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Pedagogy and support systems in e-learning
A new sector
Industry analysts give the value of the e-learning industry at $3 billion by 2002 inthe United States alone and forecast that it will grow to $15 billion as soon as theyear 2005.A whole new sector of education and training has been born. The CISAERLeonardo da Vinci project in the years 1998-2000 demonstrated that e-learningwas already a sector of educational provision that had its own rules andregulations, examples of best practice and presented transcripts of interviewswith leading industry experts who moved confidently from e-learning systemswith 200 students, to systems with 2000, to systems with 20000.The rapid emergence of this new sector of education and training provision issurprising as Collis in her influential
Telelearning in a digital world: the future of distance learning
puts the start of courses on the World Wide Web as recently as1995. Since then e-learning has grown to encompass corporate learning anduniversity awards and has grown into a billion dollar industry.The purpose of this paper is to analyse e-learning both as a billion dollar industryand as an educational phenomenon. The focus is on the pedagogy of e-learning ,that is the educational and didactic principles on which it is based, and on theprovision of student support services, that is those parts of the educationalprogramme which are additional to and supplementary to the provision of coursecontent.The analysis sees electronic learning (e-learning) as a subset of distancelearning rather than conventional provision in school classrooms, companytraining centres or university lecture rooms because in e-learning the student isusually placed alone in front of a computer for the purposes of learning and doesnot join a class or learning group for face-to-face interpersonal communicationwith a teacher, trainer or lecturer. e-learning differs from distance learning in thatit can take place in schools or universities or training centres when the teacher puts the content to be studied on the World Wide Web and makes it available for study on computers distributed throughout the university, school or trainingcentre either as a supplement to or substitute for the presentation of contentface-to-face in the classroom.
The World Wide Web
1
There is now little doubt that the World Wide Web is the most successfuleducational tool to have appeared in a long time. It combines and integrates text,audio and video with interaction amongst participants. It can be used on a globalscale and is platform independent. While largely an asynchronous medium, it canalso be used for synchronous events. It is not surprising therefore, that trainers,lecturers, distance education providers and teaching institutions at all levels areincreasingly using the World Wide Web as a medium for course provision.The arrival of the World Wide Web created a new market for educationalprovision: citizens who already spent more that 20 hours per week in front of acomputer screen who wanted to be trained in front of a computer screen too.An early analysis of this new market for education and training was made byFritsch:By 1997, Fritsch, in Germany, had started the analysis of a new training market.He identified students who:
•
spent more than twenty hours a week working in front of a screen,
•
had a company or university link to the internet,
•
could write or edit a page in html
•
wanted to be trained in front of their screen.It seems remarkable that, by 1997, there was a new market of persons whospent most of their day in front of a computer screen and wanted to be trained infront of their screen too.Electronic learning or e-learning became a new form of distance learning andspread rapidly throughout the world both in corporate training and in universityand college education.The spread of electronic learning coincided with a worldwide increase in theavailability of information and communication technologies and a new set of skillsamong the general population in dealing with these technologies. A major factor was the availability and use of email which became a major feature of many e-learning systems with the Open University of the United Kingdom reporting asearly as 1988 that 50.000 of its students were online and that they sent70.000.000 emails and that these were read 700.000.000 times
.
Typedinteraction
became
a major pedagogical feature of e-learning as typed student totutor communication and typed student to student interaction became staplefeatures of e-learning systems.
The distance learning background
Distance education paved the way for electronic learning by separating theteacher in time and place from the learner and by demonstrating that valideducational outcomes could be achieved outside the traditional face-to-faceeducational framework of the classroom.2
In those days, as today, education and training took place face-to-face, withinterpersonal interaction, in the university lecture hall, the school classroom or the company training centre. The pedagogical stuctures were interpersonalcommunication from the teacher to the students in the learning group andlearning was said to occur in the psychological processes that werecharacterised by the changed skills or knowledge or behaviour thqt were theresult of learning.Distance education was different. In distance education the teacher developedthe content of the course that was to be learned one, five or ten years before itwas offered to students. Students could be in any country of the world and thecourse could function when the teacher had left the institution of had died.An important distinction was between Teach Yourself Books and DistanceEducation Courseware. Pedagogically Teach Yourself Books provided the reader with information on the subject matter from which the student learned. Absentwas, however, interpersonal communication and feedback on learningendeavours which had always been seen as an integral part of the learningprocess. The better distance education institutions provided interpersonalcommunication and feedback, as well as course content, by a range of facilitiesknown as student support services. The role of the student support services wasto guarantee the validity of the educational process by providing structures for interpersonal communication and feedback in the distance education system.Examples of student support services would include provision of a tutor,telephone communication, correspondence communication, audioconferencesand occasional seminars or tutorials.Student support services were crucial in the accreditation process of distanceeducation courses and the decision of national and international bodies to awarduniversity degrees, college diplomas and training certification for studies done ata distance. There never was question of awarding degrees, diplomas or certificates for Teach Yourself Books or Packages but it was one of the greatsuccesses of distance education that gradually nationally and internationallyrecognised certification was awarded for distance education courses, even atdegree level. Today a B.A.Open degree from the British Open University is asvalid a degree for employment purposes or for post-graduate research studies asa degree from another British university.
Extent of provision
The extent of provision of e-learning today and the extremely wide range of subject matter covered can best be realised by visiting one of the portal sites onthe internet which lists courses from a range of providers.The best known site is that provided athttp;//courses.telecampus.edu3
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Artigo - 2009 - Pedagogy and Support Systems in E-learning
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