Impact of E-Technology on E-Learning

Impact of E- engineering science on E-LearningTable of Contents (Jump to)Introduction practiseCore TechnologyCompetitors and merchandise dataFuture trends and ConclusionReferences and BibliographyIntroductionThe term Electronic-Technology (Also referred to randomness chat Technology) or E-Technology originates from the occurrence that most of these technologies atomic number 18 electronic solelyy facilitated. E-Technology has move a commonplace entity in all aspects of bread and butter (Carr, 2003). Across the past twenty years the use of E-Technology has fundamentally changed the practices and procedures of nearly all forms of strain within business and governance (Oliver, 2002). Every organisation is looking to use the numerous advantages offered by these spick-and-span evolving technologies and conjure up their organisational prospects, be it business houses (E-commerce), banks (E-banking), educational institutions (E- listening, E- upbringing) etc. For the purpose of this report we will concentrate on the educational use of E- applied science in the form of E-Learning.People have al foc utilises had a need to learn from people who bent in their immediate vicinity (Dede, 1995). In the early days, for example, guilds provided opportunities to be trained by skillful teachers and learn from experts. People travelight-emitting diode great distances to learn from the best. Todays technologies allow us to do similar sharing but at a distance. Early models of such cultivation were cognise as correspondence study and were text-based because books and paper were the applied science that was purchasable at the time. As technologies change and expand, the options for acquirement expand with them. Because of the ongoing technological evolution and progress, it fuck and will be harnessed for encyclopaedism. These new technologies that wad be used for discipline purposes be collectively better know as E-Learning technologies.There seems to be no agr eement on a unified view on the definition of e- information as per the literature. The former of this report will use the definition of e-learning as proposed by NCSAE-learning is the acquisition and use of acquaintance distributed and facilitated principally by electronic means. This form of learning currently depends on networks and guessrs but will likely assume into system of ruless consisting of a diversity of channels (e.g., wireless, satellite), and technologies (e.g., cellular phones, PDAs) as they are developed and adopted. E-learning can unsay the form of courses as well as modules and smaller learning objects. E-learning may corporate synchronous or asynchronous access and may be distributed geographically with varied limits of time. (NCSA, 2000)ApplicationsA growing clay of research allows that E-learning technologies, if appropriately used in the classroom, may allow students to create intimacy in a fictive direction by giving them opportunities to loo k for, interact, problem solve, and collaborate (Clarkson et al, 1999). Kirschner and Selinger (2003. p.6) elaborates by mentioning that these technologies offer the potential to meet the learning needs of individual students to promote equality of opportunity to offer high-quality learning materials and to increase self-efficacy and independence of learning amongst students of all ages. In the U.K., the Department of gentility and Employment (DfEE) now cognise as Department for Education and Skills (DfES), believes that ICT can provide new take aims of learning support and mentioned that We believe the ambitious and imaginative use of applied science will be a central element in improving personalisation and choice across the system (DfES, 2004, p.88). Some of the widely used applications of E-Technology in the form E-Learning in an educational setting are stipulation below.Data logging and Graphing In data-logging activities, learners need only to make decisions about what p arameter to measure, in a suitably designed experiment, and to select the appropriate sensor, to be able to record high-quality data. Bartons (1997) comparative study of graphing using computer and non-computer methods has highlighted the flexibility afforded by the computer approach. Real-time plotting has time advantages over manual methods, in particular in encouraging pupils to focus on trends and patterns kinda than individual data items. Spreadsheets and early(a) types of software that provide graphing facilities enable pupils to explore the instauration of data in different graphical forms, and to look for trends and patterns in data.Obtaining and transmitting intimacy The mental quickness of computers to archive large quantities of tuition and to permit its ready retrieval was of potential educational benefit for conveying knowledge. Software that is designed to exploit these properties includes multimedia resources such as compact disc read-only memory (OBannon, 1997 ) and web-based materials accessed through internet browsers .Presenting and reportage The presentational tools provided by word processing, desktop publishing, web-based and other specialized presentation software offer pupils goodish tools for presenting and sharing their ideas with others. As well as deciding what information they may wish to report, pupils can root on styles and formats for presenting their ideas. This allows for a degree of creativity and exploration in the search for the most appropriate and rough-and-ready format. We believe that the creative processes involved in producing reports and presentations help pupils to develop and secure their understanding of science.Core TechnologyE-learning technologies are available in a variety of types and forms. Electronic learning has existed before the Internet came into existence. It was known as computer-based training (CBT), where training materials, some were even interactive, were stored in floppy disks and later in CD-ROMs (Schittek et al, 2001). The CD-ROM version still exists right away. The current Web-based form of E-learning is merely an enhanced version, capitalising on the latest computer technologies to incorporate the capability of multimedia and global accessibility of the Web. The technologies could include hardware (e.g. computers and other devices) software applications and connectivity (e.g. access to the internet, topical anaesthetic networking infrastructure and video conferencing) (Toomey, 2001). The capacity of these new technologies to support learning in a creative way through experience of simulations, problem solving, investigating and handling information is considerable.With E-Learning, there is opportunity for high level interaction among students, the lecturers and the computer-mediated material. Teaching is flexible because as it can be conducted synchronously or asynchronously, contact is moral force and can be as variable as the student or the lecturer desires and communication can take place through a variety of modes, such as email, chat, bare boards, etc all facilitated by the computer this can be viewed as distributed learning.It is general knowledge that the most widely used of the E-learning tools in the education sector is electronic communication tool (Email). Academic inform staffs are making themselves available for 24 through the use of email and bulletin boards. Bates (2000) notes that the use of electronic communication for most lecturers actually increases their contact with students, which can be very beneficial for the students. Lecture notes and other teaching resources are position on the internet for students to access, and linking useful web sites to these resources enables students to navigate through relevant resources. Academic staff overly employs published classroom resources that are directly linked to the internet. Learning or Course management systems are used to create an online environment which houses a multitude of resources such as course outlines, listed resources, internal email, bulletin boards, discussion forums, synchronous communication and so on. Presentation softwares (PowerPoint etc) are also organism widely used to enhance classroom teaching. Compared to preparing a Chalk and talk lecture, the preparation of appropriate presentation software requires more time although it may save time in comparison to preparation of small overhead transparencies.However, if one has to concur on a single technology that has resulted in the exponential ontogeny of E-learning, it has to be the internet.The World Wide Web has made it possible for people to access primary sources of information on demand. Mastery of this tool has become essential in order to gain access to an ever-growing body of recent and up-to-date knowledge available electronically. The rate of job change has also caused a rethinking of the skills mandatory for lifelong learning, such as skilful use of ICT. The po tential is there for these new technologies to attract a more combative market, thus making the institution a more financial and viable entity (Bates, 2000).Competitors and Market DataGovernment along with Industry leaders have identified the potential of E-Learning and this is clearly apparent(a) from the amount of investment made governments and the companies. For example the UK government has, Programmes to invest an additional 81m over three years awarded from HEFCE and HEFCW have been earmarked to support central objectives of the DfESs E-strategy, the Science and Innovation Investment Framework 2004 2014, and Reaching higher(prenominal), the Welsh Assembly Governments strategy for the higher education sector (JISC, 2006). The following figure shows the amount that has been set aside for E-learning which is an around 20% increase from the previous investment.The industry is not left(p) far behind either. Organisations view learning increasingly as a competitive advantage ra ther than just another cost factor (Urdan Weggen, 2000). The industry is to a greater extent divided in two major groups. One that provides centralised learning management systems (LMS) with the most commonly used applications and the other group of companies are the ones who provide bespoke E-learning systems as per the requirements of their clients. The ability to sustain and compete in this growingly competitive market is evident from the increasing number of mergers that we have seen in the past few years specially in the LMS sector. The following table shows a recent market state after the mergers and comprise of the unfit players in the LMS or E-learning sector.Even though the bespoke E-learning market is growing every day the companies are not as big as the LMS vendors. However, this is a positive sign and it enables small sized organisations to unify affordable E-Learning solution into their business provided by these companies rather then the ones provided by the LMS ve ndors which are hugely expensive. commercialized and social shamThere is absolutely no doubt that these E-Learning technologies are having a massive impact at commercial as well as social level. Some of them are mentioned belowOnline loving Communities The asynchronous and synchronous communication ability of E-Learning systems has enabled institutions to cater for a variety of users by removing the barriers of time and distance. Users who are normally geographically disadvantaged have access to a variety of educational resources not ordinarily at their disposal (Bates, 2000). This, in a way has lead to the evolution of online social networks (Myspace, second life etc). These networks are having an enormous social impact on the society in a positive way to a greater extent. Social networks are playing a instrumental role in learning environments as a major conduit of resource and knowledge exchanges (Cho, Stefanone, Gay, 2002) and as a source of social support and socialisation for distributed learners (Haythornthwaite, 2002). There are abundant discussions emphasising the value and the impact of social networks in the studies of organisational learning (Nahapiet Ghoshal, 1998), knowledge management (Cohen Prusak, 2001), and distance learning (Haythornthwaite, 2002).Pedagogical Improvement and staff renewal Teaching staff are able to preset information using a variety of tools in order to better mention to the content to the concrete realities of a given field of study. Innovative hands-on learning experiences are also made possible for students through computer simulation software. Asynchronous communication technologies are used outside the classroom to enrich classroom learning through discussion groups, mentoring and coaching (Burg Thomas, 1998). The challenge of teaching with ICT has led to revitalizing teaching practice for academic staff (Bates, 2000).Cost-effectiveness According to Chute, Thompson and Hancock (1999) the potential financial s avings associated with E-learning can be significant when compared to traditional methods. E-Learning can improve the cost-effectiveness of the operation of educational institutions in variety of ways. One way is by the ability to reach different students and in greater numbers. Academic teaching staff can be freed from many routine activities by replacing certain activities with appropriate technology (Deden Carter, 1996). Leading firms such as CISCO, Motorola, IBM and Ford are already reaping benefits associated with E-learning with some of them having cutting costs in the range of a whooping 30 to 50 percent (Greengard, 1999).Future Trends and BibliographyAlthough the growth of E-Learning is considerable there are those who are sceptical about its potential. Cuban (2001) argues that although governments are spending substantial sums of money to develop and appliance educational policy to fund E-learning research reveals that these new technologies are often oversold and underus ed (Cuban 2001, cited in Kirschner and Wopereis 2003). Also, with appraise to E-Learning universe a driving force behind educational innovation and reform, research indicates that the role of E-Learning is not as profound as one would expect (Kirschner and Wopereis 2003, p. 107). This may be because ICT is too often used as a modern and efficient substitute for existing learning and teaching materials and seldom as a vehicle for innovation and transformation of education (Kirschner et al 1995, cited in Kirschner and Wopereis 2003, p. 107). This has prompted the government to shift its attention from technology to pedagogy as shown below.Whether or not someone is keen on using technology for learning, the fact is that its here to stay. Technology has become an essential way to handle the education, training, and retraining needs of an expanding knowledge society. According to a recent report on job skills, 50 percent of all employee skills become outdated in three to five years. In addition, experts say the percentage of jobs that fit into the category of knowledge workers is rapidly increasing (Moe Blodgett, 2000). Even jobs that were traditionally thought to require fewer skills, such as sell sales, now commonly require computer skills and the ability to keep pace with product changes. Many manual(prenominal) workers regularly use computers and databases in their work. We simply dont have the capacity to support todays educational and training needs by using traditional methods alone.ReferencesBarton, R. (1997). Computer aided graphing a comparative study. Journal of Information Technology for teacher education. 6(1), 59-72.Bates, A. W. (2000). 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