Sypnosis of e-learning tools & theories

There is little doubt that Information Communication Technologies (ICTs) have become an increasingly important aspect of modern day society. Their uses are vast but probably their greatest service is their utility in educational and learning contexts. Throughout the past six weeks we have covered a variety of e-learning tools and learning theories. In today’s information age, these technologies and concepts provide learning managers with a better understanding of how to improve and create more contemporary learning experiences for students.

Through an analysis of the learning theories we established that individual learners have unique preferences and capabilities in terms of their learning styles and are therefore suited to different teaching approaches. Consequently, the teaching style learning managers choose to pursue may privilege some students learning styles more than others, meaning it becomes almost impossible to satisfy every students needs, on every occasion, in today’s classroom settings (1).

However, after exploring the advantages and capacity of various e-learning tools we discovered how classroom material can be better tailored to students’ individual preferences and learning styles through the use of online learning software. These technologies provide a range of benefits for both students and teachers.

In terms of students, e-learning tools can be used to enhance their learning experiences enabling them to extend their capacity to perceive, understand and communicate. Technologies such as YouTube and podcasts give students the opportunity to listen and learn from some of the world’s best educators in various fields and subject areas. Moreover, because these learning tools are available through the internet students can access them at anytime, from anywhere in the world, and listen to them as many times as they want (2).

In addition to this, educational videos as well as technologies such as powerpoint presentations and other visually-orientated learning tools can be used to improve students’ engagement with course content. When incorporated into class lectures and discussion they allow for interesting, out-of-the-classroom learning experiences which can increase students’ attention spans and allow them to concentrate on extensive subject matter for longer periods of time (2).

Creating student engagement is probably one of the most important learning theories we covered during this course. It represents a new paradigm for learning and teaching in the information age which emphasises the positive role that technology can play in human interaction and evolution which fosters the kind of creativity and communication needed to nourish engagement (3). Voicethreads, blogs, and Mediafire file sharing software are just some of the tools we investigated that allow for greater collaboration between students and teachers in learning contexts. They enhance the collaborative relationships between groups and allow discussion to take place outside of the classroom which promotes deeper understanding of course content. Moreover, in flexible learning environments these tools, as well as Wikis, Skype, and email, among others, allow for more effective collaboration and better group outcomes (2).

Finally e-learning tools such as Wikipedia, YouTube, Google Earth, WebQuests, and various other informational websites provide a means of enhancing students’ knowledge and assist in the qualitative sourcing of information. Using these sources, students can access some of the most relevant and up-to-date information available which provides them with the tools necessary to construct better assignments and establish a deeper understanding of course content (2).

From a teaching perspective, e-learning tools provide a means of enhancing teachers’ educational approaches and constructing more appealing and informative student learning activities. However, technology alone will not ensure that effective student learning takes place. In this respect it is important for teachers to understand the learning mentality of modern students. It is widely accepted that the internet has transformed the learning styles of modern students. Today’s students represent the first generations to spend their entire lives surrounded by the toys and tools of the digital age. As a result, today’s students think and process information fundamentally differently from their predecessors (4).

These differences can be attributed to distinct learning experiences as a result of their upbringing. A person’s experience with technology has been identified as having a significant impact on their learning and/or teaching preferences. Moreover, these people can be categorised into one of two groups; digital natives or digital immigrants, based on their familiarity with technology and associated devices. ‘Digital natives’ is the term used to describe those who have grown up with technology and are competent in its use while the term ‘digital immigrants’ is used to describe those who do not exhibit this same level of experience (4).

The problem that arises in modern educational institutions for the digital native is that they are often being taught by the teaching styles preferred by digital immigrants. This often results in an uninspiring and irrelevant lesson for students. Consequently, today’s teachers must learn to communicate in a language and style that relates to the learning styles of their students. This doesn’t mean changing the meaning of what is important, rather adapting their current teaching methodologies to a more suitable and modern teaching approach (4). There ability to do this is enhanced through the capacity of e-learning tools, and with direct and purposeful instructions, these technologies do not discriminate against those who are less technologically savvy or have different learning approaches as we have found through the completion of this course.

Rather, and quite the opposite, these tools may assist students by providing them with a tailored learning journey. While traditional notions of schooling place the classroom as the centre of learning this theory suggests that most of a student's learning occurs in a fixed physical space. Secondly, it suggests a requirement/obligation to finish learning the course content within a designated time (5). This may not serve the interests of students who work at different paces.

Information and communication technologies (ICT) can help to broaden access to education and improve learning outcomes by providing students with a learning experience that is not bound by location, time, or students’ learning preferences (5). This means those who exhibit a range of learning styles, levels of intelligence, and technological competence can work through course material in a manner and speed that is more suited to their individual circumstances and capabilities.

Thus, from what we have covered so far we can conclude that the benefits available through the use of ICT’s are linked to their ability to facilitate increased collaboration, greater access to relevant and up-to-date information, the ability to create tailored student learning experiences, as well as the elimination of time and space constraints in traditional learning spheres. They also promote increased student engagement in course content through better information resources and the use of learning tools and teaching techniques which are relevant to the needs and preferences of contemporary students.

However, it is important to understand that these technologies and concepts are not a replacement for teachers. Rather, they should be considered as a teaching aid to assist learning managers in better understanding and utilising all the possibilities available to them to engage students in their learning experience. Learning managers need to recognise their students learning preferences and establish appropriate techniques to meet their needs and create an effective environment for learning. Having analysed a number e-learning tools and concepts through this blog I myself have achieved a better understanding of the infinite possibilities available through the use of these technologies in the classroom and how they might be applied to learning activities. Hopefully, other learning managers who come into contact with this blog will have the same experience as me and apply these theories to their own classroom settings.

References
1) http://moodle.cqu.edu.au/mod/resource/view.php?id=18262
2) http://moodle.cqu.edu.au/mod/resource/view.php?id=18307
3) Kearsley and Shneiderman 1998 Engagement Theory: A framework for technology-based teaching and learning, viewed online 15/11/09 http://home.sprynet.com/~gkearsley/engage.htm
4) Prensky, M 2001 Digital Natives, Digital Immigrants, viewed online 16/11/09, http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
5) Furey, D & Murphy, E n.d., K-12 Virtual Schools and Schooling, viewed online 02/12/09, http://www.mun.ca/educ/faculty/mwatch/win05/MurphyFurey.htm