E-learning
Problem areas. Solutions

E-ducation

• E-learning
• E-library
• E-lecture
• E-tutorial
• E-participation
• E-Quiz
• E-xam
• E-verything

Benefits of E-learning

• Faster (in terms of transmission).
• Relatively cheaper (in terms of reach).
• Relatively more E-nvironment (E-co) friendly.
• More options (in terms of content).
• Better audio and visual effects.
• Instructors can provide more information.
• Highly interactive: Learners have higher involvement.

Key Concern

• In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking.
  
• When we are moving towards E-learning, the education system must be able to provide learners with these learning experiences.
  
• Such skills are now among the recognised core attributes that graduates are expected to develop

Problems

• Marxism: E-Have vs. E-Have-Not
  
• Have students really learned?
  
• Enthusiasm for e-learning is largely based around the flexibility and power that the Internet and media technology can offer.
  
• However, the prime focus of this enthusiasm is always the technology itself, without focusing carefully on how the technology can actually provide learners with an effective learning experience (Stiles, 2000).
  

Elaboration Likelihood Model (ELM) R. Petty, & J. Cacioppo (1980)

• Central and Peripheral Routes to information processing.
  
• Effectiveness of learning is greater if learners take central route to process information on a particular topic area.
  
• If the learner’s involvement in communication is high, likelihood to take Central route to communication is higher.
  
• If the learner’s involvement in communication is low, likelihood to take peripheral route to communication is higher.
  
• Throughout the process, it takes Motivation, Opportunity and Ability (MOA) for the receiver to think about the message arguments.
  
• Therefore, MOA to process information are believed to be the key factors that affect information process and decision-making (MacInnis & Jaworski, 1989; MacKenzie & Spreng, 1992).
  

Theoretical framework

• Theoretically speaking - IF implemented properly…
  
• If learners’ involvement in e-learning environment is higher ->
  
• their learning experience will be more significant ->
  
• The effectiveness of e-learning will hence be higher
  

One of my studies on e-learning at a Poly (2003-2007)

• Cohort study (Year 3 students)
  
• 2003 Semester 1, 2003 semester 2 …….2007 semester 2
  
• Total 10 semesters
  
• Questionnaire survey on students (91-102 per cohort) (Incentive levels & Results of student assessments were provided by tutor)
  
• Correlation between levels of incentives (Motivation) and Effectiveness of E-learning.
  
• Correlation between learners’ perceived levels of Internet accessibility (Opportunity) and Effectiveness of E-learning.
  
• Correlation between students’ perceived computer/Internet literacy levels (Ability) and Effectiveness of E-learning.

Stonayova & Kommers (2002) divided
Learning Effectiveness into three levels:

• The level of Individual learning
• The level of the group as a whole
• The level of interaction between individual & group

Levels of incentives (Motivation) =

Two dimensions:

1. Levels of online activities as part of assessments:
   No e, Low e (e-mails), Moderate e (Blackboard, online quiz), High e (online discussion board),
   very High e (e assess tutorials).
   
2. Levels of promotion of e-learning by instructor

• Perceived levels of Internet accessibility (Opportunity) =
  The levels learners perceived how accessible Internet is.
  
• Perceived computer/Internet literacy levels (Ability) =
  How computer/Internet-literate learners perceived themselves to be.
  

Effectiveness of e-learning =
Taxomony of analysis levels of learning effectiveness
Understanding, Analytical thinking, & Communication Skills

Some basic findings (cohort study)

• Correlation between levels of incentives (Motivation) and effectiveness of e-learning.
  
• Mostly positively correlated

1. Understanding (positive correlation)
2. Analytical thinking (positive correlation)
3. Communication Skills (weak, positive correlation)
   

• Correlation between levels of instructor’s promoting e-learning (Motivation)
  and effectiveness of e-learning.
  
• Mostly positively correlated

1. Understanding (positive correlation)
2. Analytical thinking (positive correlation)
3. Communication Skills (weak, positive correlation)
   

• Correlation between students’ perceived levels of Internet accessibility (Opportunity) and effectiveness of e-learning.
  
• Positively correlated (partly)

1. Understanding (Slightly positive correlation)
2. Analytical thinking (Slightly positive correlation)
3. Communication Skills (Positive correlation)
   

• Correlation between students’ perceived computer/Internet literacy levels (Ability) and effectiveness of e-learning.
  
• Mostly positively correlated

1. Understanding (positively correlated)
2. Analytical thinking (positively correlated)
3. Communication Skills (weak correlation)
   

The findings seem to suggest that…
To improve E-ffective learning:

• M – Motivation (built-in Assessment)
• O – Opportunity (Internet-based, broadband access)
• A – Ability (tech savvy)
• To encourage Learners to take Central Route to information processing.
  

Using ELM as the theoretical foundation to improve effectiveness of e-learning:

Increase learners’ motivation

• Include e-learning activities as part of the course assessment components
• Promote usefulness of e-learning among users
• Foster frequent instructor-learner interaction
• Rethink course design (course outline and learning outcomes)
  

Improve learners’ opportunity and ability

• Improve learners’ computer literacy
• Prepare learners as early as possible
• Design course materials on a time-release basis
  

Epilogue

• See the value of e-learning from a different perspective.
  
• Something that may seem meaningless in the first place, can actually turn to be meaningful.
  
• If you believe that e-learning works, it will work effectively
  

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