emergence and trends of elearning

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PART I: E-Learning: Emergence of the Profession

Stephenie Buehrle, Deborah Crowder and Aimee Willis November 2011

E-Learning is experiencing a great evolution and growth as the capacity for education is nolonger limited by time, physical or technological constraints. Part I of this narrative provides an

historical overview of instructional design and technology, distance learning, E-Learning andemerging technologies. Additionally, several key models and terms central to these practices are

summarized. Part II of this report will focus on three current technology trends, including cloudcomputing, mobile learning and social media and how they relate to the field of E-Learning.

Parent Field: Instructional Design and Technology Instructional design and technology (IDT) is a vast subject that can be likened to a deeply rooted

tree that has, over time, towered and branched into various practices and models that continue todefine what it is and how it has developed. Truly understanding IDT requires examining the

seeds that were planted in order to give rise to such a hybrid field. Educational technology,instructional technology and instructional design are all alternate labels defining IDT.

Instructional technology utilizes technological processes, systems and resources, which caninclude media, to facilitate learning; whereas educational technology encompasses not only

hardware, software, applications and activities, but also contemplates instructional and learningtheory in order to develop a learner¶s capabilities.

If instructional and educational technologies are contributing factors in defining IDT, then

instructional design is another cornerstone. Designing instruction that applies research, theories

and strategies to increase the appeal and effectiveness of learning is integral to IDT (Horton,2006). Although instructional design and instructional media are often addressed together, these practices have developed separately. The design aspect of the profession includes the approaches

by which educational problems are solved, whereas the media side of the profession signifies theresources utilized to deliver instruction (Reiser, 2001).

The most notable implications of IDT within the United States are concentrated within the last

century. The first quarter of the 1900¶s saw important developments in audio and visual media,including innovations in radio and film. The need to quickly train military personnel served as a

catalyst for new instructional designs and audio-visual media in the form of training films. As aresult of this demand, educational and psychological professionals entered into the field and

applied their expertise to design instruction and assess learning success (Reiser, 2001).

Throughout the 1950¶s and 60¶s, behavioral objectives were popularized to aid in designinginstruction and were inspired by models such as Bloom¶s Taxonomy, which theorizes that there

are levels, or domains, of intellectual behavior that are critical to learning. Robert Gagné¶sConditions of Learning drew from fundamental concepts in Bloom¶s Taxonomy and set forth

nine instructional events necessary to achieve successful learning (Reiser, 2001). Both of thesemodels are foundational to the field of IDT and are highly regarded as a basis for the design of



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instruction.

During the 1970¶s the ADDIE model of learning provided a five phase process by which learnersapproach problems. These phases include analysis, design, development, implementation and

evaluation and are still a staple of the instructional design process. Again, we find learning

objectives playing a key role, here within the analysis phase of the process. It is in this phase thatthe instructional problem is clarified, along with the learning objectives and goals. Objectivesand former theories are evident as building blocks to the continuation of solution models within

the field.

The select few milestones, models and influential figures discussed above are by no means moreimportant than many others not mentioned. However, this sampling provides a sound basis to

illustrate the interwoven nature of the ideas and solutions that have been influential in improvinginstructional design, as well as the foundation upon which the field continues to grow. Instructional design and technology continues to be an ever changing, ever growing field that

caters to both business and educational sectors and the military in order to improve theknowledge and performance of learners. If ³knowledge is the single most important commodity

in the prosperity of [a nation]´, then the design of instruction and the technology utilized todesign and deliver it is a platform on which success and prosperity are built (Saba, 2008, p.13).

Distance learning and the emergence of E-Learning are notable offshoots of IDT worthy of indepth discussion because they share history with and embrace the professional spirit of

delivering knowledge and enhancing the learning experience. Distance Education: Another Set of Roots

Distance education shares a common history (see Figure 1) with and employs the bulk of the

principles of instructional design. It differs primarily through the way learning is delivered.

Several key features define distance education. Many definitions of distance education are

available, but one that is pure and simple is, distance education is learning without the physical presence of the instructor. Distance education is characterized by the following (Mantyla and

Gividen, 1997):

y Separation in place or time, or both, of one or more of the following: instructor andlearner, learners from one another, and learners and learning resources.

y Interaction of one or more of the following: the learner and the instructor, learners and

other learners, and learners and learning resources conducted through one or more media.

y Processes that employ a multiple set of delivery methods in the learning experience, suchas written correspondence study or electronic media.



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y Processes may be synchronous meaning ³real time´or simultaneous participation of all students and the

instructor (Moore and Kearsley, 1996) or asynchronous, which signifies instruction that does

not require the simultaneous participation of all

students and instructors (Moore and Kearsley,1996).

There are three types of interactions typically seen indistance education applications (Moore, 1989). Each type

of interaction could have different effects on learners or theeffectiveness of a course. These interactions are:

y Learner-Content Interaction. The first type of

interaction is interaction between the learner and thecontent or subject of study. This is a defining

characteristic of education. Without it there cannot be education, since it is the process of intellectually

interacting with content that results in changes inthe learner's understanding, the learner's perspective

and mind.

y Learner-Instructor Interaction. The second type of interaction is interaction between the learner and the

instructor. The learner is able to draw on theexperience of the instructor to interact and respond

in a way tailored to the needs of each individual.

The instructor is especially valuable in respondingto the learners' application of new knowledge.

y Learner- Learner Interaction. The interaction is

inter-learner interaction, between one learner andother learners, alone or in group settings, with or

without the real-time presence of an instructor.

In application, distance education assumes the learner is

capable of self-direction, and the instructor is more

facilitative than directive.

Garrison¶s Community of Inquiry model incorporates

elements of both the constructivism and connectivismmodels which see the learner in active terms:

y cognitive presence (the ability to construct meaning

through sustained communication)

y social presence (the ability to connect on a



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meaningful level with other learners and teachers)

y teaching presence (the creation and facilitation of cognitive and social processes that leadto meaningful educational outcomes)

This approach is more holistic and attempts to capture not only the content, but also the contextin which we learn and work in today's world. Therefore, learning is dynamic, ongoing, anddependent on internal cognitive processes as well context and social interaction, whether face-to-

face or online (Garrison, Anderson, & Archer, 2000).

Regardless of the delivery method, level of interaction or model used, technology is penetratingall aspects of education and changing it dramatically especially as E-Learning moves to the

forefront.

E-Learning: Emergence of the Field The first use of the term E-Learning was in commercial applications. In the 1990s, theInternational Data Corporation saw great prospects for booming investments in businesses that

leveraged the Internet to deliver their distance learning modules to corporations, thereby meetingthe market need to keep the knowledge base of existing employees current (Morri, 1997).

Of course, educators saw the opportunity in E-Learning, as well. While some still ³view E-

Learning as that learning facilitated on-line through network technologies´ (Garrison &Anderson, 2003), others apply the term more broadly to include all forms of knowledge transfer

in formal and informal settings using any type of electronic media such as television, telephoneand the Internet (E-Learning Fundamentals).

As previously described, educators have worked tirelessly to incorporate the latest developmentsin instructional design as it applies to traditional classroom and distance education settings alike.With the advances in technology and adoption of E-Learning, participation in distance education

has erupted²recognized not only as a highly accessible means for learning, but also as areputable one. This reputation is due, in part, to the offering of ³E-Learning´ and online

education by accredited institutions, but also due to the ongoing application of instructionaldesign.

While the early applications of E-Learning (in the 1960s and 1970s) were largely behaviorist in

nature with the distribution of electronic lessons that provided straightforward positive or negative feedback to a learner¶s input, later implementations grew much more complex. With the

technological development of wikis, platforms for discussion threads, the increased accessibilityof audio and video technology and other media that promote interaction, educators moved on to

employ a wide range of instructional design models.

For example, a design may include the introduction of a perceived problem or issue in the formof an assigned reading, podcast or video followed by student participation in a discussion hosted

in an electronic thread. In an E-Learning lesson such as this, educators can encourage andmonitor the engagement of learners and their collaboration with their peers to construct a



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resolution to the issue. Educators can utilize a range of electronic formats to interject in thesediscussions, providing resources that further each student¶s understanding of the concepts.

Furthermore, one of these more complex E-Learning designs might incorporate the requirementfor students to blog or otherwise capture their reflection demonstrating their cognitive learning.

And so it goes, the innovative spirit that inspired educators to exploit the demonstrativecapabilities of film (Reiser, 2001, p. 55), utilize audio technology for language labs (Wilson,Orellana & Meek), and harness the power of the Internet and all of the tools deployed therein to

cultivate rich learning experiences for students continues to instigate new developments in E-Learning.

Perhaps the definition of E-Learning will become widely accepted as the use of all things

electronic and digital to enhance the learning and mastery of skills. In the same way thateducators have exploited and become the primary consumers of technology in the past, they may

embrace the ³idea that technology is doing for learning what it has done for pretty much everyother aspect of living, which is to say that it has dismantled the walls between spaces´ (Corbett,

2010). Instead of schools with classrooms, grade levels and subjects, educators may come tofoster ³learning spaces´ and ³discovery spaces´ where children collaborate to build, play and

deploy their own electronic games²all the while refining their reading, writing and mathematicsexpertise (Corbett, 2010). This could characterize the application of social constructivism in an

E-Learning environment.

E.O. Wilson, a Harvard educated evolutionary biologist, would certainly see this as the educationof the future. If he is right, Thomas Edison¶s prediction that ³books will soon be obsolete in the

schools´ (Reiser, 2001, p. 55) will come to fruition about 100 years after the time that he made it.Rather than the motion picture revolutionizing the institution of education, Wilson predicted that

³games are the future in education [and]«we¶re about to leave print and textbooks behind´(Corbett, 2010). While it is unlikely that print materials and books will become obsolete, it might

very well be true that game development and application will be incorporated in the instructionaldesigns of the future.

Concluding Thoughts

Instructional design, distance education and E-Learning have certain similarities. All three

traditions feature a common shared history and all have been influenced by many of the samekey contributors and models. However, each tradition in application presents itself with different

perspectives and nuances.

Instructional design at its core is a reasoned approach to developing training and educationsolutions to pass knowledge. The theoretical and conceptual underpinnings of modern

instructional design and technology are supported by many contributors, especially the works of Bloom and Gagné. Not only did Bloom and Gagné¶s work influence the instructional design

field, but it is also evident in today¶s distance education and E-Learning practices. Thesignificance of distance education is in the way technology began to be harnessed to provide

non-traditional learning.



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E-learning is opening up an entire new world of opportunities and challenges. Maturingtechnology is bringing about an interactive environment for learners. Examining emerging trends

in E-learning provides insight into approaching and impending developments in the field.

As the industry moves forward, the interaction and individual contribution of these core practices

make it possible to deliver sustainable educational and training solutions that produce results in acomplex, ever-changing world. Ultimately, these three practices have demonstrated that they aresufficiently dynamic enough to allow for the implementation of viable new technologies and

models that make their way into the instructional landscape. These new technologies and platforms are evident in the emerging trends that continuously shape and redefine the field of E-

learning.

Part II: Trends

It is clear that E-Learning is a mainstay in 21st century learning environments. Part I of this

narrative provides an historical overview of instructional design and technology, distancelearning and E-Learning. In this section, or Part II, we will present emerging technology trends

that are currently influencing and affecting instructional design and learning professionals.

As evidence of the viability of E-Learning, one can look to the U.S. Department of Education,

which devotes a significant amount of resources to the development of its National EducationTechnology Plan (NETP). The plan ³calls for applying the advanced technologies used in our

daily personal and professional lives to our entire education system to improve student learning,accelerate and scale up the adoption of effective practices, and use data and information for

continuous improvement´ (U.S. DOE, 2010).

Teaching professionals, by their nature, do not tend to wait for policymakers to prompt them or to provide the means to adopt new tools and methodologies to reach their participants. They

certainly are applying advanced technologies to their classrooms. What might be more difficult iskeeping up with the advances in technology and their impact on trends in education. In Part II,

we are highlighting just three trends that are having a significant impact on teaching andlearning, but make no mistake, these trends are but a sample of the creative applications of

instructional technology.

Cloud Computing

There is a movement underway that will affect most everyone who uses computers called ³the

cloud´. Seen as a cheaper, faster, more convenient alternative to traditional informationtechnology (IT) infrastructure and services, the ³cloud´ is similar to paying for any other

commodity, such as electricity, cable TV, or cell phone service. In ³the cloud´, fundamentally, a provider¶s computing resources, service and expertise are pooled to serve multiple consumers

with varying needs for a cost.



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Cloud computing is not Web 2.0 tools or networking. Rather, it is the enabling technology.Cloud computing can be viewed as digital outsourcing or the farming out of computing

capabilities and software applications to another company on pay-per-use or pay-only-for-whatyou need basis from anywhere at any time without requiring much in the way of consumer

expertise or human interaction with the service provider (Shor, 2011).

The advantage is the consumer gets the service at a stable, predictable cost and computing

capabilities are rented and no hardware or software assets are purchased outright by theconsumer. The business or educational institution does not have to invest capital in building

organizational computer infrastructure and support staff. Additionally, convenience, cost,reliability, scalability and environmental factors are other benefits anticipated in the deployment

of cloud-based workplace and learning solutions (Marks, E. & Lozano, B., 2010).

Cloud computing falls under three

categories: Software as a Service (SaaS),Platform as a Service (PaaS), and

Infrastructure as a Service (IaaS) (see

Figure A).

y Software as a Service (SaaS) provides consumers with software

over the web. The time savingsthat come with on-demandsoftware, where nothing needs to

be installed on a PC and newusers can be added easily ± along

with the pay-per-use business model ± have made SaaS a success (Miller, 2010). Popular and familiar examples of SaaS are Google Apps and Blackboard Learn.

y Pl atform as a Service ( P aaS) provides consumers with a stable online environment to

develop custom applications using visual, point-and-click browser-based software

development tools like Google¶s AppEngine and Microsoft¶s Azure rather than a programming language. There is less work involved in creating an application using PaaS

than the traditional approach, which involves procuring and managing one or moreservers for development, testing and production, and installing and configuring server software (Miller, 2010).

y In frastructure as a Service ( I aaS) provides consumers with administrative, web-basedaccess to fundamental computing resources such as processing power, data storage and

high-speed networks. The low entry costs and the pay-per-use charging model make itattractive to businesses. More importantly the web interfaces, empower the consumer to

administer the computing resources as if they owned them (Miller, 2010) Amazon is aleading provider with its AWS (Amazon Web Services) offerings and learning

professionals may utilize this type of service to host files like large online training videos(Miller, 2010).



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Cloud computing represents a radically different way of procuring a full range of IT capabilities.It is the service nature of cloud computing that makes it such a disruptive force in the IT

industry. Although there are multiple cloud computing services that the learning and performance professional can immediately apply in a practical way, almost everyone is now

grappling with how to best take advantage of cloud computing capabilities to reduce costs and

enhance productivity. What is certain is path-breaking and people-centric technologies continueto be experimented with and established to empower and address situational needs that providefor the developmental growth and value for learners. There is no doubt that learning equity issues

with cloud computing relate to the availability of financial resources to purchase the devices thatutilize this technology.

Perhaps unwittingly, many across the globe have been participating in cloud computing for

social purposes and some for educational purposes for quite some time by utilizing applicationson their smartphones. Mobile devices greatly contribute to cloud computing implications, as the

use of tablets and smartphones for mobile learning increases. ³Some colleges have even begundistributing tablets to all of their students´ (Madan, 2011) which rely on cloud computing for

storage and bandwidth. The best way to serve learners is to establish environments thatincorporate this type of integral technology.

Mobile Learning

Mobile devices are closing the gap between resource and recipient at a dizzying pace. Today,

information is available at the touch of a button in the palm of one¶s hand. Information seekersdo not have to physically travel anywhere to access a continually growing catalog of

information. The implications that mobile access to information has on learning is exponential.Delivering the right information to the right people at the right time is positioning today¶s

learners at the greatest vantage point, which is ³where they can find what they need when they

need to know it´ (Lykins, 2011, p. 2).

The advent of the Internet was, indeed, the precursor to mobile learning. Just a mere decade ago

users were dependant on a ³fixed line´ in a ³static location´ in order to gain online access(Lykins, 2011, p.2). Users¶ increasing expectations for unlimited access, as well as the fact that

³cellular access to the Internet [has outpaced] more traditional networks´, has spawned this ageof rapid expansion and development of mobile learning (Horizon, 2010, p.22). The trend in

mobile learning is made apparent by the fact that access to the Internet via mobile devicesexceeded desktop access in 2008 and each year, thereafter. By the end of 2011, market research

firm Nielson forecasts that more than 50% of phones sold in the United States will besmartphones (Lykins, 2011).

The handheld, mobile devices that bring mobile learning to the user represent an incredible

extension of the learning environment, be it the classroom or the workplace. Smartphones,netbooks, PDA¶s, tablets and pads deliver learning in smaller, ³just-in-time chunks´, which

results in improved retention of information (Woodill, 2011). Senior technology consultant atStanford University, Tim Flood, agrees that the mobile web has definite advantages over the

traditional web, as made apparent by the comparative chart in Figure B (Lykins, 2011, p.3).



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These advantages are contributing factors to the upswing in mobile learning and the shift toward³asynchronous« and individualized consumption [of information]´ (Carroll, 2011).

Distributed anytime and anyplace learning via remote devices has increased the popularity of multimedia as learning resources. Access to Youtube for video content, Stitcher for podcasts, and

sites like Facebook and Edmodo for social networking is gaining in mobile user activity due toapplication software that allows users to bypass a browser and go directly to the site. Direct

access to multimedia and social networking resources reinforces the trend in mobile learning.

Despite the obvious advantages of mobile learning, there are some drawbacks to ³going mobile´,as well as negative social implications. These include«

1) Individual ownership of mobile devices varies greatly depending on socioeconomic class.For this reason, educators should be wary of assuming that learners will ³arrive equipped

to access a mobile pedagogy´ (Carroll, 2011).2) Mobile learning is in a constant state of flux and development. Planning for and

utilization of mobile learning should be ³future-oriented´, which means continuouslyrevisiting best practices, content and resources (Woodill, 2011, p.2).

3) Mobile learning can collide with security concerns, and the difficulty to deliver sensitivecontent via mobile devices can inhibit its efficiency (Lykins, 2011).

4) Mobile devices, themselves, can be seen as distractions instead of learning tools,especially among educators not trained to design instruction that embraces mobile

learning.

Ultimately, however, the ability to adopt and leverage mobile learning in the appropriatesituations will result in positive learning experiences. The portability, any time, any place

connectivity, flexibility and timely access to resources, and immediacy of communication notonly engages, but empowers learners (Woodill, 2011). To ensure best practices, it is

recommended that mobile learning be viewed and utilized as complementary to other forms of learning, not as a replacement.



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Social Media

Similar to the impending adoption of cloud computing and mobile technology to extend learningopportunities, learning institutions are taking advantage of the widespread and growing adoption

of social media.

In more and more learning environments, it is becoming just as likely that you might observe participants ³tweeting´ in their responses to questions as raising their hands. More instructors are

distributing assignments via Facebook, and participants are all too eager to engage in³homework´ that involves posting a two minute video on YouTube. The use of social media is

fast becoming a mainstay in education (see Figure C).

New Milford High School is one of the institutionsengaging and connecting with digital students of

the 21st

century. The principal of this New Jerseyschool, Eric Sheninger, ³and his teachers use

Facebook to communicate with students and parents, and students use it to plan events´ (Toppo,

2011). Sheninger shares company with a growingnumber of education professionals who maintain

that ³social networking tools offer usunprecedented ways to connect, share, participate,

and contribute in a variety of activities´ (Dunlap &Lowenthal, 2009).

More compelling may be the wave of recently

conducted studies that show the positive effects of

social media in schools. One study at Lock HavenUniversity provided evidence of the value of integrating social media into teaching. In theexperiment, students who were asked to tweet about their experiences relative to assignments

demonstrated ³more than twice the improvement in engagement than the control group´ of students who were given the same assignments and information, but did not incorporate Twitter

(Kessler, 2010, Twitter Increases Student Engagement[STUDY]).

Those advocating for the incorporation of social media in schools also have strong backingdocumented within the latest release of the U. S. Department of Education¶s (DOE) National

Education Technology Plan (Ray, 2011). Among the Department of Education¶s priorities is³participating in efforts to ensure that transitioning from predominantly print-based classrooms

to digital learning environments promotes organized, accessible, easy-to-distribute and easy-to-use content and learning resources´ (U.S. Department of Education, 2010, Executive Summary).

Alongside several other initiatives to meet this priority, it is stated within the document that theDOE can encourage ³institutions to experiment with such resources as«social networks both

within and across education institutions to give students guidance and information about their own learning progress and strategies for seamless completion of a comprehensive P±16

education´ (U.S. Department of Education, 2010, Executive Summary).



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The use of social media for learning and instruction is not without its detractors. Many parentsand educators, too, have concerns about online bullying and they fear that sexual predators may

gain access to students via social media. Legislation and model policies have been proposed in anumber of states to address these concerns and to provide guidance to educators regarding

appropriate social networking behavior (Paulson, 2011). More prevalent may be those voices

that encourage responsible use of the media. The American Library Association, for example,would not support a ban on social media in schools as it ³does not teach safe behavior and leavesyouth without the necessary knowledge and skills to protect their privacy or engage in

responsible speech´ (Toppo, 2011).

Another detractor is the issue of equitable access to social media²and to computers, ingeneral²for educational purposes. The scope of the concerns is wide and raises many questions.

y Do education institutions have equal access to and support for the incorporation of technology in their plans?

y Do some educators assign work outside of the school day and classroom while others providedirect access to the materials and equipment within the school day?

y Do ethnicity, socioeconomic background and even gender play a role in equal access?

On the other end of the spectrum are those that argue the incorporation of technology in schoolsactually closes the equity gap, particularly where the internet is concerned, as it provides all

students with access to the same information. While advocates for equity are sure to continuedeveloping solutions to narrow the gap in learning institutions, among educators and learners, it

is undeniable that social media and social networking will also establish its utility for instructionand learning.

Concluding Thoughts

If history is any indication, new technologies and associated learning opportunities will continueto proliferate. Learners will persist in exploring and adopting technological advances in their daily lives and will likely press educators and teaching professionals to be more fluid in adapting

to the evolving technological landscape.

The question is no longer whether a particular technological innovation is disruptive to thetraditional model of education. Instead, the discussion surrounds the fact that technological

innovations, in general, have disrupted the traditional model of education. As students becomeunleashed from the physical learning space by way of cloud computing, mobile technology,

social media and other emerging technological trends, the challenge for teaching professionals isto identify the key designs that will most effectively impart the intended knowledge, skills and

competencies.

Upon the exploration of these trends, our previous assertion that E-learning is opening up anentire new world of opportunities and challenges seems grossly understated. Education and

training solutions are, indeed, experiencing a paradigm shift. Like the agricultural and industrialrevolutions before it, this time might very well come to be marked as the educational revolution.



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