Chapter 8: Discussion of Research Question Two and Research Question Three
2. LITERATURE REVIEW 1 Introduction
2.4 Types of E-Learning
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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.”
26 2.4.2 Asynchronous E-Learning
This kind of e-learning does not require students and instructors to be online concurrently. The advantage of asynchronous e-learning is that the students will have the capacity to pick a reasonable time to get to what they need, and will permit them to do their learning at their own pace (Sussman, 2006). Ellis (2004) stated that in this type of e-learning students are unable to get immediate feedback from the instructor and are more isolated than in the case of synchronous e- learning. In the two types of e-learning, the student should be motivated for learning in order to conquer the negative effects of the separation from one another and from their instructor.
E-mail and discussion boards are tools utilised to conduct asynchronous e-learning (Horton, 2006).
The innovation that arose because of the development in the global network of information has added to the increase of various strategies and procedures of teaching and learning, of which the virtual classroom is a part. Virtual classrooms offer distinctive tools that make courses more viable.
They imply simple approaches to transferring and sharing materials, for gathering and cross- checking students’ assignments, for making online visits and for recording students’ grades (Cole, 2005). One of the benefits of virtual classrooms is that they accommodate a number of students, regardless of age, geographical location and time. This kind of e-learning is related to this study because distance e-learners interact with their colleagues and instructors without seeing each other.
Synchronous virtual classrooms are a mode of instruction that empowers the instructors and students to communicate online simultaneously from different locations (Hrastinski, 2008). One of the benefits of a synchronous virtual classroom is the likelihood that the educator and the learner can see each other in the midst of the communication and in the course of discussion. Al-Mubarak (2004) clarified that instructors and learners in synchronous virtual classrooms frequently require advanced devices as well as a fast Internet connection.
2.4.3 Asynchronous Virtual Classrooms
Hrastinski (2008) explained that asynchronous virtual classrooms are self-guided e-learning frameworks that empower students to survey the instructional material and in this way interface with the course content by means of the web at the suitable time and place. The main advantage for asynchronous virtual classroom is the adaptability in time, where the learner can sign on to an asynchronous virtual classroom at any time to send messages to the educator or associates and
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download reports. It gives enough time to contribute more insightfully when compared with the synchronous classroom environment (Papastergiou, 2006).
LMSs have been defined as learning management software that can provide a variety of tools for sharing and delivering different types of instructional materials, and facilitate tasks such as giving immediate feedback, student registration etc. (Mimirinis & Bhattacharya, 2007; Ozdamli, 2007).
There are two types of LMSs, commercial LMSs such as SchoolGen, WebCt and Blackboard, and non-commercial LMSs which are open-source software and generally free to use, such as Claroline, Bazaar, and Moodle (Ozdamli, 2007). Distance education is provided in either a synchronous or asynchronous manner. Synchronous distance courses are more similar to traditional courses than asynchronous (Miller & King, 2003). Although geographically separated, the instructor and students meet at the same time. This is conducted by interactive television or during chat sessions (Holcomb, King & Brown, 2004). According to Miller and King (2003), the synchronous mode of distance education has become static, while the numbers of asynchronous courses have tripled. One possible reason for the substantial growth may be the characteristics of asynchronous courses. The preferred type of distance courses for the institutions, faculty and students are the asynchronous. Institutions favour asynchronous, particularly web-based, courses due to the lower cost to provide them (Holcomb, et al., 2004).
Brown (2003) remarked that e-learning has been seen by many as a major shift from the teacher- centred model in the traditional learning system to a learner-centred model. In a traditional mode, the educator is the centre of the learning process. Educators behave in a didactic manner and activities rely heavily on textbooks. All learning activities in the traditional mode take place in classrooms and laboratory settings (Shui-Fong & Yin-Kum, 2007). In a traditional classroom setting, the primary mode of assessing student learning is viewed separately from teaching, and occurs almost entirely through an in-class examination at the end of the course. In this environment, students work individually and in competition. The key concept of old methods of learning is that learning is viewed as a process of transmission of knowledge from educator to students through textbooks. In contrast to the above, learning under an e-learning setting prioritises a student-centred approach; fashioned to meet the conditions and needs of the students.
28 2.4.4 E-Learning Tools
E-learning tools are any computer software or application, ranging from sophisticated, online, real- time, multi-player games to basic applications like Microsoft PowerPoint and Microsoft Word.
These tools perform many functions in the teaching and learning process such as content presentation, assessment administration, collaboration facilitation, communication facilitation, management of assessment results and information dissemination. In the current study, the students’ ICT literacy levels were measured by asking them to indicate their level of competency in the software applications listed above. According to Border et al. (2006), there are four main categories of e-learning tools; 1) LMS; 2) synchronous collaboration applications; 3) all other computer tools/applications including asynchronous communication applications; and 4) game play or simulation software. According to Brown and Johnson (2007), LMSs can be viewed as the systems of information that are managed by instructor-led as well as e-learning courses. LMSs assist in monitoring student progress, including training, evaluating and tracking results. Examples of LMSs are applications similar to Blackboard, Moodle, WebCT and Desire 2Learn. These LMS applications can be moderately robust in recording of self-contained surveys or independent surveys or evaluations, in order to track personal usage of the course website and all of the machinery involved for learning, thereby creating a forum for asynchronous and synchronous learner-to-learner and learner-to-instructor communication. Synchronous collaboration tools create live communication and interaction between users by means of voice and video, as well as a virtual whiteboard, text-chat and possibly application-sharing capabilities (Brown & Johnson, 2007). Synchronous collaboration tools include, but are not limited to, applications like Wimba, CentraOne, HorizonLive, Elluminate and NetMeeting. E-mail, instant messaging, blogs, podcasts, surfing the Web, CDs, DVDs, MP3s and online and offline computer applications which can be used to deliver e-learning. These tools can facilitate real-life assignments such as distance learning and distributed authoring. Games and game play are the emerging fourth type of e-learning delivery tool (Border et al. 2006). According to Border et al. (2006) gaming is making its way into education through a number of approaches, from the use of Solitaire in Business Education classes to assess mouse skills to SIMS in middle school Social Studies to teach types of government.
In the context of this study, e-learning is viewed as a means of transmitting useful instructions to learners or a means of acquiring knowledge and skills in order to yield a better academic performance and improve low academic performance.
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2.4.5 E-Learning (Blended learning) for On-Campus Students
A stronger learning environment has emerged by combining the strongest aspects of the two available approaches to remove the deficiencies of traditional learning and web-based learning.
This new learning approach is blended learning. According to Kazu and Demirkolb (2014), in international literature blended learning is also referred to as hybrid learning and mixed learning and it is used in very different ways by many researchers. Singh and Mohamed (2012) argued that the introduction of online resources into an on-campus course merely changes the process of delivering information to students rather than influencing student achievement. Graham (2006) defined blended learning as the combination of two different education models, traditional face- to-face learning and distance learning. Wilson and Smilanich (2005) viewed blended learning as the implementation of the most effective learning solutions in a coordinated way to achieve the desired learning targets. Horton (2006) viewed blended learning as combining some strong and advantageous aspects of online learning and learning in the classroom. Yılmaz and Orhan (2010) stated that the best way to solve the lack of interaction problem faced in technology-based learning is to blend traditional learning and online learning. Throne (2003) emphasised that the blending of these two learning approaches occurs by combining CD ROM, e-mail, conference, online animation, audio message, multimedia technology and real classroom environment and he stated that it should be presented to the student with traditional classroom management and face to face learning. These previous studies (Chen et al., 2010; El-Deghaidy & Nouby, 2008; Tsai et al., 2011;
Woltering et al., 2009; Yılmaz, 2009) reported that there was a positive effect between blended learning and academic achievement of students. El-Deghaidy and Nouby (2008) found that there was a significant effect of blended learning on academic success. Tsai et al. (2011) found that academic performance increased under blended learning situations. Bawaneh (2011) found that a blended learning approach adopted in regular university courses consist of hard copy study materials, face-to-face sessions and communication via e-mail, coupled with the more recent Internet-based message boards and other online resources. Ituma (2011) remarked that students’
learning experience and performance can be improved when online resources are integrated with traditional forms of course delivery, such as face-to-face lectures and tutorials. Bawaneh (2011) reported that improvements can be achieved if online resources are introduced by complementing the existing course delivery systems which bring about improvements. For the purpose of this
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study, the academic performance of distance education students under an e-learning setting was investigated.