E-Learning

E-Learning: Failure, Best Practices and Future Promise

A personal view.

Introduction

There are numerous examples of technologies used for many years in traditional, pedagogical, teacher-led classrooms. These include boards, markers, lighting, desks, chairs and much more. Without these basic tools and facilities teaching and learning, in a classroom context, could not take place. In this paper I am focussing upon the use of what might be called ‘modern’ technologies that make use of electronics in some form.

Human knowledge is expanding faster than ever before, supported by the use of technology and communications. As this trend continues the ability to memorise facts is becoming increasingly less important whereas the ability to locate and utilise information for analysis and to inform decisions is becoming increasingly critical.

Technology in Education

An example of a more modern technology that has seen extensive use in education and instruction is film. In 1922, Thomas Edison predicted that the motion picture would replace textbooks in the classroom. (Rosenberg M.J., 2001) His prediction was plainly wrong but film did become the first example of e-learning technology. It was used extensively during World War II to reach service people all over the world, providing consistent and thorough instruction through a medium that is both engaging and popular. Instruction films were provided on many topics from personal hygiene and avoiding infections to weapons maintenance.

Public Information Films are another example of how film was used to teach people specific topics such as public health, energy saving techniques, road safety and more. These would originally have been shown in cinemas alongside the newsreels and main feature films of the time. Television meant that these educational films could be viewed in the home and the classroom. Many thought that television and video would mean the end for teacher-led classes but, again, this has not happened.

One of the main reasons why television has not taken over from the teacher is the lack of interaction. This is one essential aspect of teaching that televised instruction cannot provide.

What is E-Learning?

There are many, varied definitions of the term ‘e-learning’. Here are just a few:

“learning facilitated and supported through the use of information and communications technology, e-learning can cover a spectrum of activities from supported learning, to blended learning (the combination of traditional and e-learning practices), to learning that is entirely online. Whatever the technology, however, learning is the vital element. …”

(CMS Glossary).

“Learning activities based on any electronic format.”

(Letter E Teaching Terms)

“E-learning most often means an approach to facilitate and enhance learning through the use of devices based on computer and communications technology. Such devices would include personal computers, CDROMs, Digital Television, P.D.A.s and Mobile Phones. Communications technology enables the use of the Internet, email, discussion forums, and collaborative software.”

(Wikipedia)

There are 2 common factors that appear in all definitions of e-learning. These are:

1. E-Learning involves some aspect of ICT (this relates to the ‘e’ in e-learning)
2. E-Learning is used as part of a developmental process (i.e. Learning)

(Fischer T., Grau G., Winkler M., Weiss M., 2002)

The term e-learning is most often used to refer to the use of electronic delivery methods that would include computers, networks, CD-ROMs, DVDs, video-conferences, web-sites, forums, knowledge bases, portals and much more.

E-Learning History

As already noted, E-Learning really started with the use of instructional films. These were originally developed for and by the American military. Their effectiveness meant that this approach was quickly adopted elsewhere leading to the development of Public Information Films which were found to be an effective way of communicating simple instructions to a vast number of people who may be located almost anywhere.

The need for interactivity, wherein the learner had some control over their learning experience, underpinned the development of computer based training (CBT). The widespread availability of the personal computer has supported the development of ever-more sophisticated and engaging forms of CBT. There have been numerous hurdles to overcome such as the ever changing computer technologies, technology limitations (such as speed and graphics capabilities) and the rapid developments in knowledge requirements that have rendered many CBT programmes obsolete before reaching the market place.

The development of e-learning has been facilitated by the developments in technology. At the same time, advances have been made in our understanding of how people learn and what motivates them to learn and this understanding has been incorporated into the developing field of instructional design.

As the hardware, software and communications technologies have matured we have seen a rise in web-based learning facilities. Online distance learning courses that provide facilities for interaction with other students and instructors, access to information repositories and the sharing of data and experiences are now commonplace. Businesses are using the internet to promote interaction and the sharing of knowledge amongst workforce members who may be located anywhere in the world.

E-Learning Failure

It has been suggested that learning technologies have gone through repeated cycles of failure (Rosenberg M.J., 2001). The expectations of the learning technology may often exceed its limitations. This can lead to the development of poorly designed and implemented learning programmes that are found to be ineffective. This leads to frustration and disappointment which then leads to the abandonment of the technology and the return to traditional, tried and tested methods of instruction. The next great learning technology comes along and the cycle is repeated.

Reasons for problems with and the failure of e-learning include:

• Cost: It is a commonly held mistaken belief that e-learning is the cheaper training option. A well-planned, effectively implemented, thoroughly tested, adequately supported system that exceeds expectations does not come cheap.
• Over estimating what e-learning can achieve: People are social learners enjoying the interaction and sharing that can be experienced, face to face, in classrooms. This capability is difficult to emulate using e-learning.
• Self-study requirements: Flexible e-learning programmes are characterised by their requirements for self-study. This may be appropriate for certain topics and for some learners but many adults will not be used to learning in isolation. Successful participants on self-study programmes generally have a well developed internal locus of control.
• Content quality: One of the most significant factors contributing to the effectiveness of e-learning is the quality of the content. Content needs to be appropriate for the intended audience and for the topics being addressed.
• Technology issues: Often overlooked by e-learning developers who may expect all users to be equipped with the latest computers. E-learning programmes must be implemented for the end user and thoroughly tested using the technologies that the end user will use.
• Motivating learners to apply knowledge: E-Learning may often be used to impart new skills. Unless the learner practices those skills then learning will not have taken place. The absence of a tutor, mentor or guide means that learners must motivate themselves which can be a problem for e-learning based training. (Weaver P., 2002)
• Cognitive overload: The scale and scope of the new learning required of someone undertaking an e-learning programme for the first time can easily overload a learner’s working memory. (Tyler-Smith K., 2006)

E-Learning and Self-Study

Statistics show that drop out rates for online learners may be in the region of 70%. This compares with around 15% for classroom based training. This isn’t really a surprise as all self-study methods of instruction have suffered in the same way. (Shepherd C., 2003) The Open University reports that up to 35% of new students drop out before their first assignment is required.

Locus of Control

The locus of control concept refers to an individual’s belief that their destiny is controlled by themselves or by external forces. These ideas were developed by Julian Rotter in the 1950s, originally distinguishing between two types of people. Those with a strong internal locus of control and those with a strong external locus of control.

Students with a strong internal locus of control are likely to hold the belief that the more they study the better they will perform. They believe that their grades and overall success, on a particular course of study, are determined by their own efforts and abilities.

Students with a strong external locus of control are more likely to believe that their performance and results are the result of fate, luck and factors that are beyond their control.

Those with a strong internal locus of control are more likely to be successful following self-study or distance-learning programmes. They are also more likely to be motivated by achievement and will tend to prefer games based upon skill whereas those with an external locus of control may prefer games based upon chance or luck.

Cognitive Overload

Cognitive Load Theory states that learning is initially processed in working memory (Sweller and Chandler, 1994, Sweller, 1999 and Sweller, Paas & Renkl, 2003). The working memory is low in capacity processing only limited amounts of information at any one time and is short term. Learning new material or skills involves processing this information in the short term working memory and progressively adding this material to the mental models or cognitive schemas that are held in the long-term memory.

Short term memory (sometimes called primary, working or active memory) is said to be able to store 7 plus or minus 2 chunks of information for up to approximately 20 seconds. Long-term memory, contrastingly, can hold unlimited amounts of information indefinitely. Cognitive overload takes place when the short term memory is overloaded. Many of us will have experienced cognitive overload at one time or another. For example, starting a new job wherein you are introduced to numerous people, their roles and names to be remembered, the layout of your new offices, the route to work, the staff handbook, the requirements of your new job etc. This can be experienced as overwhelming. This is the effect of cognitive overload.

Cognitive overload is recognised as a likely contributor to early dropout rates amongst online learners following e-learning programmes. Retention may be improved if learners are supported in order to anticipate, prepare for and recover from the cognitive burden that they may experience early in their course of study.