be implemented. In reality, the best approach to maximize the productivity of LIS professionals would be to combine conventional teaching methods and e-learning to impart LIS education. For instance, 'hybrid learning' or 'blended learning' may refer to classroom aids and laptops, or may refer to strategies where conventional classroom time is decreased but not removed, and replaced with some online learning. To what extent e-learning supports or supplants other learning.
VII. SYNCHRONOUS AND ASYNCHRONOUS LEARNING
Synchronous learning takes place in real time, with all participants interacting simultaneously, while at the same time asynchronous. Exchange of ideas or information without the dependence of other participants. Students also have access to an incredible variety of online learning enrichment courses, and may take part in college courses, internships, sports, or work, and still graduate with their class.
Asynchronous learning using Web 2.0 will use tools such as email, forums, wikis, and message boards, as well as web-supported textbooks, hypertext documents, audio video classes, and social media networking.
Examples include face-to - face interaction, online real-time instruction and input from live teachers, Skype chats, and chat rooms or virtual classrooms where everyone is both online and working together. Students can earn their diplomas faster through online courses, or repeat failed courses without having the embarrassment of being in a class with younger students.
Asynchronous learning is particularly helpful for students with health conditions or child care obligations, as it is difficult to leave the home daily to attend lectures. When considering time and location problems it is versatile. Will student has the luxury of choosing the place and time he / she wants. The implementation of e-learning provides the institutions as well as their students or learners with the great versatility of the time and place of delivery or reception according to the knowledge they know. E-learning increases the effectiveness of skills and credentials by quick access to a vast amount of material.
E-learning offers extra prospects for interactivity during content delivery between students and teachers. These can provide resources for learner-to-learner interactions through the use of discussion forums. In doing so, e-learning helps eliminate obstacles that have the ability to hamper engagement, including the fear of talking to other learners. E- learning motivates students to communicate with others, as well as to share various points of view and appreciate them.
E-learning facilitates communication and also strengthens the relationships which support learning.
E-learning is cost-effective in the sense that the students or the learners do not need to fly. It is also cost-effective in the sense that it provides learning opportunities for a maximum number of learners without many buildings being required. E-learning also takes note of variations between the different learners. For example, some learners tend to concentrate on certain aspects of the course while others are prepared to study the entire course.
Copyright to IJARCST DOI: 10.48175/IJARSCT-673 264 VIII. HIGHER EDUCATION
Education has long been seen as a vital resource for national growth, with numerous educational programs aimed, among others, at eradicating poverty, increasing a population's health or improving local economies. E-learning helps to compensate for the scarcity of academic staff, including teachers or instructors as well as facilitators, laboratory technicians etc. Using e-learning allows the self-pacing. For example the asynchronous way allows each student to study at their own pace and level, slow or quick. Although there have been many open learning initiatives for decades, MOOCs' growth, availability and popularity are likely to have an impact on higher education in the public.
The world of work is also experiencing rapid change with increased mobility of the workforce, growth in knowledge-based jobs, the rise of multidisciplinary work teams engaged in creativity and problem-solving, and a much greater need for continuous workplace learning. It has importance for the sustainability of higher education at national level, and consequently the contribution of higher education to the growth of a country, its people; and its ability to compete in a global market. All of these initiatives include reaching out in some way to the international arena and collaborating or engaging in other countries with organisations, staff, faculty and students.
Despite growing and continuing demand for international ties and collaborations, various challenges remain, particularly relevant to its higher education system. Around the same time, technology is becoming integral to the cycle of higher education learning and teaching and it also enables wider access to education and training. So are the enormous developments in technology that allow individual learning styles, community learning , online interactivity, gaming and real-time employer projects to customize the education.
We all know that eLearning and open distance learning have gained momentum worldwide as a new, flexible, and dynamic way of acquiring academic knowledge and professional experience in a complex, albeit changing, global environment. American and European literature discussing MOOCs from a university education viewpoint considers the pros and cons of MOOCs for universities, assesses MOOC development and distribution issues, predicts MOOC impacts on university models and analyzes patterns.
IX. CONCLUSION
Our work, which is ongoing research as we plan to carry it out for the next couple of years, is dedicated to the issue of re-imagining higher education as higher education in India today needs drastic reform. Technology is becoming integral to the higher education learning and teaching cycle, and is pushing broader access to education and training in some countries. The current challenges facing traditional higher education, including higher education, budget cuts and the gap between theoretical and practical training, have caused many universities to look for alternatives. All three offer new approaches with virtual learning to traditional campus-based teaching. All three offer new approaches to traditional campus-based teaching, with virtual learning environments used for course administration, storage of course content and additional resources.
X. QUESTIONNAIRE ANALYSIS
Open Teaching (OT) emerges as a subject of rapid growth and is correlated with other topics of increasing concern such as the use of Open Education Tools (OER) and Large Open Online Courses (MOOC). In this way, fluency in information technology has become a central pillar of higher education – both implicitly in how information is shared and explicitly in preparing students for the global markets that they will enter after graduation. Developing the opportunity to be versatile, adapt to various environments, apply skills and expertise, and interact with other students who are geographically or culturally diverse.
Table 1: Questionnaire Analysis of E-Learning
Sl. No Question Yes No
1 I am comfortable using computers 300 200
2 I am able to access the Internet from my computer 250 250
3 I enjoy reading and have good reading skills 400 100
Copyright to IJARCST DOI: 10.48175/IJARSCT-673 265
4 I am familiar with using E-mail and a web browser 350 150
5 I believe that high quality learning can take place without face-to-face interaction 200 300 6 I like a lot of interaction with my instructors and/or teaching assistants 250 200 7 I can ask my teacher questions and receive a quick response during Internet
activities outside of class
250 250
8 I am motivated by the material in an Internet activity outside of class 220 250
9 Learning is the same in class and at home on the Internet 250 250
10 I could pass a course on the Internet without any teacher assistance 250 250
Yes No
Figure 1: Analysis of Questionnaire Results REFERENCES
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