e-learning, is it an effectual tool?

8/9/2019 E-Learning, is it an effectual tool?

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E-Learning, is it

and effectual tool? 1

Sabol, D. A., III. (2010). E-Learning, is it an effectual tool?Unpublished manuscript,Long Island University, Purchase, NY.

Abstract

This study investigates the effectiveness of e-learning in multiple environments along

with its users feelings. The four primary subjects looked at in this work were Librarians,

Professors, Students and library patrons. The primary methodology used to determine

the outcome was a review of the related literature. The findings were quite positive,

being that all users found that its use is quite effective depending upon how it is being

used. The results of these studies will be revealed, and the conclusion that e-learning

is quite effective depending upon how it is implemented will be discussed.


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E-Learning, is it an effectual tool?

Title


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E-Learning, is it an effectual tool?

Definition of terms

Asynchronous - When communication between people does not occur simultaneously.

Correspondence course - A course of study in which students and teachers

communicate by mail.

Economies of Scale Forces that reduce a firms average cost as the scale of

operations increases in the long run.

E-Learning - A term used to describe electronically delivered learning methods such as

CD-Rom, Web based learning, online assessments, Web-based reinforcements tools

and online coaching.

Distance Learning - Instruction provided by a human separated by place.

Media - Text, graphics, audio, video, or human element used to teach.

Synchronous- Communication occurs at the same time between individuals, andinformation is accessed instantly.

Questions

This work will seek to find answer to the question of effectiveness of electronic

learning in multiple environments including both the academic and public field.

Next, one will try to answer the question, how is e-learning perceived in the

library and educational communities by both users and implementers?

This work will look at various aspects of e-learning such as which are the best

resources and ways of implementing e-learning. And last, the future of e-learning and

where it will be in the next few years.

Statement of problem need for the study

On multiple occasions, while visiting my university and pubic library, this author

pondered the question, E-Learning, is it an effectual tool? The purpose of this study is


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to determine how effective electronic learning (e-learning) is. Electronic learning has

become a tool to help librarians achieve continuing education along with other

educational purposes.

Many librarians and professors are implementing e-learning modules and

tutorials as part of a class, to help ease traffic at the reference desk, and to allow

learners to continually refer back to the information whenever they need it. But, do they

effectively help individuals learn what is intended? One plans to determine this though

this work.

Introduction

This work will begin with an analysis and explanation of e-learning and its history.

One will then look at the different methods of e-learning that exists and how it is being

used within educational organizations. Next, will be the views from faculty, librarians

and users on its effectiveness and last, a discovery of who should implement it, use it,

its barriers and the future of e-learning.

E-learning is best described as training on a computer, using many different

mechanisms and medias. It is defined by WebJunction as, e learning - A term used to

describe electronically delivered learning methods such as CD-Rom, web based

learning, online assessments, Web-based reinforcements tools and online

coaching.(p.1) It is generally created as learning modules; whereby, the student may

watch a number of videos, read documents posted by the creator and respond to an

electronic discussion board, broken up into segments by topic to show they have

acquired the taught information.


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E- Learning is currently being used in many institutions in various ways, mostly

as learning tools to reduce time constraints on staff and provide a mechanism for

patrons and students to access for help with information that is continually requested. It

is often used as a continuing education tool for professionals, librarians and teachers to

acquire skills.

It is being used as a course supplement in colleges and universities and as a tool

for working individuals who want to obtain a degree, but cannot due to time and travel

constraints. The surge in the use of E-learning in institutions is noted by Maribeth

Slebodnik and Catherine Fraser Riehle (2009) as,

staff shortages, a desire to provide more point of need assistance, andincreased distance learning and a growing awareness particularly in public andacademic libraries-of learning styles of the so called Millennial Learner, who issaid to prefer interactive, technology based learning experiences.(p.33)

This type of product has opened up the door for both libraries and colleges allowing

them to reach individuals and provide something as valuable as a college degree to

those who were never able to get one before.

E-learning, which was known as distance learning prior to computers, has been

around for many years and in many different formats with its origins in the United States

during the early nineteen hundreds using correspondence courses. It began in an

educational setting, but mostly in universities around the country and was dependent on

the United States mail system to ensure that taught materials were received by learners

and sent back to professors in a timely manner.

As the country began to increase its output of goods and services a greater

demand for a smarter workforce was desired. Companies had to find a way to spend


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less money and resources to train their employees. With the greater demand for

employee work hours, companies had to figure out ways to reduce the time employees

spent away from the job receiving training.

E-learning helped to solve companys issues by providing employees the much

needed training using distance education especially for those companies whose

headquarters were located in other nations and training sessions were impossible to

attend. Companies would provide materials through different mediums for employees

to learn.

E-learnings next big movement was by radio and TV. This is noted by the

United States Distance Learning Association (2010), the demand for education

increased significantly. With the ensuing emergence of radio and TV, the education

community quickly realized the potential of these new media and adopted them to

distribute education programs to reach a geographically dispersed workforce. (Timeline

& Evolution of Distance Learning in US, 1979, 1) As years went on the computer and

internet were developed and adapted.

The internet provided greater opportunity as noted in Dykman and Daviss (2008)

work, Online Education Forum: Part One-The shift towards online education, As

internet technology matured, it has become feasible to address issues that have

perplexed educator for generations in innovation and newly effective ways.(p.14)

Connectivity and the ability to create online courses to specific learning needs has led

us to where e-learning currently stands.


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There are three different methods of e-learning that are used. They consist of

self paced, a-synchronous and synchronous. All three equate to the learner gaining

knowledge, but many feel that one meets specific needs over the other.

Self paced learning allows the learner to work on any assignments or learning

objects when they feel appropriate. The instructor post work and reading onto an

electronic management system and the student logs on when they have time available.

The environment is more relaxed and the student is allowed time and freedom to work

at their own pace. The instructor and the student rarely work at the same time.

The second, a-synchronous, is similar to the first in that the students and

instructor work at different times. The facilitator may post a topic or discussion question

and expect the learner to answer it within a prescribed time. This is different from the

first due to time constraints. The student will have a time frame to work in and must

complete the assignment in order to receive full credit.

The last, is synchronous which consist of an interaction between the student and

facilitator at the same time. An example of synchronous e-learning would be that of

video conferencing where the instructor might be located anywhere in the world along

with the student. The instructor would conduct himself in a manner similar to that in a

traditional classroom. Both the student and instructor would have the ability to speak

and be heard. And both would be able to see each other using separate monitors. This

is quite different from the two prior examples being that the professor is live with the

students in a manner similar to the traditional setting.

The pressure is quite high for the student due to the facilitators ability to ask a

question and expect an answer that is appropriate. The instructor may post materials


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online prior to the session and would expect the student to have read them before the

session.

Currently, the trend in e-learning is to have a mixed or blended interaction

between instructor and student, explains Marilyn Gell Mason, ET el. (2006) who

believes, The current trend among e-learning developers is to blend self-paced and

facilitator-led modules to create a single, interactive experience. (p. 41) Most

implementers are blending self-paced with facilitator led modules because of the

modern belief that having a mix of both creates a more effective learning environment.

It creates better communication between the learner and instructor. It also creates a

learning environment that has structure. The facilitator expects that student to work at

their own pace, but have the work done within a certain time frame.

The blended interaction is needed for both the student and instructor. This is

quite relevant in higher education when the student is not sure what to expect of the

instructor and the traditional communication mechanism is lost. Dykman

and Davis (2008) note in their work, Online Education Forum: Part Two - Teaching

Online Versus Teaching Conventionally, that, The primary way students feel

comfortable communicating with the professor online is by responding to the professors

inquiries.(p.160) This is why communicating from the first day of class is important.

Going from the classroom setting where the instructor acts as leader to the online

environment where the instructor acts as a guide can be a bit daunting, especially when

realizing that the student is alone when doing their work. Students have to ensure that

they are prepared to take on a more rigorous setting and be focused to get their work

done.


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It becomes important for the instructor to participate in the online learning to

warrant that students stay on track and work is completed. Also, having the instructor

participate helps alleviate any misconception that learners may have or questions that

could arise over the course of the class.

Prior to starting the next topic one thinks that it is fair to clarify what is described

as effective in relation to learning. This will allow for the work to proceed to a full

exploration of faculty, staff and students thoughts on the effectiveness of e-learning.

It is noted that those who are able to draw their own meaning or interpretation of

what they are learning are in the best possible situation to gain the most effective

understanding of materials. This is more so when dealing with e-learning which creates

a student centered learning environment as noted by R.S. Graves (2008) who stated,

Efforts to improve students' learning outcomes have suggested the need to embed the

use of educational technology in a learner-centered learning environment where

students construct their own meanings. (p.109) E-learning provides the learner a

centered environment that allows the student to gain a better understanding of the

materials. It also provides the opportunity for the student to construct their own meaning

of what is being learned which is due to the minimal guidance or explanation from the

instructor.

Effectiveness in education is described in many different ways. The most

common is a mix of the learners memory, how well they will retain the information, prior

knowledge of the topic. Also their ability to evaluate and differentiate different ideas, do

learners have the ability to accept and value information and last the quality of the

instructor.


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Being able to remember something taught long after the period of learning the

information is quite significant. Most individuals are not able to do this well. A subject

that is remembered long after it has been taught, has been taught effectively. It has

been stored in a way that can be related to other thoughts and ideas. Thinking back on

previous experiences, subjects that were remembered, where those that a teacher

continually spoke about as important; therefore, forcing me to ensure that I remembered

in detail what was said.

Having prior knowledge of a subject will allow the learner to adapt much faster to

a deeper teaching of the subject along with a clearer understanding of and an easier

time recalling information that is stored in memory. Tzu-Hua Wang (2009) addressed

this idea,

Learners prior knowledge is believed to be one of the most important factorsaffecting learning effectiveness (Dochy, 1994; Dochy et al., 2002; Hailikari et al.,2007;.Learners lacking appropriate prior knowledge will have trouble inlearning new information and constructing new understandings (Ausubel, 2000;

Hailikari et al., 2007; ODonnell & Dansereau, 2000). Therefore, priorknowledge can influence learners achievement (Dochy, 1996; Hailikari et al.,2007; Tobias, 1994). Prior knowledge is also an important variable related toe-Learning effectiveness. Learners with different levels of prior knowledge benefitdifferently from a given e-Learning environment (Alomyan, 2004; Kalyuga, 2008;Kopcha & Sullivan, 2008; Mitchell et al., 2005; Smits et al., 2008). Mitchell et al.argued that learners with different levels of prior knowledge had differentperceptions about the features of the e-Learning environment, which in turnaffected their e-Learning effectiveness. (p.1159)

It seems quite evident that having some prior knowledge of a subject area would help

an individual relate to past experiences; whereby, understand with a much clearer

thought process what is being taught.


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Next, to ensure that a learner has effectively learned a subject area, they should

be able to evaluate and differentiate these ideas. Nigel Ford (1981) authenticates this,

Being able to evaluate different evidence, points of view, and interpretations bearing on

particular topics would seem to be an important factor in any definition of effective

learning.(p.367) Interpretation of an idea is very important, especially when an

individual is dealing with complex information. If a learner is able to rectify and retell

what they have been taught in a manner that is understandable to an instructor, it is

generally believed that the learner has acquired the learned information.

Last, to help determine the effectiveness of learning is the examination of the

learners ability to accept or value information. If a subject matter is boring or not of

interest to the learner it will be a never ending battle to try to get the learner to

remember what has been taught. Indeed, Ford (1981) has argued that

for a variety of reasons many students in higher education might be able tounderstand, recall, and apply information at a high level of abstraction within the

context of coursework and examinations, yet not accept that information aspersonally valid or valuable in any other context.(p.368)

It is inherent within us to seek out things that interest us and avoid thing that are boring.

When dealing with education in general it is believed that a well rounded knowledge

base is best. With this, students are exposed to many different subjects and teaching

styles. It is not uncommon to find students expressing their hatred for a particular area,

but do well in the class. This is quite bad when a student shows potential, but is unable

to find any validity or value of the learnings.

Another consideration is the instructor or presenter of the learned subject. Any

instructor or professor who knows the material well and has a true love for the subject


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can make a learner enjoy a subject. I have had this experience many times with great

teachers. I became so motivated by a professors love of a subject that I want to find

material on my own to learn as much as one can.

It becomes quite evident that effective learning consists of a multitude of thing

that are tied together by one common item, the learner. Most have inherent within them

the ability to complete all of the previous items discussed for effective learning.

Now that this work has laid down the underpinnings of what effective learning is,

we can now determine how it is valued as effective based on instructors, learners and

users feelings.

Faculty tends to evaluate e-learning in a different way than patrons and learners.

Due to the traditional educational setting, many faculty members of an institution feel

that e-learning is lacking the much needed interactions provided in the traditional sense.

John R. Tanner ET. El (2009) describe faculties feelings,

in that these faculty perceive online learning as having numerousshortcomings; these include: the lack of instructor-student / student-studentinteraction; no structured classroom environment; students tend to teachthemselves the course material; the difficulty of teaching quantitative coursesonline; and the challenges associated with administering exams online. (p.32)

Faculty members of any educational organization have a responsibility to ensure that

each of their students receive and is taught the course requirements. Students must be

connected with the material.

Instructors must provide effective teachings so that each student learns. Many

instructors feel that using e-learning as the only medium creates the above referenced

problems. Using e-learning as a supplement to a class is not viewed as insignificantly

as just online classes. Having e-learning as a supplement provides a place for students


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to record answers and engage in class discussions after the class has ended. It also

allows for collaboration amongst the students.

Librarians feel that e-learning is very effective and are implementing e-learning

and tutorial type workshops in all types of libraries. Marilyn Gell Mason, ET. El (2006)

states, When fully realized, e-learning programs can provide convenient, high quality

opportunities (p.41) E-learning is a very effective tool to reach patrons in various

manners with different topics to meet individual needs. Slebodnik et. El. (2009) feels

that e-learning benefits librarians in many ways,

particularly in libraries where in person instruction is not always feasible,online tutorials can reach more people than a typical instruction team. Tutorialscan provide 24/7 access to library information as well as instruction ininformation literacy skills and electronic library orientation (p.34)

E-learning as a teaching tool in libraries can be very effective, but costly in current

times. As more libraries begin to purchase content from developers an economy of

scale will help reduce the amount of money and time invested.

Librarians need not worry about the learners ability to gain a great understanding

of the content as professors do. Librarians use this type of resource as a backup for

patrons to use as a tool for extra help after the librarian has assisted them. Patrons will

be able to access them all of the time as they are usually posted on the libraries

website.

Most students and library patrons find online tutorials and e-learning very useful.

Although, students who have used e-learning as a teaching tool more than once find

that it gets easier, as noted in John R. Tanners work (2009), students with prior

online experience appeared to view online courses more favorable than students who


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had no prior online experiences.(p.32) Using this type of instructional delivery is quite

easy to get used to, but can be significantly more challenging if it is a complex subject

or a users first time.

Overall, e-learning is very effective for both the classroom and the library. This is

noted by Susan L. Silver and Lisa T. Nickel (2007), The tutorial proved to be as

effective as classroom instruction, as there were no statistically significant differences in

the quiz scores between the students in the tutorial and classroom groups(p. 395) This

research has great significance for the future of e-learning. As students and library

patrons become used to this type of instruction it will become more used and

demanded.

Who should implement e-learning? What are some of the considerations of

developing tutorials and content, versus purchasing a software management system?

All libraries, academic and learning institutions should implement e-learning as

we have found that this form of instruction has potential value and the ability to

effectively teach those who use it. But the major concern is whether you should build

and create your own e-learning systems or should purchase them from vendors like

web junction.

To build or create your own content has many costs, directly and indirectly,

involved. First, the creator would have to determine what software package to obtain

and whether they have the correct computer systems to properly operate the software.

Most software packages range from two hundred to a few thousand dollars.

The next consideration is the great amount of time that will be put into creating

the tutorials and the skill set employers should have to create the programs. Selbodnik


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et. el (2009) emphasizes this, Creating online tutorials is time intensive. Libraries that

have staff already trained in programming, audio recording and editing, and Web

development will have key advantages.(p.37) It is not rare that small libraries will have

employees who have these skill sets, but they are unable to allocate the time needed to

create this type of technology. Large institutions may have they time, but not want to

spend the resources creating tutorials. It may, however, be feasible for library systems

to create e-learning technologies and disseminate them to member libraries for use.

It seems more practical to purchase a content resource management system

from a vendor or purchase bundled tutorials from companies like Web Junction who

offer already made electronic resources for staff, patrons and other users. Along with

the purchase, come many unrealized benefits including technology support. Including

tested content to ensure more effective learning and instructors who are well versed in

the subject and used to this type of medium.

As previously discussed e-learning has many barriers depending on how a

particular institution goes about implementing it. Its high cost along with the opportunity

cost of having a staff member work on more meaningful projects are only a few

considerations.

Other items to consider are the technological infrastructure needed to create and

maintain this type of content. Libraries are receiving technology grants such as the

Universal Broadband Access Grants from the Federal Government, but are these

enough to enhance and modify a library or educational institution and help bring down

the cost? It seems not.


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Next, who will update the content and service it when issues arise along with the

ability to troubleshoot it when it is down? It seems that we revert back to our original

conclusion that purchasing the content from a provider is quite beneficial and would

greatly reduce the cost to institutions. It also helps reduce the staff members in the

information technology area concentration on its upkeep. Overall, the barriers to its

creation are high if you lack all of the resources to maintain this type of technology.

The future has a great deal in store for e-learning and the literature is beginning

to show this. As the different types of content begin to surface the most discussed is

that of gaming in the library and academic world. Students play and love games and

most that were born after 1985 have become used to having a computer in the hours.

This became more prevalent with the technology boom. As noted by Robert J. Marzano

(2010), Games are a regular part of students lives, no matter what their grade level.

Students play games throughout the day on their computers, the Internet, and their cell

phones.(p.71). More research is beginning to show that implementing gaming into the

educational environment and curriculum can enhance the students achievement.

E-Learning will morph into a type of 3D game that will allow the user to learn and

interact with avatars as they play. It is noted that many individuals learn content much

more easily when using animation as that found in a video game. As Robertson et. El

(2009) describe in their work, research suggests that digital animation may support

users ability to simplify structure during learning activities. (p.260) Gaming as a

learning tool will allow the user to break down the materials being learned to a simpler

structure that the learner understands.


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Also, Robertson et el (2009), note chemical activity in the brain changes when

students are engaged in video games. He feels that, research in data mining

presentation techniques and runs parallel with finding in cognitive neuroscience that

indicate increased dopamine levels in digital game users during user-system interaction

periods(p.260) This research is indicative of the trends towards the gaming use in

learning environments. As the student is stimulated, brain activity increases; therefore,

the learners ability increases and provides a greater opportunity to learn when gaming.

Last, students perceptions of gaming in the e-learning environment are quite

significant. Through research, Robertson et el (2009) have found that, Analysis

indicates an overall preferenceas notable enthusiasm for the 3D immersive GUI, the

principal user interface throughout current digital gaming technologies.(p. 267) Both

students and researchers feel that gaming would be an effective manner to learn.

Although, this will take a bit of time to plan and design the best resources for this type of

use.

Conclusion

Based on research and a literature review one has found that e-learning is in fact

an effective tool for use in both the academic and library fields. E-learning will continue

to be used as a blend of self paced and instructor led courses.

Effective learning is inherent within the student and their desire to learn the

subject. E-learning is being viewed as effective by librarians, faculty, patrons and

students which is a positive thing for the future of its use.


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As has been discussed this researcher believes that the content should be

purchased rather than developed. This is due to the many offerings currently available

and the large cost associated with content development.

All institutions should implement e-learning. It provides an opportunity for staff to

maintain skills, patrons to acquire skills, and students to supplement their course work,

along with many other benefits.

The future of e-learning is bright. It will continue to be looked upon for its ability

to help and its ease of use. Gaming will eventually become the next wave of e-learning

as this has already begun. Students will be able to interact with the program as they do

with games.


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