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Synchronous and asynchronous[edit]
E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants′ involvement at the same time.
Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Since students are working collaboratively, synchronized learning helps students create an open mind because they have to listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills.[67]
Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks,[68] hypertext documents, audio[69] video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is beneficial for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in a low stress environment and within a more flexible time frame.[41] In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture a second time, or think about a question for a while, they may do so without fearing that they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class with younger students. Students have access to an incredible variety of enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their class.
On the other hand, the technological convergence of the mass media is the result of a long adaptation process of their communicative resources to the evolutionary changes of each historical moment. Thus, the new media became (plurally) an extension of the traditional media on the cyberspace, allowing the public to access information in a wide range of digital devices.[70] In other words, it is a cultural virtualization of human reality as a result of the migration from physical to virtual space (mediated by the ICTs), ruled by codes, signs and particular social relationships, inside and outside classroom. Forwards, arise instant ways of synchronous and asynchronous communication, interaction and possible quick access to information, in which we are no longer mere senders, but also producers, reproducers, co-workers and providers. New technologies also help to “connect” people from different cultures outside the virtual space, what was unthinkable fifty years ago. In this giant relationships web, we mutually absorb each other’s beliefs, customs, education, values, laws and habits, cultural legacies perpetuated by a physical-virtual dynamics in constant metamorphosis (ibidem).
Linear learning[edit]
Computer-based training (CBT) refers to self-paced learning activities delivered on a computer or handheld device such as a tablet or smartphone. CBT initially delivered content via CD-ROM, and typically presented content linearly, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT) which are delivered via Internet using a web browser.
Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple choice questions, drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.
CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can be embedded to enhance the learning.
However, CBTs pose some learning challenges. Typically, the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often more complex than a subject matter expert or teacher is able to use. The lack of human interaction can limit both the type of content that can be presented and the type of assessment that can be performed, and may need supplementation with online discussion or other interactive elements.
Collaborative learning[edit]
Main article: Computer-supported collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, allowing social learning. CSCL is similar in concept to the terminology, "e-learning 2.0"[71] and "networked collaborative learning" (NCL).[72] With Web 2.0 advances, sharing information between multiple people in a network has become much easier and use has increased.[73]:1[74] One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors."[73]:2 Learning takes place through conversations about content and grounded interaction about problems and actions. This collaborative learning differs from instruction in which the instructor is the principal source of knowledge and skills. The neologism "e-learning 1.0" refers to direct instruction used in early computer-based learning and training systems (CBL). In contrast to that linear delivery of content, often directly from the instructor's material, CSCL uses social software such as blogs, social media, wikis, podcasts, cloud-based document portals (such as Google Docs and Dropbox), and discussion groups and virtual worlds such as Second Life.[75] This phenomenon has been referred to as Long Tail Learning.[76] Advocates of social learning claim that one of the best ways to learn something is to teach it to others.[76] Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education.[77] mobile-assisted language learning (MALL) is the use of handheld computers or cell phones to assist in language learning.
Collaborative apps allow students and teachers to interact while studying. An example is MathChat, which allows cooperative problem solving and answer feedback.[78] Some apps can also provide an opportunity to revise or learn new topics independently in a simulated classroom environment. A popular example is Khan Academy,[79] which offers material in math, biology, chemistry, economics, art history and many others. It has the advantage of blending learning styles as the app offers many videos for visual and auditory learners, as well as exercises and tasks to solve for the kinesthetic learners. Other apps are designed after games, which provide a fun way to revise. When the experience is enjoyable the students become more engaged. Games also usually come with a sense of progression, which can help keep students motivated and consistent while trying to improve. Examples of educational games are Dragon Box, Mind Snacks, Code Spells and many more.[80]
Classroom 2.0 refers to online multi-user virtual environments (MUVEs) that connect schools across geographical frontiers. Known as "eTwinning", computer-supported collaborative learning (CSCL) allows learners in one school to communicate with learners in another that they would not get to know otherwise,[81][82] enhancing educational outcomes[citation needed] and cultural integration. Examples of classroom 2.0 applications are Blogger and Skype.[83]
Further, many researchers distinguish between collaborative and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that "cooperation is accomplished by the division of labour among participants, as an activity where each person is responsible for a portion of the problem solving", in contrast with collaboration that involves the "mutual engagement of participants in a coordinated effort to solve the problem together."[84]
Media[edit]
A 2.5m teaching slide rule compared to a normal sized model
Educational media and tools can be used for:
task structuring support: help with how to do a task (procedures and processes),
access to knowledge bases (help user find information needed)
alternate forms of knowledge representation (multiple representations of knowledge, e.g. video, audio, text, image, data)
Numerous types of physical technology are currently used:[85][86] digital cameras, video cameras, interactive whiteboard tools, document cameras, electronic media, and LCD projectors. Combinations of these techniques include blogs, collaborative software, ePortfolios, and virtual classrooms.
Audio and video[edit]
Radio offers a synchronous educational vehicle, while streaming audio over the internet with webcasts and podcasts can be asynchronous. Classroom microphones, often wireless, can enable learners and educators to interact more clearly.
Video technology[87] has included VHS tapes and DVDs, as well as on-demand and synchronous methods with digital video via server or web-based options such as streamed video from YouTube, Teacher Tube, Skype, Adobe Connect, and webcams. Telecommuting can connect with speakers and other experts. Interactive digital video games are being used at K-12 and higher education institutions.[88]
Computers, tablets and mobile devices[edit]
Teaching and learning online
Collaborative learning is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task. With recent developments in smartphone technology, the processing powers and storage capabilities of modern mobiles allow for advanced development and use of apps. Many app developers and education experts have been exploring smartphone and tablet apps as a medium for collaborative learning.
Computers and tablets enable learners and educators to access websites as well as programs such as Microsoft Word, PowerPoint, PDF files, and images. Many mobile devices support m-learning.
Mobile devices such as clickers and smartphones can be used for interactive audience response feedback.[89] Mobile learning can provide performance support for checking the time, setting reminders, retrieving worksheets, and instruction manuals.[90][91]
OpenCourseWare (OCW) gives free public access to information used in undergraduate and graduate programs. Participating institutions are MIT,[92][93] Harvard, Yale, Princeton, Stanford, University of Pennsylvania, and University of Michigan.[94]
Google Classroom allows instructors to create, administer, and grade assignments. While Google Classroom ultimately strives to create a paperless learning environment, there are many different types of learner; a learning environment like the one that Google Classroom projects does not work for everyone.[citation needed]
Social networks[edit]
Group webpages, blogs, wikis, and Twitter allow learners and educators to post thoughts, ideas, and comments on a website in an interactive learning environment.[95][96][97] Social networking sites are virtual communities for people interested in a particular subject to communicate by voice, chat, instant message, video conference, or blogs.[98] The National School Boards Association found that 96% of students with online access have used social networking technologies, and more than 50% talk online about schoolwork. Social networking encourages collaboration and engagement[99] and can be a motivational tool for self-efficacy amongst students.[100] Every student has his or her own learning requirements, and a Web 2.0 educational framework provides enough resources, learning styles, communication tools and flexibility to accommodate this diversity.[101]
