Chapter 8: Discussion of Research Question Two and Research Question Three
2. LITERATURE REVIEW 1 Introduction
2.3 E-Learning
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This has resulted in countless students acquiring a university education through distance education.
The extent of distance education is wide. It has demonstrated that it can connect with an extended portion of the unreached, underestimated and the poor.
With regard to this research, distance e-learners are defined as learners who are working class and those who are not able to attend conventional universities due to high demand for enrolment and limited human and material resources.
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information technology and educational content to fashion a new learning mode which can transform the role students’ play to produce an effective work force (Ma et al., 2008).
Electronic learning is viewed as the use of ICTs to enhance and support leaning, teaching and research (Eteng & Ntui, 2009). E-learning is expected to redefine education; for instance, the classroom will no longer be demarcated by brick walls, but rather “students can communicate with their teachers from their bedroom or wherever they are, especially during strikes, while housewives can receive lectures from their kitchens without having face-to-face interaction with their teachers (Sam, 2011). Christie and Ferdos (2004) characterised e-learning in advanced education as a system to improve learning encounters, and as a device to teach students through computerised media, with or without the direction of their educators. E-learning can be used to replace traditional face-to-face teaching completely, for example, via distance learning or only partially, for example as an additional teaching tool to be used alongside face-to-face teaching. Fry (2000) and Wild et al. (2002) described e-learning as the delivery of training and education via networked interactivity and distribution technologies. Roffe (2002), Schank (2002) and Sambrook (2003) viewed e- learning simply as learning and communication exercises across computers and networks or for that matter any other electronic sources. Khan (2005) remarked that e-learning has been described in various ways as learning using a number of different technologies and methods for delivery, for example Computer-Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), advanced distributed learning (ADL), distributed learning, distance learning, online learning, mobile learning (or m-learning) or remote learning and learning management systems (LMS). Al-Ammari and Hamad, (2008) noted that in an e-learning system, students are able to interact at any time from any place with different instructional material (text, sound, pictures, video and so on) through the Internet. In addition, learners can communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing.
Lin (2006) pointed out that e-learning is turning out to be increasingly important to learners as they can consolidate their learning backgrounds together with the evolution of information technology. This method of learning gives the learner more self-sufficiency to continue at their own pace, while their progress is checked to survey their accomplishment (Rhode, 2009; Spector et al., 2008). With e-learning, there is a movement from the traditional method of instructor-
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coordinated instruction to modern techniques where computer technology assumes a significant part, subsequently enhancing the quality, proficiency and adequacy of educating, learning, research and educational management.
Electronic learning can help adults in building up their education and numeracy aptitudes, while additionally constructing ICT skills in life and work (CILIP, 2005). According to the World Bank (2003), e-learning is seen as a conceivably effective apparatus to meet these requests, especially when distance and lifelong learning is an issue.
Ellis (2004) disagreed with Nichols (2003), who characterised e-learning as entirely being available utilising technological apparatuses that are electronic, web-conveyed or web-skilled. The view held by Ellis is that e-learning covers not just content and instructional techniques conveyed by means of CD-ROM, the Internet or an Intranet included sound and tape, satellite telecast and intelligent TV. The difference is that Nichols (2003) strictly defined e-learning as limited to the usage of technological tools such as web-based, web-distributed or web-capable for learning, but Ellis believed that the e-learning definition goes beyond content and mode of instruction delivered by means of CD-ROM, the Internet or an Intranet but also includes audio- and videotape, satellite broadcast and interactive TV.
Tavangarian et al. (2004) included the constructivist theoretical model as a framework for their definition by stating that e-learning is not only procedural but also shows some transformation of an individual's experience into the individual's knowledge through the knowledge construction process. Ellis (2004) and Triacca et al. (2004) believed that some level of interactivity needs to be included to make the definition truly applicable in describing the learning experience, even though Triacca et al. (2004) added that e-learning was a type of online learning. Garrison and Anderson (2003) as quoted by Covington (2012) described e-learning as learning that facilitates online network technologies. The nature of e-learning environment and the pedagogical approach provide students with more opportunity to take responsibility for their own learning development. With the support of web-based higher education courses that use synchronous and asynchronous technologies as the primary mode of instructional delivery, e-learning offers more control to the learner of both instructional resources and technical tools provided in the learning environment (Spector, 2007).
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Urdan and Weggen (2000) defined e-learning as the conveyance of content by means of all electronic media, including the web, intranets, extranets, satellite telecast, sound/video tape, interactive TV and CD-ROM. As stated by Meyen, et al. (2002), e-learning can be characterised as the acquisition and utilisation of information dispersed and encouraged by electronic means.
These definitions present e-learning as a method for exchanging the content to the learner through the electronic media.
Clark and Mayer (2007:10) characterised e-learning “as instruction conveyed on a PC by a method for CD-ROM, web, or intranet with the following features:
• Includes content pertinent to the learning objective;
• Uses instructional techniques, for example, illustrations and practice to help learning;
• Uses media components, for example, words and pictures to convey the content and strategies;
• May be teacher driven (synchronous e-learning) or intended for self-guided singular study (asynchronous e-learning); and
• Builds new information and skills connected to individual learning objectives or to enhanced hierarchical performance.”