E-Learning: Advantages and Limitations - Research Paper Example

E-Learning: Advantages and Limitations With the onset of digital age, online services prove to be an essential toolfor easy communication. Online services through organizational intranet and internet functions allow a fast and efficient flow of information transfer while significantly reducing the cost of the process as information dissemination is improved. This kind of set up dissolves the notion of distance and permits people to convene amidst physical barriers (Nayak and Suesaowaluk 22.1). As such, information and communication technologies have been applied to educational development in both academic institutions and workplace in recent years through the establishment of e-learning “in order to reinforce academic development, to widen access, to attain universal scope and to extend knowledge, as well as to facilitate education throughout life” (Cantoni, Cellario and Porta 333). Although the role of e-learning to contemporary education and its impact in student learning are mostly leaning to positive results, there are still observed limitations in the program that need to be improved. E-learning is defined by Ruiz, Mintzer and Leipzig as “the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives.” It is a new form of training, promising a single experience that accommodates different and distinct learning styles in the form of auditory, visual and kinesthetic learning. Since it offers individualized instruction while eliminating the requirement of instructors to lead the course, e-learning has the ability to target specific needs of the students and address their individual learning preferences (Kruse 1). In addition, synchronous e-learning is a self-paced process. According to Kruse (1), “advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course.” Because of this, e-learning can contain numerous participants with a wide range of learning styles, preferences, and needs all at the same time. However, educators are aware that human interaction is a critical factor to learning. In order to address this lacking element and to avoid the negative effects of isolation in learners, e-learning is designed with technologies such as message boards, chats, e-mail and teleconferencing and synchronous distance education is empowered. The benefits of e-learning are enjoyed by both the trainer or organization and the learner. Based on the study by Radovic-Markovic (289) in the advantages and disadvantages of e-learning compared to that of traditional learning, 90% of students enrolled in this type of program are satisfied with the kind of education and knowledge acquisition that e-learning delivers. Educational institutions in the United States have made significant savings in utilizing human and other resources which increased their profits. For instance, the Wisconsin-Madison University has been noted to set aside a total of $172,000 in terms of savings in professor’s time and use of traditional classrooms. Several faculty members which did not have their own business site before was able to manage large savings that allowed them to buy new business premises. The University of North Carolina is an example for this, saving more than $5 million by not entering investments into business premises. Meanwhile, students reduce their overall cost in studying such as expenses in travel, lodging and meals. The number of students is also reported to increase and higher study competence has been attained (Kruse 1). Moreover, Radovic-Markovic (290) noted that e-learning enables “a higher degree of interactivity among professors and students and easier study material coverage in both undergraduate and graduate students.” Both teachers and assistants have developed their students’ critical thinking by providing them the liberty in choosing discussion topics and giving them mutual exchange of ideas and information together with knowledge expansion. On the other hand, students show great adaptability in e-learning. They accepted e-learning as an effective form of studying due to its flexibility and its high degree of innovativeness in relation to its ability of introducing modern programs compared to traditional learning. Also, the study efficiency of learners is increased in online learning brought by continual studying that is not bounded by short time frames while reducing the learning times delivered by the learning facility. In corporate trainings conducted by organizations, Kruse (1) reported that e-learning increases retention and application of lessons learned by employees to their jobs with an increase of 25% over traditional methods. The delivery of content in an asynchronous and self-paced e-learning is consistent and expert knowledge is captured and communicated effectively with proper e-learning and knowledge management systems. Another advantage is that the proof of completion and certification of employees corresponding to online trainings are directly automated, securing the training initiatives of the organization. The additional advantages of e-learning to learners include on-demand availability, self-pacing, interactivity and confidence. Kruse (2) noted that “on-demand availability enables students to complete training conveniently at off-hours or from home.” Employees can easily access and complete online training modules even when they are not in the office premises, giving them the opportunity to maximize job performance during work hours. Self-pacing is beneficial on both slow and quick learners. This procedure reduces stress and increases satisfaction. Interactivity enhances the connection and participation of users to the training process, engaging the learners by encouraging them to post their concerns in message boards or commenting to online group discussions. Lastly, users gain confidence in undergoing trainings with the knowledge that refresher or quick reference materials are readily available which helps them feel the reduced burden of responsibility of mastery (Kruse 2). Consequently, experts recognize that there are also limitations and disadvantages of e-learning. Frank, Kurtz and Levin (3) argue that e-learning lacks the affinity between the teacher and students which physical interaction promotes by stating, “The necessity of attending classes at specific times, and lack of face-to-face interaction with the instructor adversely affects some of the student. This method is not suitable for everyone.” Some students prefer a more intimate attitude towards learning in order to absorb the lessons while there are teachers that require physical manifestations to gauge the student’s reactions to the study material such as facial expressions and body language. Angehrn, Nabeth and Roda (2) maintain that there is still room for improvement on the current approach to e-learning. They listed three factors that encompass the limitations of this learning system as the poor support for individual dimension, the poor support of the organizational dimension and the limited support for the process dimension. At the individual level, e-learning systems tend to be teacher centric than user centric as a result of its design which facilitate the work of professors but poorly supports the individual learning process of the student. It works in such a way that the “assessment is not seen as a way to help students to measure evolution of their learning capital, but as the measure of the level of achievement of objectives on which learners have little control” (Angehrn, Nabeth and Roda 2). In addition, e-learning systems do not take into consideration the characteristics of the users and ignores the diversity of the students’ population and remain dissociated from the learner’s current activities and goals. For example, same teaching strategies are used to students even when they are under different profiles and student interests, personality, learning styles and psychological needs are often disregarded. At the organizational dimension level, Angehrn, Nabeth and Roda (2-3) observed that the learning agenda of the learner and of the organization is detached. The e-learning system does not necessarily coincide with the perspective of the organizational need. Besides, the user is almost oblivious about the significance of the new acquired knowledge in relation to the learning agenda of the organization. Also, e-learning does not fully recognize the importance of the social process, Although in the fields of social and cognitive sciences, social processes have long been recognized as a very important element of the learning process, these processes have been largely disregarded (or poorly supported) in current e-learning environments. Allowing interaction amongst learners (through e-mail, chat rooms, etc.) is not enough (Angehrn, Nabeth and Roda 3). Furthermore, e-learning’s limited support for the process dimension is eminent as the learning process support ceases abruptly. At the delivery stage, support stops too early, emulating the traditional educational approach wherein the role of the facilitator come to a close after the knowledge has been conveyed. As such, “e-learning systems are not designed to support knowledge adoption, knowledge use in the workplace, and adaption of knowledge to the specific users’ needs” (Angehrn, Nabeth and Roda 3). More so, most e-learning systems poorly support the continuous learning process. They may grant a supple knowledge delivery platform but e-learning systems are deficient in supporting stimulation of the learner, just-in-time learning and in both continuous assessment and continuous learning process. Kruse (3) added that technology issues, inappropriate content, portability of training and cultural acceptance are other limitations of e-learning. Hence, e-learning is an effective advancement of learning and training systems that plays a vital role in the flow of information and communication amongst users and academic institutions or organizations. It provides an easier and a more convenient way of learning, while reducing the overall cost corresponding to salary of professors or trainers, rent of training facilities, travel and lodging expenses of students. With the application of e-learning to schools and offices, distance is eliminated and productivity and interactivity are enhanced. However, e-learning still has its limitations such as its poor support on the individual, organizational and process dimension levels, as well as its inadequacy in terms of technology and portability issues. Therefore, further studies in the development and improvement of e-learning systems is necessary to address such limitations and experts should design a highly personalized approach to e-learning particularly in promoting social and active response from users. Works Cited Angehern, Albert, Nabeth, Thierry & Roda, Claudia. Towards Personalized, Socially Aware and Active E-learning Systems: Illustrated with Agent-Based System K-InCA. Center for Advanced Learning Technologies (CALT) – INSEAD. Nov. 2001. Web. 27 Nov. 2012. Cantoni, Virginio, Cellario, Massimo & Porta, Marco. “Perspectives and Challenges in E- learning: Towards Natural Interaction Paradigms”. Journal of Visual Languages and Computing. 15.5 (2004): 333-345. Print. Frank, Moti, Kurtz, Gila & Levit, Nurit. “Implications of Presenting Pre-University Courses Using the Blended E-learning Approach.” Educational Technology & Society. 5.4 (2002). n.d. Web. 26 Nov. 2012. Kruse, Kevin. The Benefits and Drawbacks of E-learning. n.d. Web. 26 Nov. 2012. Nayak, Malaya K. and Suesaowaluk, Poonphon. “Advantages and Disadvantages of E-learning Management System.” Fourth International Conference on E-learning for Knowledge-Based Society. November 18-19, 2007, Bangkok, Thailand. pp. 22.1-22.7. n.d. Web. 27 Nov. 2012. Radovic-Markovic, Mirjana. “Advantages and Disadvantages of E-learning in Comparison to Traditional Forms of Learning.” Annals of the University of Petrosani, Economics. 10.2 (2010): 289-298. Print. Ruiz, Jorge G., Mintzer, Michael J. & Leipzig, Rosanne M. “The Impact of E-learning in Medical Education.” Academic Medicine. 81.3 (2006): 207-212. Print. Read More