Information Technology Reference
In-Depth Information
B. repetition and practice
existing educational spaces, the potential effects of
this replacement must be evaluated and assessed
(Coleman, 1998; Kolmos, 1996; “Overview of
e3L,” 2005). However, e-learning is not meant
to replace the classroom setting, but to enhance
it, taking advantage of new content and delivery
technologies to enable learning. Key character-
istics of online learning compared to traditional
learning is shown in Table 1 (Wild, et al., 2002).
E-learning should include a means for repetition
and practice. In other words, the courses should
engage and challenge the learners to evaluate,
select, and use the information in their every-
day lives. The content should be relevant to the
learner's frame of reference (i.e. content that is
practical and understandable to the user). Case
studies, simulations, and “what would you do”
exercises help learners grasp the content and find
ways to use the new information creatively in
their lives. The Web is an excellent resource for
establishing a frame of reference for exercises.
A. Interactivity
E-learning should be interactive. There are oppor-
tunities for both learners and knowledge holders
to build on the information being conveyed in
the online environment. Opportunities include
threaded discussions, chat areas, and exercises
that invite learners to interact with the content and
respond. Most importantly, learners and instruc-
tors should have a means to contact the content
expert or others in the actual learning environment.
E-mail, discussion bulletin boards, groupware
environments such as Lotus Notes (TM), etc.,
can be used to support interactivity.
c. Presentation Styles
E-learning should provide a selection of presen-
tation styles. The most beneficial courses offer
several ways for learners to absorb the material.
Written content is fine, but more learners grasp
concepts with illustrations that accompany the
content. Video, audio, and other multi-media
choices within an online environment contribute
to the richness of presentation choices. Instructors
can inquire in the online classroom about other
ways to present the material if alternative delivery
methods are available or preferred by members
of the learning group.
Table 1. Knowledge presentation consideration
for e-learning
d. content
Characteristics of traditional
learning
Characteristics of online
learning
E-learning content should be relevant and practi-
cal. Adults learn better when the objectives of the
course are directly linked to issues, theories, case
studies, research, and knowledge that is practical.
Simply putting material online does not make
e-learning successful. Learners require some
amount of integration of all of the information
being provided in the learning environment so
that it makes sense and has meaning and utility in
their lives. Company intranets permit employees
to access issues facing the organization that can
enrich the content of learning activities.
Engages learners fully
Promote the development of
cognitive
skills
Use learners previous experi-
ence and
existing knowledge
Use problems as the stimulus
for learning
Provide learning activities that
encourage
Cooperation among them
members
E-learning should be inter-
active
E-learning should provide
the means
for repletion and practice
E-learning should provide a
selection of presentation
style
E-learning content should be
relevant and practical
Information shared through
E-learning
should be accurate and ap-
propriate
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