Misconceptions that students might have about e-learning might hinder the growth of this type of studying. Aberasturi and Kongrith (2006) stated that the success of online programs lies in the students’ attitudes. If students do not view online programs as effective and beneficial to their future, the online degree program will remain the second choice for students. Research supports that the quality of learning is equal for both traditional learning and e-learning, but it is unclear whether students view online programs as equal. When all is said and done, perception often drives behaviour (O’Malley & McGraw, 1999).
References:
Aberasturi, S. & Kongrith, K. (2006). Students’ attitudes about online master’s degree programs versus traditional programs. International Journal of Technology and Learning. 2(1), 50-57.
O’ Malley, J. & McGraw, J. (1999). Students’ perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administraiton, 8 (4).
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The way we perceive things does affect the way we behave. This is really interesting and indeed applicable to the situation of e-learning and online courses. I think that in the beginning when something new is presented most people tend to be apprehensive. Then there would be the few courageous ones who take the plunge, try out the ‘new thing’ and succeed. Their success is then viewed positively and the ‘new thing’ starts to be slowly copied by everyone else. In my opinion this is the situation with online courses, or at least the story with regards to online courses in my area of study which is Science. I have to be honest and admit that as a person I do prefer traditional courses to online ones. Most probably the reason is that in my field I have a lot of University colleagues who went abroad to follow post graduate degrees but on the other hand I don’t really know anyone who followed online courses. Thus I do not perceive them as being on an equal level. Having said this I think that the main reason is the nature of our studies that require a lot of practical work including fieldwork and thus we ‘scientists’ tend to think that online courses would not be so effective. But perhaps if more ‘scientists’ followed such online courses then maybe our perceptions would change.
ReplyDeleteMildred
I agree with Mildred about perception affecting us in our behavior. I think one of the main concepts that can lead to misconceptions about e-learning stems from the lack of empowerment students get in their early compulsory schooling. I sometimes feel that although students protest, they tend to expect things like having to attend school, having a timetable, having a uniform, the taking of attendance....its those things students love to hate!
ReplyDeleteRemoving these and focusing on e-learning might make it seem just like a game to some students who are not empowered enough to understand that learning is learning, which ever format it is done in.
I think the misconception that e-learning is not as effective as traditional training methods is also shared to a certain extent by the business community. According to the Learning and Talent Development Survey of 2010 conducted by the Chartered Institute of Personnel and Development in the UK, employers consider e-learning the least effective way of delivering training. In fact it was rated as effective by only one in eight respondents (12%). According to the survey, e-learning is used by more than a quarter of respondents leading to the view that some employers use e-learning only as a means to save cost and time. Survey participants believed that training is most effective if it is kept real, ongoing, accessible, meaningful and relevant. E-learning can deliver on all these aspects which suggests that perhaps employers might need to focus more on ensuring that the e-learning solutions they choose are fit-for-purpose and focus less on their associated cost. This is something which should be considered by colleges and training providers that provide training services for the business community.
ReplyDeleteI agree with general jist of the comments that there may be misconceptions on e-learning abound. Till now maltese society has bridged the gap of assisted learning using technology. But the total dependency on computer systems is still in its infancy. Having said this many IT training centres provide on-line assessment though and it seems to be catching on. Prometric testing centres in Malta and Gozo offer facilities wherby one can sit for an exam via a computer and get his result there and then. CISCO privide many of their material through blogs, e-lessons and websites. All their exams are available on-line though. I think itis just a matter of time till things are accepted. computers in class rooms took a long time in the making, but now they are there. I do not think it is a matter of if things will happen, but a matter of when. Or geographic size and culture do not help though. this because it is still easy to travel to school.
ReplyDeleteWerner Hartmann (2004) conducted a study on 150 students in two schools of Swedish University. These students had a 2year e-learning experience. The following are some of the questions that were addressed during this survey:
ReplyDelete1. The students’ general attitude towards e-learning
2. The major advantages and disadvantages of e-learning as experienced by the students.
This study showed that more that half of the students did not agree with the statement that e-learning improved their learning. These students went as far as saying that they did not regard access to e-learning on campus as a benefit. Students at the school of engineering showed more negative attitudes than other students at the school of health and sciences. Even students with previous knowledge of computers with positive attitudes towards new technologies did not show a positive attitude towards e-learning.
In this study, it was evident that the main advantage of e-learning, in the students’ opinion was the added value in organizational matters, such as easier access to information and the flexibility regarding time and place. Inconsistent use of the e-learning platform by the teachers decreased the initial enthusiasm.
In this study it became evident that the perceptions of e-learning on campus were rather discouraging. The way of implementing e-learning was found to be ineffective and this was not dependent on the individual’s background, as neither students with previous computer experience showed a positive attitude towards e-learning.
Although I agree that introducing ICT at an early age is important, I believe that the perception towards e-learning is very dependent on HOW this is done not on WHEN.
I agree with the point Mildred brought up that when something new is presented most people tend to be apprehensive. Many instructors might have the perception that a new pedagogy or philosophy of teaching has to be adopted in e-learning. This however, is a common misconception. Having to learn new skills in order to apply technology in teaching does not imply that one’s pedagogy should be altered. It is the instructional design which helps teaching be effective and as with face to face instruction, this is entirely up to the instructor. Moreover, e-learning is not the solution to resolve any pedagogical problems. An excellent design will help engage the students in learning but will not suddenly make them more dedicated.
ReplyDeleteI agree with your comments on students and teachers perception towards e-learning but i need to clarify some points about e-learning. From what i've read and understood, there are 3 versions of e-learning: 1.0, 1.3 and 2.0. For example, in version 1.0 the student will follow the online content the teacher has prepared while in v 2.0 the student must collaborate and contribute in order to develope. Hence v1.0 is more demanding on the teachers while v2.0 is less demanding on the teachers. Therefore I must agree with Ms Cornish that "the perception towards e-learning is very dependent on HOW this is done not on WHEN".
ReplyDeleteWho's interested to know more on v2.0 i suggest you read the Wiki on "e-learning 2.0"
@3M
ReplyDelete"But the total dependency on computer systems is still in its infancy. Having said this many IT training centres provide on-line assessment though and it seems to be catching on. Prometric testing centres in Malta and Gozo offer facilities wherby one can sit for an exam via a computer and get his result there and then."
I find this reasoning very dangerous namely because it reduces teaching to a binary system. Students are human beings, teachers are human beings ... according to your reasoning we're not far from communicating to students in code.
One of the benefits of blogging is that it is public, and we are more attentive to the quality of our work when it is public than if it is just viewed by one other person. Plus, blogging creates a person-centered discussion, as opposed to the topic-centered discussion But students become much more invested in their work when blogging, and thus are more engaged with the material.
ReplyDeleteKris Kelly notes that blogging encourages higher levels of reasoning because the “focus is not necessarily on the content of the blog, but more on the process of constructing and evaluating knowledge helping us reach the sometimes elusive upper levels – analyzing, evaluating, and creating – of Bloom’s Taxonomy” (http://tinyurl.com/mtj6kf).
One simple way to incorporate blogging into nearly any course is to create a single class blog and post case studies, news items, or topics for commentary. Another option is to assign students to post notes on each class along with their thoughts on the material, and assign other students to comment on the postings.
I am convinced that this can be applied by MCAST students, students studying in the early years will benefit by exchanging information, resources, ideas and good practice.
It all boils down to whether the learner is committed to his course or not. “Aberasturi and Kongrith (2006) stated that the success of online programs lies in the students’ attitudes.” In my opinion, everything lies in this statement, there can be no distinct line between what traditional methods of learning can achieve which e-learning cannot, or vice-versa. Both are capable of providing good results IF students take their courses seriously and show a high level of commitment. I agree with what has been pointed out in this post that our perception makes us behave in a way which would have been different if we had a different view on a certain idea. An example of this can be seen when for example students start their relationship with a new teacher on the wrong foot, when this happens I dare to say that it will affect the student’s perception of the subject entirely and might even result in the student obtaining bad grades and marks. I think that we, as educators, have the responsibility to have a good professional relationship with our students, assisting them whenever possible, and also to find new ways on how to make the lesson more interesting. Sometimes, basic ideas like these (and others) are overlooked because we may forget the great, positive effects that these simple things leave on our students.
ReplyDeleteBroadly speaking, e-learning is just any technological or electronic device which enhances the learning process. Although a wide number of misconceptions about the subject matter exist, the adoption of e-learning is like adding a new set of tools to your existing toolbox. In other words, it is just adding another teaching technique to your existing style of teaching. However, the misconceptions arise since the effectiveness of student learning outcomes does not solely depend on the choice of e-learning tool, but how the technique is built and designed and integrated into learning activities.
ReplyDeleteHowever, some common misconceptions or myths about e-learning could discourage lecturers or students from trying out e-learning techniques. For example, most people believe that E-learning is new and fundamentally different from regular learning. However, reality shows that IT has been used in teaching for some time now, and e-learning is just a part of the regular learning and teaching. One must say, that e-learning allows you to extend the range of teaching, thus being able to accomplish more easily difficult tasks. Using e-learning does not mean changing everything that you do, but may mean doing some of the same things in new ways. For example it may mean replacing some of your normal teaching tasks with others, such as instead of printing out copies of the module outline and assignment guidance, this information can be posted online where students will not lose it.
As mentioned within the previous blogs, there exist various misconceptions about e-learning, this maybe due to the fact that not even us as lectures are very much aquainted with what e-learning actually is. Speaking for myself, this course is the first approach I have ever had towards e-learning. In some cases, publicity from vendors of the various software that may be emplyed to deliver such courses tend to bombard us customers with information which may at times be misinterpreted.
ReplyDeleteFor Example:
Video and Audio accomodate the visual and auditory learner
It is thought that “visual learners” can through e-learning choose to watch a video instead of reading text, same would apply to “auditory learners”. In actual fact a well – designed e-learning course would not repaet what is already available in some other format. Thus, the use of such multimedia should be used to compliment a specific type of content for all learners.