Three Pillars of Technology-enhanced e-Learning

Tertiary education institutions would like to be recognized for social, knowledge and economic contributions in South Africa. There has also been an increase in the different uses of the Internet (e.g. online banking, online shopping, learning and teaching within tertiary education institutions.) Those institutions use some form of technology like e-mail, word processors, spreadsheets, Internet etc. This increase has contributed to the electronic learning revolution and some South African tertiary institutions are making that technology-based paradigm shift for this reason. This paper starts with a brief introduction to the concept of e-Learning, presenting a compelling case why institutions implement e-Learning and describes the difference between technology-delivered e-Learning and technology-enhanced eLearning. The discussion includes some advantages and disadvantages of Technology-enhanced e-Learning and then examines some learner, facilitator and technology aspects of technology-enhanced e-Learning. It continues with a brief discussion on technology-enhanced e-Learning at the Cape Technikon. This study used a survey in electronic format to access student perceptions of the effectiveness of technology-enhanced e-Learning technologies. The paper concludes with a summary of the aspects of technology-enhanced e-Learning and with some findings from the survey. 1. Background to the Study Chin et al. (2000) pointed out that the online learning environment is potentially an arena in which new practices and new relationships can make significant contributions towards learning. Jones et al. (2000) however, saw the Internet as an ideal vehicle for delivering of course material and providing students with flexibility, reliability and freedom of choice. Slay (1997) supported this statement and argued that there is a current trend towards the delivery of courseware via the World Wide Web. Wells (1999) stated that the Internet is primarily a delivery vehicle for information, which assists with the facilitation of the teaching and learning process. 1.1. The introduction of technologies into tertiary education Marold (2002) argued that the personal computer is the “universal tool” of the twenty-first century. Ndahi (1999) also noted that technology influences on learning and teaching are more evident within educational institutions. However, some educators still continue to rely on traditional content delivery methods and refuse to accept the technologies available. The reliance on only traditional delivery methods will therefore have a negative impact on tertiary institutions, which have the responsibility to reach students at any time and any place. Technological innovations in the telecommunications industry have improved teacher-student interaction (Ndahi, 1999). Slay and Jones et al further stated that educators are evaluating the use of the Internet in creating an effective learning environment. Tertiary institutions could maintain effective, current and high quality education if Internet technologies are embraced (Slay, 1997;Jones et al, 2000). Hansen et al. (1999) pointed out that due to the increasing acceptance and availability of access to the Web, various Web based teaching initiatives, are either being developed or being adopted by educational institutions. Some of these Web based teaching delivery packages are TopClass, WebCT and Lotus Notes, which facilitate the course delivery. Many educational institutions, such as Cape Technikon etc., are using these flexible delivery programs to be more competitive in terms of other institutions and make more efficient use of existing resources. The web medium has the potential for group and collaborative work with staff and students both locally and between institutions and it is natural for education institutions to have adapted personal computers to its educational needs (Marold, 2002). Cuban (1993) supported the above mentioned statements and added some goals for the introduction of computers in education: Keep the education system at the forefront of technological development and students’ skills up-to-date with those expected in the workforce. Increase efficiency and productivity in teaching and learning. Enable more self-directed learning, with students as active learners assisted by teachers to construct their own understanding. 1.2. Electronic Learning and the Virtual Class There are a steady increase in the use of the Internet and the World Wide Web for tertiary education according to Chin et al. (2000). Convenience and flexibility of web-based delivery have attracted many students who are unable to attend traditional classrooms. However, attention needs to be paid to the online processes, which requires successful facilitation (Chin et al. 2000). There is a growing need for education institutions to digitize their content and activities. Technology should also be used for developing curriculum and supporting the teacher. The digital revolution is in progress and teachers will need to be encouraged make effective use of digital resources (Sherson, 1999). Uys (1999) defined the virtual class as per definition based on communication and information technologies. Jackson (2001) subdivided electronic learning into technology-delivered e-Learning and technology-enhanced e-Learning. Technology-delivered e-Learning is where the learner audience are never in physical proximity to the instructor and may be delivered via a blend of asynchronous and synchronous technologies. Its also know as “Distance Education”, “Distributed Education” or “Distance Learning”. TechnologyEnhanced e-Learning is where the learner audience has the opportunity to meet face-to-face with the instructor. It is a supplement to traditional, on campus learning and replaces materials previously delivered to students as “Shrink wrap” courses. Typically includes online syllabi, bibliographies (often hyper linked), and faculty backgrounds and instructor-led sessions are live, face-to-face in traditional classrooms. The typical technology-enhanced e-Learning asynchronous technologies are implemented through either a web editor or an asynchronous course management system (Jackson, 2001). 1.2.1. Advantages and Disadvantages: Delivery of Information Technology education is advantageous in several ways (Marold, 2002). He noted that there is a movement from text to multimedia that delivers a richer content to the students. The delivery organization is nonlinear, meaning that the content can be hyper linked in a link by association fashion. This allows the learner to access this richer content in any order (flexibility) and at a time that is appropriate. Accessibility is universal and learners can access content when suited. Changes in Information Systems development, hardware and software releases, project progress and course content are reflected immediately. There is an ease of content and schedules updates. The other advantage according to Marold (2002) is that the multimedia presentations are advancement over the written notes on the blackboard and handwritten transparencies. Being able to interact and be actively engaged in the learning process is a real advantage over simply observing the teacher’s demonstration. The access to course content is also controllable by the facilitator. If there is no interaction by the learner then no learning can take place in a technologyenhanced e-Learning environment. The learner is therefore essentially responsible for the success of the learning process. There are many resources available to the learner to which they have direct access (Jackson, 2001). Another advantage of students utilizing electronic learning is an increased skill level in computer and Internet use (O’Keefe & McGrath, 2000) Technology-enhanced e-Learning are not without its disadvantages. Jackson (2001) mentioned that the bandwidth and browser limitations might restrict instructional methodologies and that limited bandwidth means slower performance. Time required for downloading applications due to the limited bandwidth are another negative of technology-enhanced e-Learning. Student assessment and feedback is limited and it cannot easily be reordered from its original state (Marold, 2002). Learning process takes place individually and selfpaced, which means that group discovery that characterizes the ideal classroom situation is lost and that the emphasis the teacher places on course content might differ from the student’s individual choice. There are also fixed costs involved with web-based course delivery. 2. The Pillars of Technology-enhanced e-Learning Serdiukov (2001) suggested a Teacher-Computer-Student model, which consists of some components of technology-enhanced e-Learning (see Figure 1). The Teacher-Computer-Student model has some advantages because it allows for Student-Computer, Student-Teacher and Teacher-Computer interaction. Technology qualitatively changes the relationship between people and knowledge according to Eisenstadt (1995).