Learning objectives

After finishing this Lecture you will be able to:

1. tell a definition of E-learning;
2. explain the different delivery types of E-learning;
3. list benefits and limitation of E-learning;
4. identify with a learning model
Moving from conventional Training to E-learning

E-LEARNING TODAY

- Training Objectives
- Web Based Training Course,
- Additional Resources,
- Course Calendar,

Learning Teaching
Methods, Means and Methods, Means and Tools
Tools Learning
Management
System
(LMS)
- A group of Trainees, - Instructor, e-tutor
- Human interactions, Learning and - Human interactions,
Teaching
- Individual learning techniques, - Teaching technique,
style, Communication - …,
- …, means

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Month
Definition of E-learning
It is a pattern of learning in which the internet and
other learning techniques are used for the delivery of
the teaching process, and for managing the
interaction between instructor and student, among
students themselves, and between students and
sources of learning
Types of e-Learning?
Proportion of
Content Type of Course Typical Description
Delivered Online
Course with no online technology used – content is
0% Traditional delivered in writing or orally.

Course which uses web-based technology to facilitate

what is essentially a face-to-face course. Uses a course
1 to 29% Web Facilitated management system (CMS) or web pages to post the
syllabus and assignments, for example.

Course that blends online and face-to-face delivery.

Substantial proportion of the content is delivered online,
30 to 79% Blended/Hybrid typically uses online discussions, and typically has some
face-to-face meetings.

A course where most or all of the content is delivered

80+% Online online. Typically have no face-to-face meetings.

Resources: The Sloan Consortium (2007). Blended In: The Extent and Promise of Blended Learning in the United States
 Interactivity

Content delivery/revision

Managing learning and resources

Collaboration
Why use
technology? Communication

Sense of cohort

Variety of teaching and learning preferences

Formative and summative assessment

6
How does this help?
Allows students more control of their own learning
Allows lecturers to guide more, teach less
Allows student to build up knowledge, and become part of the
teaching process
Can provide some really engaging learning experiences
Teachers can provide “scaffolding” and safety nets
“At risk” students can be identified more quickly
Collaborating can be very well supported

DR.T.V.RAO MD 7
 Integrating Internet-based Technology into
Teaching/Learning

Reasons for using technology in education:

 provides opportunities for more learner-centered

instruction;
 permits instruction to be contextualized;
 allows students to explore, make mistakes, and learn
from their errors;
 leads to more active and interactive modes of
instruction; and
 results naturally in greater collaboration, cooperation,
and small group work
(Gillespie 1998; Kearsley and Shneiderman 1998; Petraglia 1998).
DR.T.V.RAO MD 8
Technological
Teaching

DR.T.V.RAO MD 9
What is blended learning?
Definition of Hybrid
1. A course in which some traditional face-
to-face "seat time" has been replaced by
online learning activities.
2. An attempt to combine the best elements
of traditional face-to-face instruction with
the best aspects of distance education.
(Preparing to Teach Hybrid Courses, 2003)
ION – Illinois Online Network
 Onground - Courses in which all learning activities are
implemented in a face-to-face classroom setting.
 Blended - Courses in which a significant amount of the
activities are implemented in a face-to-face classroom
setting. Some materials available online. No online
instruction time is substituted for f2f time.
 Hybrid - “Courses in which a significant amount of the
learning activities have been moved online, and time
traditionally spent in the classroom is reduced but not
eliminated” (Garnham & Kaleta, 2002)
 Online - Courses in which all learning activities have been
moved online.
Why Blended Learning?
The ultimate
aim of
training or
learning is to
make learner
change.

13
Why Implement Blended Learning?

•Blended learning allows teachers and schools to address a variety of

learning  styles with a variation of instructional methods (Wiffin, 2002).

•Blended learning practices in the K-12 environment increase student

motivation (Berson, 1996;Lipscomb, 2003; Pye & Sullivan, 2001;
Scheidet, 2003; Wellman & Flores, 2002;).

•Blended learning allows for more personalized instruction.

•Blended learning provides opportunities for teachers to use online

curriculum for basic information and for extensions/review and class
time for higher order thinking activities.

•Blended learning frequently provides a higher level of interaction

 than commonly experienced in face to face courses. (Dziuban, Hartman,
&  Moskal, 2004; Waddoups & Howell, 2002; Wingard, 2004).
DR.T.V.RAO MD 15
 Curriculum
Taking Action
WHERE DOES TECHNOLOGY FIT IN?
Improve student satisfaction and
Build capacity among instructors, engagement
students, coaches and mentors, Increase program’s/institution’s
and learning support staff competitiveness
Develop learning experiences that Enables a broad range of outcomes
can be shared between and within for students
subject disciplines
Enable innovative collaborative
initiatives with partners

Taking Action
STRATEGIES TO CONSIDER:
Organize learning experiences and
course content as modules
Prompt constructive feedback
Using assessment data to drive
instructional strategies
Personalize and individualize
instruction
Eliciting active reflection on student
growth
Curriculum
Instruction
Reinforce course concepts through a
variety of resources and establishing
relationships between topics and
experience
Linking learning experiences to
authentic problems or issues of high
interest to the learners
Create learning environments that
support and encourages inquiry
 Assessment
Taking Action
PROGRAM QUALITY STUDENT LEARNING
Ensure that: Use strategies that:
course assessments demonstrate gauges student needs
students meet specific outcomes
encourages self-direction and
learning outcomes are of appropriate collaboration
rigor
monitor progress
students succeed in pursuit of their
goals. Don’t focus solely on retention check for understanding and
and graduation rates. encouraging metacognition
demonstrate understanding and skill
Today, I can develop my Knowledge,
Tomorrow, I will be able to develop my skills
After Tomorrow, I will be able to develop also my attitude

AFTER TOMORROW
I can virtually practicing
in distance

TOMORROW
I can start to develop
operational competences
TODAY:
I want to e-learn
I know how to e-learn
I can e-learn
If you will make a # (hashtag)
post, what would be your hashtag
to encapsulate your greatest
learning in this presentation?
#
 Reflection
"Imagine a hybrid model of learning—one that combines the
power of passion-based participation in niche communities of
practice with a limited core curriculum for teaching the
rigorous thinking and argumentation specific to that field.

Designing such a curriculum would require an elegant

minimalism. It is implicit in this new learningscape that, given
the nearly infinite number of niche communities that exist on
the Net, nearly any student of any age will find something that
he or she is passionate about."

John Seely Brown, Xerox PARC, 2007