e learning merged.pdf

CHRISTIAN TRAINING COLLEGE, LUCKNOW
Presented By:
Ms. Ranjana Prasad
E-LEARNING

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E-Learning
UNIT 9 E-LEARNING
Structure
9.0 Introduction
9.1 Learning Outcomes
9.2 E-Learning: Definitions
9.2.1 Advantages and Disadvantages of E-Learning
9.2.2 Characteristics of a Typical E-Learning Solution
9.3 Instructional Design for E-Learning
9.3.1 Instructional Strategies
9.4 Media and Technology in E-Learning
9.4.1 Online Media Creation Tools
9.4.2 Communication Tools
9.5 Building E-Learning Environments
9.6 Towards Virtual Education
9.6.1 Virtual Education in India
9.7 Let’s Sum Up
9.8 Keywords
9.9 References and Further Readings
9.10 Feedback to Check Your Progress Questions
9.0 INTRODUCTION
The Internet as the backbone of e-learning was originally developed in 1969
by the Advanced Research Project Agency of the Department of Defense,
United States. Since then the Internet has grown exponentially with the
emergence of the World Wide Web (WWW) in 1991. According to one
estimate, the Internet reached 50 million people in just four years. In
comparison it took 38 years for Radio and 14 years for TV to reach the same
number of target audience (Huber, 1997). The Internet and its WWW have
simultaneously captured the imagination and interests of so many educators
around the world leading to use of terms such as web-based learning, online
learning, etc. The interests in the educational use of the web has been driven
by higher demands for education and training, shift in the societal economy
from labour intensive work to knowledge intensive work, and need for
earning while learning.
In the previous units in this block, we discussed educational delivery
technologies such as the audio and radio, video and television, and satellite
for interactive television. In fact, the WWW makes use of all of these in one
way or other, and e-learning has become an important means of educational
delivery to those having access to the WWW. In this unit, you will discuss
the potentials of e-learning and basics of designing online learning
environments.
9.1 LEARNING OUTCOMES
After working through this unit, you are expected to be able to:
• Define e-learning, and list the attributes of e-learning;
• Describe the different forms of e-learning;
• Explain media a technology used in e-learning;

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Technology Primer • Identify steps for implementation of e-learning; and
• Give examples of use of e-learning in various educational and training
settings.
9.2 E-LEARNING: DEFINITIONS
As in any growing field of knowledge, the terminology in e-learning field
has also not been standardized yet. Many scholars use the term differently
and some use the same interchangeably. These terms do have their
differences, and let’s look at these:
Web-Based Instruction: It is a “hypermedia based instructional programme
which utilizes the attributes and resources of the World Wide Web to create a
meaningful learning environment where learning is fostered and supported”
(Khan, 1997).
Virtual Learning: “The educational process of learning over the Internet
without having face-to-face contact is known as Virtual Learning” (French,
et al., 1999). However for some, virtual learning may also include tele-
learning.
Online Learning: It is synonymous to web-based learning where learning is
fostered via hypertext transfer protocol (http) in Internet or Intranet.
E-Learning: “The term e-learning covers a wide set of applications and
processes including computer-based learning, web-based learning, virtual
classrooms, and digital collaboration” (WR Hambraecht+Co., 2000: p.8).
However, the term e-learning is becoming more and more accepted as
substitute for web-based learning or online learning, falling in line with e-
commerce and e-business.
From all these definitions, we can very well see that they have almost same
meaning with different name. So, we may define e-learning as the use of
networked information and communication technology in teaching and
learning. The network being Internet or intranet is the most important aspect
of the educational communication process, and its access and usability
decide the kinds of interactions and teaching that may happen in e-learning.
9.2.1 Advantages and Disadvantages of E-learning
Before we proceed further, it is worthwhile to look into the advantages and
disadvantages of this new technology for teaching and learning. This will
enable us to understand what can be done with this technology and what
can’t.
The web-based learning environment provides tremendous advantages over
traditional distance learning or classroom-based teaching. Some of these
advantages are:
i) Quick production, alteration and up-dating of course materials;
ii) Interaction with tutors, course writers, and students to enrich learning;
iii) Location and time independent delivery of course materials;
iv) Ability to serve a large number of students at a potentially reduced cost;
v) Interactive and dynamic learning experience through online assessment
tools, simulations and animated learning objects;

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E-Learning
vi) Platform independent delivery, accessible through any computer with a
simple browser interface;
vii) Increased learner control through hypertext based presentation of
information; and
viii) Seamless integration of multimedia, enabling instruction designers to
prepare quality materials and learners to get a rich learning
environment (McCormack and Jones, 1998; Goldberg et al, 1996; Weller,
2000 and Starr, 1997).
In spite of its enormous advantages, the web-based learning is not devoid of
problems. It is essential to understand these problems to design useful
learning environment for the learners. Some of the problems associated
with e-learning are:
i) Access to computers and Internet at present is abysmally low. At the
end of 2009, only 26.6% of world population had access to the Internet.
In Asia the access is just 20.1%, and in Africa it is 8.7% of the total
population. The access statistics in just 7% for India (Source:
www.internetworldstat.com). Because of the poor access, it is still being
considered as a technology that can divide the society.
ii) Internet bandwidth at present in most places is just 28.8 kbps, though
access to broadband is increasing. Poor bandwidth makes the access
slower and frustrating for the user.
iii) Cost of access to computers and Internet is high too for the developing
countries. Though price in this sector is fast going down, the cost of
web-based courses is not accessible to most at present. However, the
cost of the courses will also go down as the number of student would go
up.
iv) Students as well as teachers need to be trained to make use of this new
technology. Preparedness to use technology for learning is very low
with teachers, as a result technology dominates the pedagogic purposes.
v) Lack of any acceptable standard of quality in web-based learning allows
uncontrolled growth of teaching shops on the web.
vi) Application of copyright laws on the web is indeterminate at this time
as the users can download any text or image file that he or she can view.
vii) Authentication and security over the network are still problematic to
facilitate online assessment for certification (Starr, 1997; McCormack
and Jones, 1998).
According to Piskurich (2006), while e-learning can make distance learning
more interactive and collaborative, it has some disadvantages such as the
demand over more faulty time, reduced attention of learners in the
cyberspace during synchronous sessions, non participation in chat and
discussion forums, and need for higher self-direction from the learners.
9.2.2 Characteristics of a Typical E-learning Solution
While you will learn about the various components of e-learning and
technologies used in this unit, it is important to give a brief outline of the
typical characteristics of e-learning solutions available in the market. The
web-based technologies available in the market provides an integrated
solution for various task of teaching and learning that can be performed on
the web.

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Technology Primer Table 9.1: Characteristics of A Complete e-Learning Solution
1) Assessment and Curriculum • Organizational and individual needs
Design and Development assessment
• Setting competency standards of performance
• Goal setting and incentives
• Roadmap to educational access
2) Branded educational content • Proven, high-quality intellectual capital
• Timely, relevant, and consistent information
• Keeping fast-changing content current,
dynamic, and refreshed
• Off-the-shelf and customized
3) Broad and easy access to • Anyone, anytime, anywhere, and any subject
• Multiple technology based delivery methods
• Synchronous and asynchronous
• Enabling just-in-time training
4) Engaging user experience • Rich multimedia experience
• Realistic simulations and role playing
• Video-based teaching and storytelling
• Advice and explanations from experts/mentors
• Animated case studies and examples
• Interactive games, activities, and music
5) Regular reinforcement • Personalized and/or real-time online mentors
• Web-casts, interviews, live events
• Practical exercises and application
• Facilitated workshops and discussion groups
• Desktop advice, special events, and updated
learning opportunities
• Weekly newsletter and relevant articles
6) Collaborative online communities • Access to fellow learners, instructors,
business leaders, and experts
• Access system knowledgebase
• Private company and global communities
7) Centralized tracking and • Easy and automatic knowledge management
• Tools to evaluate progress of individuals or
groups
• Assessment metrics to pinpoint employee
needs and goals
• Measuring return on investment
8) Scalable technology • Leveraging existing open industry standards
• Scalable to any size enterprise
• Flexible technology to include groups of
workstations or the entire organization
• Easy integration with client’s internal systems
• Delivering media rich broadband experience
9) Organizational consulting, • Integration with existing curriculum and
implementation, and training delivery system
integration • HR and IT Administration training
• Employee incentive and accreditation programs
• Performance reviews
• Cultural support for self study
• Customized management training support
• Behavioral change measurement and reporting
Source: WR Hambrecht+Co (2000)

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E-Learning
These systems provide:
• a standard way to organize course materials;
• have prior evidence of the environment’s effectiveness in instructional
uses;
• use tools to support basic instructional activities, such as course design,
organization of group spaces and personal space, grading and easy
integration of multiple media files; and
• models to support learning strategies that involve collaborative
learning, knowledge building and multiple representations of ideas and
knowledge structures (Harasim, 1999).
Table 9.1 gives an outline of the characteristics of a typical e-learning
solution available in the market. From this, we can conclude that e-learning
systems provide: easy access to information and technology (without need
for a technical programmer); access to specially designed content in standard
formats to suit various technologies; better user experience of rich media;
collaborative learning opportunity; assessment of curriculum and learner
prerformance; tracking of the progress of the learners to provide timely
feedback; centralized data storage and processing; and ability to scale-up the
educational provisions.
Check Your Progress 9.1
Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1) Define e-learning in your own words.
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2) List four advantages and disadvantages each of e-learning.
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Technology Primer
9.3 INSTRUCTIONAL DESIGN FOR E-LEARNING
E-learning can be delivered in three modes: (i) using the web as a
supplement to face-to-face instruction, (ii) using the web in a mixed mode
with face-to-face instruction or distance learning scenario, and (iii) using
web-based instruction as completely online with no face-to-face student-
student or student-teacher interaction. It is the last category that is more
challenging to educators and instructional designers. It allows training and
learning opportunities to reach the learners just in time. The environment is
beneficial for both learners and teachers, as it can facilitate shift from
instructivist to constructivist learning paradigm that represent “student-
directed learning” rather than “teacher-directed learning” (French et al,
1999).
The constructivist-learning paradigm believes:
1) Objectives are written with student collaboration based on the learner’s
needs;
2) All the learners are unique and bring their own social understanding to
learning context;
3) Problems are solved when they have personal relevance to learners;
4) Knowledge is individually and socially constructed; and
5) Learning can only be measured through direct observation and dialogue
(French, et al, 1999).
Constructivist learning encourages learners to express their conception of an
idea, to reflect on the opinions of others or on feedback provided about their
ideas, and to revise their initial conception to account for new opinions and
feedback (Oliver, 2000). All these three activities work in cyclic fashion –
expression, reflection and revision. Some of the constructivist tasks related
to the three activities and tools supported in the web environment are
depicted in Table –9.2.
Table 9.2: Constructivist Tasks vs. Web Tools
Constructivist Tasks Web Tools
Establishment of personal and group e-mail, discussion group
objectives/goals
Discuss and debate ideas and receive e-mail, discussion groups, voice-chat
feedback
Seek and collect information Web pages, search engines, digital drop
boxes, bookmarking
Organising information in a coherent Softwares to analyse data, prepare tables,
framework charts and concept maps
Integrate different external information Note-taking, annotations, etc.
to internal conception
Generate/construct new information HTML editors, web page creation tools,
word processors etc.
Manipulate external information and Simulations and animation on the web
variables.
Understanding real world Streaming media technology for audio
phenomenon and video.
Source: Based on Oliver (2000)

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E-Learning
While the constructivist approach is considered as the most suitable for e-
learning, Mishra (2002) proposed an eclectic model of e-learning covering
behaviousim, cognitivism and constructivism. He analysed these learning
theories in the context of e-learning to identify the instructional approaches
to be used (See Table 9.3). Based on the features identified, Mishra (2002)
proposed the instructional design model ( See Figure 9.1) for e-learning
environment that should consider the learners, the subject and learning
outcomes desired in the learners to create the courses and programmes in
the online world.
Table 9.3: Approaches to Instruction
Learning
Theories
Behaviorism
Cognitivism
Constructivism
Overall assumption
• Basically, behaviour is a
function of its
consequences. Learning
is achieved through
frequent response and
immediate
reinforcement of
appropriate behaviour
• Essentially, behaviour
and performance are
either seen as
synchronous or
performance is seen as
the useful outcome of
learning behaviour
• New information is built
on existing structures
• Relevant processing
activities are stimulated
and specific strategies
are taught to assume
that the learner
efficiently acquires the
information or solves the
problem
• Learning is understood
as interpretative and
emergent, and under the
control of the learner.
Cognition is situated and
must be understood in
terms of the setting,
purposes, tools, and
tasks in which the
knowledge is to be
learned.
• Knowledge is to a large
extent a negotiated
meaning as cribbed to
reality and should be
achieved via
collaborative group work
Basic instructional
approaches
• Instruction is designed to
promote individual pacing
and progress
• Instruction is designed using
a task analysis, which
breaks down the behaviour
into a sequence of
observable actions
• Assessment practices
measure objectives in
which behavior is
operationally defined and
measured according to
some performance
indicators
• Instruction is designed to
promote processing activity
akin to that of an expert
• Assessment practices rely
on observable behaviour
but infer specific mental
operations based on the
design of the test
• The goal structure need to
be negotiated through
teacher-learner interaction
• Learners are at the centre
of the design activity. Some
form of constructivism
stress cooperative learning
• Assessment practices are
designed around real-life
problems and promote self-
evaluation and reflection
and to maximize learner
responsibility
Online approaches
• Lessons with
explicit objectives in
behavioural terms in
the web pages
• Use of self-
assessment
questions as
interactive activities
in the learning
materials
• Step-by-step
description of
learning materials in
small chunks
• Use of note-taking
and annotation
• Instructions for
learning to learn
• Peer-assessment of
learning
• Information seeking
through search
engines
• Use of discussion
forums and chat
(both synchronous
and asynchronous
techniques)
• Email transfer
amongst learners
• Group projects
• Streaming media
use
• Provision for social
activities on the net
Source: Based on Villalba and Romiszoski (2001)

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Technology Primer 9.3.1 Instructional Strategies
As discussed earlier, while constructivist approach is more suitable in the
e-learning situations, other approaches can and should also be used. In fact,
a suitable instructional strategy on the web is integration of the best
components of all the different learning paradigms, which will include
information presentation, guidance, collaboration, drill and practice,
reflection, feedback, articulation and creation, discovery, decision-making,
and assessment. The following are some of the instructional strategies that
can be used in e-learning.
i) Information presentation: The web pages display textual as well as
graphical information for the learners. Also audio-video based learning
materials can be supplied to the learners on the web page.
ii) Decision-making: Computer and web technologies allow learners to
take their own decision to follow links provided on the pages. The
learning environment can be customized for individual needs based on
learner’s decision to take course/module/units. The learners can also
decide on the kind of interface (graphical and/or text-based).
iii) Guidance and Collaboration: E-mail and online asynchronous
discussion group facilitate collaboration on the web. Using e-mail, the
learners can contact a tutor or another student to clarify doubts.
Similarly learners can collaborate through discussion groups to discuss
and debate on various aspects of the curriculum.
iv) Drill and Practice: As in computer assisted learning, the web also
provides drill and practice opportunities. Using formative assessment
techniques in the course content presented in small web pages can lead
to optimized learning.
Figure 9.1: Design framework for online learning environments (Source: Mishra, 2002)
Learner Support
Learning Activities
Constructivism
Cognitivism
Behaviourism
Content
• Objective-based
course units
• Self-assessment
online
• Participation in discussion
forums
• Email contact
• Reading of lessons
• Learner guide
• Mentor support online
• Online library
• Social interaction
• Synchronous chat-counselling

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E-Learning
v) Feedback: As we understand, feedback is a very essential component of
the over all learning process. Learners can receive automated feedback
to their assignments, and interaction with formative assessment tools in
the web pages. Tutors can also provide e-mail based feedback to
learners with human touch.
vi) Reflection: Using the asynchronous discussion tools, learners can
express and reflect on ideas and conception held by other learners, as
well as on real life events.
vii) Articulation and Creation: When the learner is reflecting on someone
else’s idea, he/she is also trying to articulate his/her own thought so as to
put it in writing. In the process the learner apply greater depth of
thinking and create new knowledge embedded in a social and
meaningful context.
viii)Discovery: The web provides an opportunity for the learner to discover
new knowledge and learning materials on the web. Inclusion of search
facility on the learning site can facilitate this or the learner can use other
search tools. The emphasis here is on promoting independent learning
and evaluating the quality of information that one gathers through web
searches. Wilkinson et al (1997) have provided useful tips for
evaluating quality of Internet resources.
ix) Assessment: Though this is yet a foggy area, the web provides new
ways and means of assessment. With the emphasis on self-directed
learning and learner autonomy, the assessment issues become
secondary as the learner tries to evaluate him/herself. However, the
web provides opportunity for speed, and power test in objective type
questions. Electronic assessment of essay type questions is also now
possible to bring objectivity into the evaluation process (Swartz, 2001).
b) Compare your answers with those given at the end of the Unit.
1) List the three ways in which e-learning can be used.
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2) Write which web tool(s) you will use for the following tasks:
a) Collect information on the web:
b) Save weblinks online:
c) Construct new information:
d) Organize information:
e) Discuss and debate ideas:
9.4 MEDIAAND TECHNOLOGIES IN
E-LEARNING
The Internet, the backbone of online learning, is an interlinked network of
networks that allows computers worldwide to connect to it, and to
communicate or exchange data with each other. The Internet is based on
Transmission Control Protocol - Internet Protocol (TCP/IP); information is

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Technology Primer routed in “packets” according to TCP/IP specifications. The WWW works on
the Internet through its own HyperText Transfer Protocol (HTTP), an
interactive platform that uses the following media:
• Text, plain or formatted
• Hybrid text/graphics documents, such as Adobe Acrobat
• Colour images, still and animated or videos
• Sound
• 3-D models
• Interaction or simulation using JavaScript, VB Script, ActiveX (Ryan et al,
2000).
The WWW also supports real time, text-based chat and audio/video
communication. The basic unit of the WWW is a web page, consisting of one
or more of the media types above. A set of connected pages constitutes a
website. Clicking on links in each page accesses other pages on a site.
Websites are hosted in a computer called a server. Individual client computers
interface with the server computer through a web browser (such as
Microsoft Internet Explorer or Mozilla Firefox); when a specific address is
typed into the address bar of the browser, the server supplies the requested
web page.
9.4.1 Online Media Creation Tools
Text: Preparing text-based learning material is relatively easy and can be
done with only computer keyboarding skills. Text-based materials are also
easily accessed and understood by learners. A typical web page is prepared
using HyperText Markup Language (HTML) instructions; HTML files can be
created using common word processing software, such as Microsoft Word.
The WWW also supports other text formats, such as Rich Text Format (.RTF)
or Adobe Acrobat’s Portable Document Format (.PDF), which can be
embedded within HTML-coded pages.
Graphics and images: Graphics and images are useful to clarify or illustrate
concepts in an online learning programme. Graphics and images can be
created, or digitised using a scanner and imported into a computer using
specific image manipulation software, such as Adobe PhotoShop or Adobe
Illustrator. Images are then imported into an HTML web page.
Common image formats include the Graphic Interchange Format (.GIF) and
Joint Experts Photography Group (.JPEG), which use compression
technology to make image file sizes smaller for quicker web display or
download. Though graphics and images are useful learning tools, their
preparation requires some skill and experience in using graphic design
software. Graphics or images generally have a bigger file size than plain text,
and take longer to download or to display on screen.
Audio and video: Audio and video are useful to show practical and real life
activities. Hazardous and costly experiments can be captured using video for
presentation on the WWW, for repeated use. With new digital audio and
video progressive download and streaming capabilities, audio and video can be
transmitted directly over the Internet although transmission quality still
depends on the learner’s network connection and available bandwidth.
Popular audio and video file formats and software include Apple Quick
Time, Windows Media Technologies and RealNetwork’s Real Systems.

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Another emerging format is the Motion Pictures Experts Group (.MPEG),
although the disadvantage of MPEG is that the whole file must be
downloaded before it starts to play. If high bandwidth is available, all these
technologies can deliver high quality video and sound. Today, the popular
audio format is MP3, and video format is Flash Video (FLV).
Animation and 3D-models: Animations and 3-D models can be very
powerful in teaching and learning spatial applications, but need high
bandwidth to display well. The WWW animation standard is animated GIF
files, although Java, Shockwave and Macromedia Flash are also used. The
standard for 3-D modelling is Virtual Reality Modelling Language (VRML).
A web browser needs a VRML plug-in to display 3-D models properly.
Designing quality animation and 3-D models also requires a high degree of
skills and experience in the appropriate software.
9.4.2 Communication Tools
Internet communication is either asynchronous (email, mailing lists, bulletin
boards) or synchronous (text-based chat, audio chat, videoconferencing).
Web-based communication for teaching and learning has been popularised
by the constructivist-learning paradigm (Oliver, 2000; Hung & Nichani,
2001), which is based on collaborative learning principles.
Electronic mail: Users send and receive email text messages asynchronously
through a programme (like Microsoft Outlook or Qualcomm’s Eudora Pro)
installed on the user’s computer, which sends and receives information
through an email server provided by the user’s Internet Service Provider
(ISP) or office network. However, web-based email (like Hotmail or Yahoo
Mail) allows users to access their account from any computer with an
Internet connection. A user can send emails to multiple recipients
simultaneously, and can attach files (word-processed documents,
spreadsheets, images) to each message. This facilitates collaborative group
learning at a distance, but puts the onus on the learner to initiate or maintain
contact.
Mailing lists: Mailing lists are many-to-many communication channels on
the Internet, managed using specialised software such as Listserv,
Majordomo, and Listproc. People email instructions to join or leave a list to
the computer running the service. Lists can be moderated or unmoderated,
and can be used to collaboratively discuss and debate education or training
issues within learning communities. However, too large a group can hinder
rather than help the learning process.
Discussion boards: Internet discussion board systems such as WebBoard,
Yahoogroups or GoogleGroups are similar to mailing lists, with the
additional feature of everyone’s messages being available on the WWW as a
series of discussions. Messages are displayed online as they are received or
as appended replies to the original message, allowing simultaneous
coverage of many topics.
Chat: Internet Relay Chat (IRC) is the standard for synchronous, multi-
person, text-based chat. Most IRC applications (such as MSN Messenger,
ICQ, Skype, Yahoo Messenger, etc.) are independent of the WWW, but can
also be launched from a web page. The software keeps track from a central
server of when you, and a list of people you specify, are online. You can text-
chat or voice chat one-to-one, or in a conference. Some systems have an
electronic whiteboard on which a teacher may “write” information viewable
by all online chat participants, simulating a classroom situation. However,

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Technology Primer synchronous text or voice chat can create organisational problems -
especially in globally offered web courses, where there are time zone issues.
Other Communication Tools: Besides the above traditional tools, everyday
new forms of communication tools based on the web are available. Some of
these are Blog, Wiki, micro-blogging, etc. These are also often called Web 2.0
tools, and they provide the user an increased ability to interact and
contribute to the system as an active participant rather than a passive
receiver of information. These are discussed in Unit 17.
Notes: a) Write your answer in the space given below.
b) Compare your answer with the one given at the end of the Unit.
Choose the right answer in the following multiple choice question:
i) Text for use in online learning can be prepared using:
a) HTML Editor
b) Word Processing software
c) Acrobat Document Write
d) All the above
ii) Which of the following is not a graphic format:
a) .DOC
b) .GIF
c) .JPEG
d) .PNG
iii) MP3 is a format of:
a) Video
b) Animation
c) Audio
d) Animation
iv) Listserv is a form of:
a) Chat system
b) Mailing list management software
c) Discussion board
d) Email software
9.5 BUILDING E-LEARNING ENVIRONMENTS
Designing E-learning requires grounding in pedagogy, an understanding of
the subject to be taught and of how the WWW works. Collis and Moonen
(2001) identify institution, implementation, pedagogy and technology as the key
components; Jolliffe, Ritter and Stevens (2001) describe an 18-step process for
developing online learning. However, they emphasise “there is no magic in
the actual number of steps.” Let’s discuss a possible and systematic
approach.
Needs analysis
Market research on the demand and need for an online course should be the
starting point. The resulting report should contextualise the project,
outlining its benefits or disadvantages and potential obstacles.

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• Demand for online courses: Does real demand exist? Will online
delivery be cost-effective? Is it the best option currently available?
• Course credit and equivalence: How will course credits be transferred
for certification? What about the equivalence of the course with face-to-
face programmes? Is it necessary to get certification from an
accreditation body?
Learner profile
This will help you understand who your potential learners are, and how you
can best fulfill their learning needs.
• Hardware/software: Do learners need to purchase special hardware or
software to access the course? Most computers now ship with a web
browser. If learners have to download a special plug-in from the
Internet to view a particular course component, it is better to provide
them with a CD-ROM of that component to save costly Internet access
time.
• Internet access/bandwidth: How accessible is the Internet for the
learners, and what bandwidth or connectivity (e.g. dial-up modem,
DSL, cable) is available? Low bandwidth availability has significant
design and pedagogic implications. You can’t prepare learning materials
based on graphics, animation, sound or video because of the time and
costs involved for learners to adequately view or download the
materials.
• Costs: Who will bear the cost of needed computers and Internet access?
Although normally this falls to the student, the costs may be prohibitive.
Is it possible for your organisation to arrange for subsidised learning, in
partnership with industry or government? Can you facilitate
educational loans? Is it possible for you to create learning resource
centres, with computers and Internet facilities, for group learning and
access?
Organisational profile
Your organisation must be prepared to undertake an online learning project.
• Expertise and infrastructure: Do you have the in-house expertise to
design, develop and deliver an online programme? Do you have the
infrastructure to support online courses, or will upgrading be needed?
Can you affordably outsource expertise (content and technology) and
infrastructure from elsewhere?
• Faculty development: How prepared is your faculty to handle
additional online courses? Will faculty be compensated for any extra
effort, and in what way? What training facilities are available for
teachers to upgrade their teaching skills for the online learning
environment?
Blueprint
In addition to the needs analysis, learner and organisational profiles, the
blueprint for the course should contain:
• Pedagogical features: Online teaching and learning must meet the
requirements of the subject and the needs of the target learner group.
Online learning can be a supplement to face-to-face instruction, equally
mixed with face-to-face instruction, or the main delivery method,
instead of face-to-face instruction. The last category is the most
challenging for educators and instructional designers. When designing
online learning, it is best to consider the best practices of all learning

76
Technology Primer theories (behaviourism, cognitivism, constructivism). The WWW
provides opportunities to use all these.
• Media mix: An appropriate media mix for the course, taking into
account the suitability of a given media to a particular subject (such as
using 3-D models for an architectural drawing), will increase the
effectiveness of student learning and contribute to the successful
achievement of course objectives. Media delivery options must be
decided during course content planning, so that the appropriate media
creation tools can be used for content development.
• Interaction: Interaction is a major contributing factor to successful
learning experiences. Table 9.4 lists different possible learning
technology combinations, based on three basic interaction modes
(Moore, 1989) and on four methods of computer-mediated
communication (Paulsen, 1997).
Table 9.4: Learning events based on interaction
• Assessment: Assessment and evaluation of learner performance is
crucial. Although online examination brings a number of authenticity,
security and certification issues, evaluation models should take the
WWW’s constructivist (student-centred) approach into account. The
WWW can facilitate many evaluation systems - from computer-based
(web-based) objective testing to tutor-evaluated, long answer tests or
assignments - but is capable of supporting much more than the
traditional, three-hour paper and pencil test. Online course developers
now use alternative assessment tools such as evidence-based tests
(where learners submit projects online), learning diary submission,
participation in discussion forums, peer-based evaluation, etc.
• Learner responsibilities: The nature of online learning requires learners
to be very self-motivated. The role of the instructor is to challenge
learner curiosity and help learners achieve personal learning goals.
Online learning should therefore be designed according to adult
learning principles, in which learners have as much responsibility as
their teachers, if not more. Learners need to be informed of their role
and responsibility prior to starting the course. A period of orientation
may be needed, as most online learners are initially novices of the
medium.
One-alone
Method
One-to-one
Method
One-to-many
Method
Many-to-many
Method
Learner-Content
interaction
Web pages with
graphics, animation,
audio, video, quizzes,
interactive check
your progress, etc.
Learner-Teacher
Interaction
Email, Chat, Online
Diary, Tutor marked
assignments
Email, Mailing list,
Group Chat,
Discussion board
Group Chat,
Discussion board
Learner-Learner
Interaction
Email, Chat (both social
as well as academic)
Email, Mailing list, Group
Chat, Discussion board
Group Chat, Discussion
board, Group projects,
peer based evaluation,
etc.

77
E-Learning
• Development strategy: At this point in the design and development of
online learning, most institutions and instructors have to decide if the
course will be developed using a suite of individually available web
tools, or an integrated course delivery software package.
Commercially available, integrated application software packages include
facilities for every aspect of designing an online learning programme.
Learner tools are available to learners when they log on to the system:
a) Course tools: for content presentation, displaying industry-standard,
interactive web pages to learners. The pages have links for navigation,
and contain all course texts, graphics and multimedia learning
materials.
b) Collaboration tools: for synchronous and asynchronous activities like
email for one-to-one communication, discussion boards for
conferencing, chat for real time clarification of doubts, whiteboards for
lecture presentation and group work, or a virtual “drop box” for sharing
programmes and applications.
c) Support tools: include personal learner profiles, a facility to upload files
to the system (e.g. for submitting assignments), personal library, search
facilities, study skills guidance, bookmark facilities (to remember where
you stopped in the last session) and calendars.
Developer tools for the website administrator and the instructor. These seem
initially more complex, but are easy to use after a short training or
demonstration period:
a) Administrator tools: allow course software to be installed on a server,
provides resource monitoring and website management facilities. It
assigns user identification, passwords and usage rights to learners.
Some systems also handle online registration and fee payment.
b) Designer tools: online teaching tools for the instructor. Includes
facilities to prepare course plans, upload files (course content) and
announcements, design assessment tools (such as quizzes) and a
calendar of activities. The instructor can also design the appearance of
individual web pages through choice of background colour, text font
and type of images or graphics.
c) Learning management tools are features to track student progress and
log-ins to the website. Instructors can monitor the progress of individual
learners and provide personalised feedback. Complete statistics on
website use can be generated for reviewing or evaluating policies and
practices. Interactive user guides and “Help” facilities for
troubleshooting and systems operation are also common in almost all
software packages, for both learner and developer tools.
Institutional preparation
Any project-related hardware or software should be installed and tested. All
involved faculty and staff should be trained in the systems and equipment,
and should be familiarised with the pedagogical techniques. Institutional
preparation is important for e-learning. Without institutional preparation, if
online programmes are launched, it will be a step towards failure!
Learning materials development
Implementing course development and design standards maintain
consistency, especially if many people or partner organisations are involved.
Since course development is time consuming, it is worth securing permission

78
Technology Primer to use or adapt existing material where appropriate to launch the course
more quickly.
Byun (2000) provides ten-commandments for the course development
process. These are:
1) Start the design and development process early;
2) Research the minimum hardware/software available to students;
3) Identify and arrange for necessary administrative and technical support,
both for students and instructors;
4) Develop a plan for evaluating student learning and assessing course
quality;
5) Look for models and colleagues;
6) Publicize course offerings in both traditional and online venues;
7) Arrange for necessary copyright permissions;
8) Focus on the management of instructor-student communication;
9) Facilitate faculty in their efforts to become self-supporting; and
10) Arrange for usability testing with potential and past students of the
course.
For any web-based course development process, planning and decision
taking with regards to the software to be used and instructional strategies to
be followed are very important. According to one estimate the development
of online courses take 2.5 – 3 times more than traditional courses.
Training of support staff and tutors to use the web-based course effectively
should be a priority area in the course development process. It should not
be kept outside the course development, as most teachers need specialized
training to handle learners in the new environment.
Evaluation
Once course materials are uploaded to the online learning environment,
there should be a field trial of the learning materials and usability testing of
the website, possibly through an initial pilot project. No online course
should be launched without thorough evaluation. While planning for
evaluation, it is important to consider the following:
• Learning effectiveness: how does the online course compare with face-
to-face or other distance delivery methods?
• Cost-effectiveness: take into account the high initial set-up cost, and
any ongoing costs such as upgrading of equipment or software.
• Learning environment: how do learners negotiate the online
environment?
• Accreditation: the issues/problems in accreditation of online learning.
• Evaluation: how do you improve the evaluation process?
Promotion
The course must be promoted both online and offline to its target learners,
with plenty of lead-time for course registration. Ongoing promotion will
encourage the level of enrolment needed to make the programme financially
viable.
Maintenance and updating
Online programmes require constant updating and maintenance to be
effective. Learners need prompt feedback to address concerns and technical

79
E-Learning
problems. Course instructors or specialised personnel should be trained to
constantly monitor and maintain the website.
b) Compare your answers with those given at the end of this unit.
1) Which tools are normally found in commercial application software for
online learning?
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
2) List the main points that you will cover in a blueprint for online learning
programme.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
9.6 TOWARDS VIRTUAL EDUCATION
As the e-learning practices in educational institutions and in the business
and industry grew, virtual institutions started emerging to provide
education and training opportunities. While analyzing the developments of
Virtual Education, Farrell (1999) identified the forces driving and opposing
the development of virtual education in the world. These are:
Driving Forces
• The increasing capacity, flexibility, and suitability of information and
communication technologies to educational applications
• The growth of knowledge and obsolescence of much of what was
previously learned places an ever-increasing pressure for lifelong
learning, and with diverse personal circumstances, they require flexible
access-to-learning opportunities and venues such as the home, the work
place, the community learning centre, etc.
• Many institutions, particularly in Europe and North America, perceive
that the application of information and communication technologies
will enable them to increase their market share in an environment that
is increasingly competitive.
• There is also a tendency amongst institutions to be seen as doing the
“right thing” by starting virtual initiatives to be in the news.
• Policy makers and administrators believe that the development of
virtual delivery models will reduce costs, increase productivity, and
enable expansion without cost increases.
Opposing Forces
• No access or prohibitive access to information and communication
technology.

80
Technology Primer • Copyright restrictions on the use of instructional products and materials
do not promote sharing through collaborative inter-institutional
arrangements or through broad international delivery models
• The cost of initial hardware, operating software, and instructional
material development typically require capitalisation funds that far
exceed the resources of most institutions. In some cases the problem is
dealt with through internal reallocation of funds (e.g., from library
acquisitions to technology support). There is also a widespread practice
of passing these costs on to the student through tuition fee increases or
special levies.
• Faculty unwillingness to adopt new information and communication
technology due to lack of training and adequate technology resources.
• Transfer and accumulation of credit from amongst many institutions do
not yet have a formal structure in many countries.
Though the situation is similar in many countries for the developments of
virtual education, there has been a perceptual change in the way information
and communication technology, and particularly e-learning is being used
today. As the technology has developed, the Internet bandwidth and access
to technology have also increased over the year making it possible for the
emergence of full-fledged virtual educational institutions rather than e-
learning being just part of an institution. Table 9.5 gives a list of virtual
universities with their date of establishment.
The Commonwealth of Learning has initiated The Virtual University for the
Small State of the Commonwealth (VUSSC) in 2000. It intends to cover 32
small states of the Commonwealth by providing appropriate support to ICT
applications for both on-campus instructions and distance learning. In view
of the high demand for quality content, it plans to encourage the use of Open
Educational Resources, and has developed a Transnational Qualifications
Framework. This is an interesting model to watch for its future
developments.
Table 9.5: List of Virtual Universities
Name of the Institution Established in
Jones International University (jonesinternational.edu) 1993
Kentucky Virtual University (www.kyvu.org) 1997
African Virtual University (www.avu.org) 1997
Western Governors’ University (www.wgu.edu) 1998
Michigan Virtual University (www.mivu.org) 1998
Swiss Virtual Campus (www.virtualcampus.ch) 1999
California Virtual Campus (www.cvc.edu) 1999
Canadian Virtual University (www.cvu-uvc.ca) 2000
Dutch Digital University (www.du.nl) 2001
Finnish Virtual University (www.virtuaaliyliopisto.fi) 2001
Tamil Virtual University (www.tamilvu.org) 2001
Global Virtual University (www.gvu.unu.edu) 2002
Swedish Net University (www.natuniversitetet.se) 2002
Syrian Virtual University (www.svuonline.org) 2002
Virtual University of Pakistan (www.vu.edu.pk) 2002
Danish Virtual University (eng.uvm.dk/news/dvuni.htm) 2003
Virtual University of Tunis (www.uvt.rnu.tn) 2003
Mediterranean Virtual University (www.med-vu.org) 2004
Asia eUniveristy, Malayasia (www.aeu.edu.my) 2006

81
E-Learning
9.6.1 Virtual Education in India
The developments related to e-learning should be seen in the context of the
socio-economic and ICT infrastructure of the country. In spite of its low PC
penetration and Internet access, India has progressed well in the IT sector
primarily due to the IT training by the private sector. The country’s first
online educational enterprise also came with private initiative when the
National Institute of Information Technology (NIIT Limited) started
Netvarsity in 1996. Since that time, a large number of online “teaching
shops” have been in operation primarily to support school level education
and for preparing students for competitive examinations like the medical
and engineering entrance tests. While many e-learning initiatives and
programs are underway, the National Association of Software and Services
Companies (NASSCOM)’s Market Intelligence Service reports that the e-
learning market in India remains in an infant stage. In fact, in 2002, e-
learning was just a US$4-5 million market with an expected 4 year
cumulative annual growth rate of 20-25% (NASSCOM, 2003). The real
impetus for e-learning came from the National Task Force on Information
Technology and Software Development constituted by the Prime Minister of
India in 1998. The Task Force report presents India’s master plan and long
term policy for capacity building of institutions, human resource
development in IT related areas, and the use of ICTs in education. The Indira
Gandhi National Open University (IGNOU) responded to the
recommendations of the Task Force with its Virtual Campus Initiatives (VCI)
in 1999. Since then, a number of such initiatives have been placed in
operation within the country (see Table 9.6).
Table-9.6: Virtual Educational Institutions in India
Sl.No. Name and URL
1 Netvarsity
http://www.netvarsity.com
2 Indira Gandhi National
Open University
http://www.ignou.ac.in
3 Yashwantrao Chavan
Maharastra Open University
http://www.ycmou.com
4 Tamil Virtual University
http://www.tamilvu.org
5 Punjab Technical
University
http://www.ptuonline.com
6 Birla Institute of
Technology and Sciences
http://vu.bits-pilani.ac.in
7 Institute of Management
Technology
http://www.imtonline.org
8 Symbiosis Centre for
Distance Learning
http://www.scdl.net
9 Indian Institute of
Technology, Mumbai
http://www.cdeep.iitb.ac.in/
10 Indian Institute of
Technology
http://nptel.iitm.ac.in/
Areas Covered
IT related areas and soft skills
IT related areas and in Social
Sciences, Health Sciences, Law,
etc.
Use e-learning as part of its
distance learning strategy in
technology courses
Tamil language, literature, and
culture
Engineering and Technology
related courses
Engineering courses
Courses in Management leading
to eMBA
Courses in Management leading
to PG Diploma
IT related courses at diploma and
non-credit level
Engineering courses
Owned and managed by
NIIT Online Learning Limited
Part of the National Open University
established by the Govt. of India
Part of YCMOU established by the
Maharastra State Government
Governed by the society established by the
Government of Tamil Nadu
Established by the Government of Punjab,
the online venture is a collaborative effort
with a trust
Part of the BITS (Deemed University status
accorded by the University grants
Commission)
Managed by NPO, and the courses
approved by AICTE
Managed by Symbiosis Society (NPO), part
of Symbiosis International University, and
approved by AICTE
Institute of national importance, and the
programs are offered by the Kanwal Rekhi
School of Information Technology
Ministry of Human Resource Development,
Government of India supported courses
(Source: Mishra, 2009)

82
Technology Primer The National Programme on Technology Enhanced Learning (NPTEL)
started in 2007 is an initiative of the Ministry of Human Resource
Development, Government of India and a joint venture of the Indian
Institute of Technology and Indian Institute of Science. The main objective of
the program is to improve the quality of engineering education in the
country by developing curriculum based video and Web-courses. In the first
phase of the project, 129 Web courses and 110 video courses have been
developed. Each of these courses consists of contents equivalent to 40 lecture
hours in text, graphics, animation, and video. The video programs
developed are available through YouTube (http://in.youtube.com/iit).
Consequently, they are available as e-learning resource not just for the
people of India, but for the world.
Under the Eleventh Five Year Plan, the Ministry of Human Resource
Development, Government of India has initiated the National Mission on
Education through Information and Communication Technology (NMEICT).
Some of the major mission objectives related to e-learning are:
• Any-time availability of desired knowledge at appropriate levels of
comprehension to all for self paced learning
• Extensive leveraging of the advancements in the field of ICT for taking
the knowledge resources to the door steps of the learner
• Use e-learning as an effort multiplier for providing access, quality and
equality in the sphere of providing education to every learner in the
country
• Provide for Connectivity & access devices, content generation,
personalization & mentoring, testing & certification and encouragement
of talent
• Bringing efforts of different interested agencies working in the field of e-
learning under one umbrella and establishing logical linkages between
various activities
• Spreading Digital Literacy for teacher empowerment and encouraging
teachers to be available on the net to guide the learners
• Conversion of existing educational tapes into indexed formats compliant
with the internationally accepted standards such as SCORM (Sharable
Content Object Reference Model)
• Creating a clearinghouse cum rating agency for various web based
learning contents for guiding Indian learners
• Development of pedagogical techniques based on edu-entertainment.
• Customisation of Open Source Tools etc.
• Providing e-Learning support to every higher education institution for
technology assisted learning
• Setting up virtual labs and lab centers and finishing schools for quality
enhancement.
• Standardisation & Quality Assurance of e-Content
The Mission’s objectives are far and wide, and many ICT projects are already
in the process of development, including the development of a project
similar to the NPTEL for the Social Science and Humanities sectors. These
developments show that India will be a front runner in the use of ICT in
education, and e-learning content and process developments.

83
E-Learning
b) Compare your answers with those given at the end of this unit.
1) List five major objectives of NMEICT related to e-learning.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
2) List the driving forces for virtual education.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
9.7 LET US SUM UP
E-Learning is developing fast, and refers to the use of networked
information and communication technologies for the delivery of teaching
and learning. In this unit, we discussed the interchangeable terminologies
used in describing e-learning. Because do the numerous advantages, e-
learning is being widely used by educationists world over. While we
discussed the advantages, we also cautioned about the limitations of e-
learning due to poor access to technology, bandwidth, cost, faculty time and
security related issues. We discussed instructional design for e-learning and
emphasized that while constructivist approach may be more suitable in the
online world, it is useful to consider eclectic model by using the best
practices of behaviourism, congnitivism, and constructivism. We also listed
the instructional strategies that can and should be used in e-learning.
Next, we discussed the media creation tools and communication tools used
in e-learning. We described a mine step model of building e-learning
environments in detail that emphasized preparation of a blueprint covering
pedagogical features, media mix, interaction possibilities, and assessment
related issues. Towards the end of the unit, we discussed the trends in
virtual education in the world with special reference to India.
9.8 KEYWORDS
E-Learning: “The term e-learning covers a wide set of applications and processes
including computer-based learning, web-based learning, virtual classrooms, and
digital collaboration” (WR Hambraecht+Co., 2000: p.8).

84
Technology Primer Online Learning: It is synonymous to web-based learning where learning is fostered
via hypertext transfer protocol (http) in Internet or Intranet.
Virtual Learning: “The educational process of learning over the Internet without
having face-to-face contact is known as Virtual Learning” (French, et al., 1999).
However for some, virtual learning may also include tele-learning.
Web-Based Instruction: It is a “hypermedia based instructional programme which
utilizes the attributes and resources of the World Wide Web to create a meaningful
learning environment where learning is fostered and supported” (Khan, 1997).
9.9 REFERENCES AND FURTHER READINGS
Byun, Hoseung, Paul; Hallett, Karen and Essex, Christopher (2000) Supporting
Instructors in the creation of online distance education courses: Lessons
Learned, Educational Technology, 40(5): 57-60
Collis, B. and Moonen, J. (2001) Flexible learning in the digital world: Experiences and
expectations, London: Kogan Page
Farrell, G. M. (1999). The Development of Virtual Education: A Global Perspectives,
Vancouver: The Commonwealth of Learning.
French, Deanie; Hale, Charles; Johnson, Charles and Farr, Gerald (Eds.) (1999)
Internet-based Learning: An introduction and framework for higher education and
business, London: Kogan Page
Goldberg, Murray W.; Salari, Sasan and Swoboda, Paul (1996) World Wide Web
course tool: An environment for building WWW-based courses, Computer
Network and ISDN Systems, 28 Retrieved on (05/17/1999) from the WWW: http://
www.webct.com/papers/p29/
Harasim, Linda (1999) A Framework for Online Learning: The Virtual-U, Computer,
32(9): 44-49.
Huber, P (1997) The rise of the Internet, Inside Multimedia, 167, 11 May. p.12
Hung, D. and Nichani, M. (2001) Constructivism and e-learning: Balancing between
the individual and social levels of cognition, Educational Technology, 41 (2), 40-44
Jolliffe, A., Ritter, J. and Stevens, D. (2001) The Online Learning Handbook: Developing
and Using Web-Based Learning, London: Kogan Page.
Khan, Badrul H. (1997) ‘Web-based instruction (WBI): what is it and why is it?’ In
Khan, Badrul H.(Ed). Web-based instruction, Eaglewood Cliffs, NJ: Educational
Technology Publication, p5-18
McCormack, Colin and Jones, David (1998) Building a web-based education system, New
York: Wiley Computer Publishing.
Mishra, Sanjaya (2002). A design framework for online learning environments,
British Journal of Educational Technology, 33(4), 493-496.
Mishra, Sanjaya (2009). E-Learning in India, International Journal on E-Learning, 8 (4),
549-560.
Moore, M. G. (1989) Editorial: Three types of interaction, American Journal of Distance
Education, 3 (2): 1-16.
Oliver, Kevin M. (2000) Methods for developing constructivist learning on the web,
Educational Technology, 40(6): 5-18
Paulsen, M.F. (1997) ‘Teaching method and techniques for computer mediated
communication’, Paper presented at the 18th
ICDE World Conference: The New
Learning Environment, A Global Perspectives, ICDE, Pennsylvania State University.
Piskurich, G.M. (2006). Online learning: E-learning. Fast, cheap, and good,
Performance Improvement, 45 (1), 18-24.
Ryan, Steve; Scott, Bernard; Freeman, Howard and Patel, Daxa (2000) The Virtual
University: The Internet and resource-based learning, London: Kogan Page.
Starr, Robin M. (1997) Delivery instruction on the World Wide Web: Overview and
Basic Design Principles. Educational Technology, 37(3): 7-15
Swartz, Richard (2001) New technologies for automated essay test scoring,
Techknowlogia, January/February: 26-29

85
E-Learning
Villalba, C. and Romiszowski, A.J. (2001) ‘Current and ideal practice in designing,
developing and delivering web-based training’, in Khan, B.H. (ed) Web-based
Training, Englewood Cliff, NJ: ETP, p. 325-342
Weller, Martin James (2000) Creating a large-scale, third generation distance
education course, Open Learning, 15(3): 243-251
Wilkinson, Gene L.; Bennett, Lisa T. and Oliver, Kevin M. (1997) Evaluation Criteria
and Indicators of Quality for Internet Resources, Educational Technology, 37(3):
52-59
WR Hambercht&Co (2000) Corporate E-Learning: Exploring a New Frontier, Retrieved
on [03/19/2001] from WWW: http://www.wrhambrecht.com/research/coverage/
elearning/ir/ir_explore.html
9.10 FEEDBACK TO CHECK YOUR PROGRESS
QUESTIONS
1) In whatever way you define e-learning, it should include the following:
• Network-based teaching and learning;
• Hypermedia nature of the Internet;
• Supporting synchronous and asynchronous learning.
2) Advantages of e-learning are:
• Increased interaction (student-student, student-teacher), and interactivity
with learning material;
• Multimedia approach due to the nature of the web;
• Reaching large number of students anywhere, anytime with access to
Internet; and
• Quick production, delivery and pupation of learning materials.
The disadvantages are:
• Poor access to Internet limits its potentials;
• Poor bandwidth limits multimedia capabilities;
• Lack of quality control; and
• ICT skills must for the learners.
1) Three ways in which e-learning are: (i) completely online, (ii) as supplement to
face-to-face teaching, and (iii) as mixed/blended mode along with face-to-face or
distance learning.
2) (a) search engines, (b) bookmarking, (c) HTML Editor, (d) Concept map, (e)
Email, Discussion Forum
i) The correct answer is (d), as you can prepare text-based pages for online
learning using HTML editor, Word processing software and Adobe’s PDF.
ii) .DOC is a format for word processing, and therefore, the answer is (a)
iii) Correct answer is (c).
iv) Correct answer is (b)
1) The commercially available e-learning application software normally includes:
course tools to prepare pages for information transfer; collaboration tools to
help both synchronous and asynchronous communication in groups; support
tools to facilitate bookmaking, search, file management, etc.; administration
tools to manage the server, online registration, etc.; designer tools to plan

86
Technology Primer courses and progrmmes; and learner management tool to enroll, and track
student progress.
2) A blueprint for online programme should include: the pedagogical features of
the course, media mix to be sued, interaction facilities to be provided to the
learners, modalities for assessment of student activities, and learner
responsibilities.
1) Five major objectives of NMEICT are:
• Spread digital literacy for teacher empowerment and encouraging teacher to
use the net to guide learners
• Providing e-learning support to every higher education institution in India
• Encourage content creation for online learning
• Convert exiting materials to SCROM complaint online learning objects
• Develop quality assurance mechanism for e-content
2) The driving forces of virtual education are:
• Increased use of ICT in all spheres of human activity
• Faster rate of obsolescence of knowledge
• Need to capture the higher education market for sustainability
• Believe that virtual education can reduce cost structures

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