Part+1+-+What+is+e-learning

Our group's aim was to compare and contrast developments in e-learning with a specific focus on secondary education using New Zealand and the United Kingdom to inform further changes globally in e-learning practice.


 * Definition of E-learning **

E Learning can be best defined as a universal term that covers a wide range of instructional material that can be delivered using either a local area network or the internet. The major advantage for students is its easy access and the information can be accessed in a setting free from constraints and they can work at their own pace. The material provided generally has a wide source of multi media-rich information.

The New Zealand (NZ) Ministry of Education have a proficient definition of e learning they define e learning as “typically involving some form of interactivity, including online interaction between the learner and their teacher or peers. E-Learning opportunities are usually accessed via the Internet and its associated tools and software. However, e-learning is evolving to include an increasing use of a wide and diverse range of other technologies and tools. These include video and audio conferencing, mobile phones, data projectors, digital cameras, global positioning systems and interactive whiteboards” (Ministry of Education, 2009, para.1).



Furthermore in Highways and Pathways e-learning was defined as: "Learning that takes place in the context of using the Internet and associated web-based applications as the delivery medium for the le arning experience" (E-Learning Advisory Group, 2002, p. 7). Digital Horizons defined e-learning as "Flexible learning using ICT resources, tools, and applications, and focusing on interactions among teachers, learners, and the online environment. E-learning usually refers to structured and managed learning experiences, and may involve use of the internet, CD-roms, software, other media, and telecommunications" (Ministry of Education, 2002, p. 5).


 * Trends and Impacts of E-Learning **

media type="youtube" key="0btTglF3DwE?rel=0" height="315" width="420" align="right" Kinchin (2004) undertook a study with secondary school students that examined their preference for learning environment, the results demonstrated their preference was for a “constructivist learning environment” (p.301). Modern constructivist learning environments are deemed as being technology-based and learners should be engaged in meaningful interactions. Emphasis is on learners who interpret and construct meaning based on their own experiences and interactions. Therefore, as educators if we are to adopt a constructivist approach, we need to adapt and change instructional design strategies to actively engage learners in meaningful projects and activities that promote exploration, experimentation, construction, collaboration, and reflection of what these learners are studying.

Emphasis needs to be on student-centered learning that promotes ownership of the learning experience. Global use of electronic communication such as the Internet and hypermedia applications, have transformed how information is stored and retrieved and how learners collectively communicate, access, contribute, and create information and resources. Students and technology, as opposed to instructors and curriculum are now at the centre of educational practice. Using e-learning the initial presentation of the problem can be appealing, interesting, and engaging which encourages the learner to contribute and make connections. Learners can manipulate, investigate, and make connections to enhance the topic being studied, thus encouraging critical thinking. (Downes,2012)

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 * Links to examples of E-learning initiatives and opportunities - **



** Discussion point: Why do you think governments are generally so eager for e-learning to be implemented effectively? ** include component="comments" page="Part 1 - What is e-learning" limit="10"