Online Learning: Towards Enabling Choice

Computer technology has made a significant impact in many areas of teaching and learning. The introduction of desktop computers, word-processing packages and presentation preparation tools has improved greatly the quality of the material presented to students and used in lectures. The use of simple database packages and spreadsheets has improved and simplified record keeping at all levels within education. However, the most significant impact has come through the use of supportive learning mechanisms such as computer-aided learning (CAL), computer-based training (CBT) and online learning. These technologies make use of various forms of interactivity to engage the student in effective, and often novel, learning experiences, (Leidner & Jarvenpaa, 1995); (Alavi, Yoo, & Vogel, 1997) .

The terms used to refer to the use of computers in education are many and in some cases have conflicting and inconsistent use. Terms include: - computer aided learning, web-based learning, computer managed instruction distance learning, online learning, etc. (Smith, 1999); (Garrison, 1985). Many of these terms have considerable underpinnings while others are relatively new and are the subject of ongoing research. The focus of this paper lies with the application of computer and communications technologies in general and while these technologies can be included under this umbrella, they are not examined individually.

Bates (Bates, 1995) highlights the following criteria for assessing the properties of different learning technologies:

1.      Access – how easy is it for learners to access the technology? 

2.      Costs – what is the economics of using the new structure – the unit cost per learner?

3.      Teaching and Learning - what approaches to learning are appropriate - what are the pedagogical strengths and weaknesses of different technologies?

4.      Interactivity – what type of interaction does the technology support?

5.      Organization – what changes in the organization need to be made before the technology can be used successfully?

6.      Novelty – how new is the technology?

7.      Speed – how quickly can courses be mounted and updated with this technology?

While there is general agreement that the use of computer and communication technology greatly improves access to learning, evidence of its cost or pedagogical advantage is less obvious. Evaluation efforts into pedagogic issues seek to establish an educational basis for the activity either by empirical measurement or by reflexively evaluating products with a view to their improvement. Economic evaluation on the other hand tries to assess the overall impact of the technology in terms of its viability by comparison with traditional methods.

Learning is a complex process that is modeled by educational theories and can be measured using a variety of reasonably objective methodologies. Educators are applying these theories to new technologies and have tried to use evaluative processes to gauge the ability of educational theory to model the learning engendered by them. The empirical evaluations of some new technologies have shown no clear evidence for greater efficiency of learning than conventional methods. The process of learning aided by computer technology is not completely understood, neither is it clear how it should be evaluated? Despite this unclear link between educational theory and new practices, the implementation of computer technology can be very successful when handled by educators who are experienced in applying educational theory in practical situations. By contrast, there are many circumstances where the implementation of new technology systems can be seen to be damaging. We have observed that educational management has a tendency to perceive new online forms of learning principally as a solution to globalization and efficiency problems and not a tool to be used if and only if the right pedagogical conditions exist.

Bibliography

Alavi, M., Yoo, Y., & Vogel, D. R. (1997). Using Information Technology to Add Value to Management Education. Academy of Management Journal, 40 (6) 1310-1333.

Bates, A. W. (1995). Technology, Open LEarning and Distance Education. London, Routledge.

Garrison, R. D. (1985). Three Generations of Technological Innovations in Distance Education, Distance Education.

Leidner, D. E., & Jarvenpaa, S. L. (1995). The Use of Information Technology to Enhance Management School Education: A Theoretical View. MIS Quarterly.

Smith, L. T. (1999). A Taxonomy of Computer Usage in Training and Education. In Proceedings of the IASTED International Conference Computers and Technology in Education, (pp. 190-193). Philadelphia, Pennsylvania.