Computer Education & Effectiveness Sample

The use of computers for education has significantly increased in the last few years. Due to the introduction of different new techniques online learning has become easier and interesting. The development of new technologies and software tools is providing practical learning experiences, which is helping in manufacturing a real true learning society based on technology. It is an effective way of introducing wealthy training and merged learning techniques so that well-organized and effective learning practices can be implemented in the surroundings. There is no doubt that computer-based learning has become effective like never before but then also it is still not so effective in the way it is being promoted. There are still many drawbacks to this technique that are decreasing its effectiveness. This present essay is going to assess the effectiveness of e-learning. This essay will assess the advantages and limitations of e-learning and will compare the identified facts with promotions. Promoters are presenting e-learning in a way that doesn’t have any limitations but this study will examine the drawbacks of e-learning. This essay will evaluate that “E-Learning is over-hyped and low on content”.

There is no doubt that computers are making several positive changes in human life but at the same time, some negative impacts are also there. A variety of negative effects can result on a person due to computer addiction (Ettinger, Holton and Blass, 2006). An addicted user spends more and more time on the computer and thus he withdraws from friends and family. In order to get more computer time individuals skip meetings with friends avoid family members and stop attending social gatherings, so relationships begin to wither. The user causes further social harm while they interact with their friends as they become irritable when away from the computer (Freund, 1988). Using a computer for long hours can also result in an emotional toll. Studies have shown that user establishes their own artificial world after playing computer games for a long time.

Along with entertainment, computers are playing a vital role in learning too. The use of e-learning tools is significantly increasing and technological developments are largely affecting learning patterns. Education in this 21st century is greatly affected by technological developments. In the present scenario, E-learning has become an important term in the field of education. Due to the e-learning pattern, the present scenario in higher educational institutions is changing. E-learning has become a modern educational concept (Unneberg, 2007). This new concept is completely different from traditional concept of education. Developed new technologies and software tools are providing practical learning experience, which is helping in manufacturing a real true learning society based on technology. It is an effective way of introducing wealthy training and merged learning techniques so that well-organized and effective learning practices can be implemented in the surroundings. It is the technology that allows users to learn from anywhere at any time.

Electronic learning or E-learning can be defined as the process of gaining knowledge through internet-based learning programmes. In the current technological world use of the Internet is significantly increasing (Megan, 2002). Students are self-motivated and managed in e-learning. E-learning is based on several principles of learning theories as well as different technological tools. E-learning is developed in five different phases. The development starts with the analysis of learning problems. Then, the connection of training is designed. In the third stage, the training modules are developed and after that the plan is implemented (Owens and Price, 2010). In the last stage feedback of learners is invited for evaluation.

In the present scenario, the demand of higher education is significantly increasing and technological developments are playing a key role in fulfilling these demands. Electronic learning is providing powerful and modern ways of satisfying these requirements of education. Through cost savings, precise delivery, on-demand availability of training etc, the training and education opportunities are increased through e-learning (Wang, 2009). It is focused towards providing high-quality education and training to every individual. There are several ways in which this type of learning can be applied and that will be included in the majority of education and training programs (Young, 2008). It plays an important role in the education field as the need for higher education is rapidly increasing.

There are several issues that are reported by students using e-learning. The very common issue is regarding very slow response times. It is reported many users that some e-learning tools long time to respond and that has made their e-learning experience worse. Slow internet connection is another very common issue. Pop-up advertisements and other disturbances also affect learning (Waddill and Marquardt, 2011). Thus, internet-based learning is not as easy and effective as it appears in promotional campaigns. The technologies being offered for e-learning are sufficient for learning objectives but the quality and content of the programmes may not be satisfactory. Different technologies are offering compressive tools to provide a real-life learning experience but chances of error are always there with every technological aspect (Lori and Kent, 2001).

The cognitive science principles of effective e-learning are decried by E-learning theory. According to this theory, the effectiveness of e-learning can be improved by the selection of appropriate concurrent multimedia modalities (Selim, 2007). The modality principle introduced by Richard E. Mayer defines that the study material includes both graphical and verbal information then the verbal information should be provided in auditory format rather than only written text. Alan Baddeley and Graham Hitch developed the model of working memory on which the modality principle is based. According to this model, there are two largely independent sub-components of working memory that tend to work similarly - one verbal and one visual. As per this theory, if the related material such as words and pictures are presented together then the effectiveness of learning can be improved. Basically, e-learning is based on this theory which believes that the availability of all the related material in their proper format significantly increases the effectiveness of learning (Koschmann, 1996). Thus, e-learning programs are developed by considering these set of materials. Different audio and video supportive tools are used in e-learning programs so that effective learning can be delivered.

There are several learning theories that provide a solid base for good educational practices. E-learning includes a set of teaching styles rather than being focused on a single one. With changing educational technology different potential ways of technology are being implemented to make the learning process easier and effective. The first approach of learning is social-constructivism which is well afforded by the use of blogs, discussion forums, online collaborative activities and wikis (Venkatesh and Davis, 2000). This approach is dedicated towards wider groups including students themselves as it opens educational content creation for them. This approach is used by One Laptop per Child Foundation in their project. Another approach is Laurillard’s Conversational Model which is relevant to e-learning particularly. The cognitive perspective theory focuses on the process which is involved in the working of the brain and learning. E-learning also considers emotional aspects like engagement, fun and motivation through the use of emotional perspective (Khan, 2005).

Students must have a clear understanding of their educational objectives as well as different tools to be used for achieving them. It is a must for students to consider above defined barriers to enhance their performance through competitive technology (Capogrossi, 2002). In lack of clear understanding of goals, there is the use of electronic learning as it is vastly based on self-regulatory skills.

There are several objectives of e-learning. The key aims of e-learning are to provide flexible learning chances for students, to change the learning style and fulfil the needs of millionaire students, to develop the skills of self-managed learning in students, to develop technological skills in students as per the needs of the current technological world, to break the physical boundaries for education, to provide low-cost training modules to the higher education, to enable students to plan a successful future of electronic learning training and to improve the quality of the learning (Anthony and Jill, 2002). E-learning is dedicated to changing the traditional learning pattern and introducing a new pattern based on technologies.

It is a must for the developers to consider the technical limitations for example network bandwidth and hardware. It is suggested by the e-learning theory that graphical representation of course material along with audio attachments but on the other hand these technological limitations are major barriers. Pages with too many graphics and audio attachments take a long time to open with slow bandwidths (Baylor and Ritchie, 2002). In some courses, students need to use large monitors and projectors also to make a clear and effective understanding of the concepts. In an online distance learning environment the course activities can be impeded by technical infrastructure deficiencies on the student side. Technology and knowledge on the other hand are major factors that can make a serious impact on the effectiveness of learning. So basically in the presence of these limitations, the application of e-learning theory is doubtful (Adams, Nelson and Todd, 1992). All these limitations are neglected by promoters while promoting e-learning which can misguide the users.

There is no doubt that e-learning is the process of learning from anywhere at any time but at the same time, the user must have the required skills, equipment and self-regulated motivation of learning. In lack of any of these elements, e-learning is not as effective as it is being promoted.  In the current technological world where most people are familiar with the internet and basic computer skills, e-learning is a compressive feature change in the educational world but it is not as effective as it is being promoted (Ainsworth and Fleming, 2006). There are several drawbacks of this technique which can have a significant effect on its effectiveness. It is accepted by researchers that e-learning can be very useful in higher education where students have good ethnological knowledge. But in present secretion e-learning is being promoted for primary students too. It is being presented as an essential element of learning for school-going students but in real-life practises it is not so effective for them due to a lack of technological knowledge.

In the current scenario, the environment of e-learning is not so developed in underdeveloped countries such as India. The Indian education scenario is not so affected by the progress of electronic learning as there are still several barriers like slow internet connections and unavailability of types of equipment (Owens and Price, 2010). Compared to developed countries the network connections are not so fast in countries like India. So basically there is still a long way to go in developing e-learning in the way it is being promoted (Venkatesh and Davis, 2000). The developments taking place in the technological world are ensuring that very soon the e-learning technique will overcome its key barriers and will increase its effectiveness.

From the above discussion, it can be said that e-learning is a comprehensive change in the educational world but still, there are many limitations which are the major barriers of this technique. There is no doubt that e-learning can take the learning experience to a new extent but it is still not as effective as it is being promoted.

References

• Adams, D.A., Nelson, R.R. and Todd, P.A. 1992. Perceived usefulness, ease of use, and usage of information technology: a replication. MIS Quarterly. 16(2), pp. 227–248.
• Ainsworth, S. and Fleming, P. 2006. Evaluating authoring tools for teachers as instructional designers. Computers in Human Behavior. 22, pp. 131–148.
• Anthony, B., and Jill, M.K. 2002. An experimental analysis of computer–mediated instruction and student attitudes and a principles of financial accounting course. Journal of Education for Business. 77(3), pp. 137–143.
• Baylor, A.L. and Ritchie, D. 2002. What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education. 39, pp. 395–414.
• Bennet, A. and Bennet, D., 2008. e-Learning as energetic learning. VINE. 38(2). pp.206 – 220.

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