1.1.   The Rise of Technological Education and Learning

Learning is a continuous process for any human being throughout his/ her life. Formally or informally learning happens in an individual’s life. A learning activity can be defined as an interaction between a learner and an environment, leading to a planned outcome. It is the planned outcome which makes learning a purposeful activity. Learning is defined as a change in behavior. In other words, learning is approached as an outcome – the end product of some process. It can be recognized or seen. Learning is measureable and relatively permanent change in behaviour through experience, instruction or study. Whereas individual learning is selective, group learning is essentially political. Its outcomes depend largely on power playing in the group. Learning itself cannot be measured, but its results can be. In the words of Harvard Business School psychologist Chris Argyris, learning is “detection and correction of error” where an error means “any mismatch between our intentions and what actually happens.” Use of technology to facilitate learning is accepted to be of value across educational institutions. Government of India has taken cognizance of the institutional support required for resources in E-learning and formulated the national mission on education through ICT. However, the focus is still largely on getting the infrastructure and creating the e-learning content. It is necessary to consider the individual factors that play an important role in the adoption of E-learning. For example, attitude of students and teachers towards e-learning may affect their acceptance of the technology in the teaching-learning process. While there have been studies to understand the factors of the instructors (e.g. release time for staff to engage in E-learning) and students (e.g. learning style) in acceptance of E-learning separately, a comprehensive view that considers both students and teachers in the same model is lacking (Jung, et. al., 2008; Nanayakkara 2007).

The goal of the Industry Integration of E-Learning business activity is to help industry sectors meet workforce needs through the use of E-Learning. A wide range of learning approaches exists already. For example E-Learning, blended learning, and distance learning which utilize information and communication technology (ICT).

1.2 Rationale

The Concept of E-Learning

American Society for Training and Development (ASTD) described E-Learning as anything delivered, enabled, or mediated by electronic technology for the explicit purpose of learning. It also refers to the technology and services that help create, deliver, and manage those activities (as cited by Piskurich, 2003). The American Society for Training and Development’s definition of E-Learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM.

According to New Ambient Insight Report, the Asian E-Learning market is expected to reach $11.5 billion by 2016. It is revealed that the 2 countries with the highest growth rates in the world are Vietnam and Malaysia, with 44.3% and 39.4% respectively. Following closely behind these countries are Thailand, Philippines, India and China, with 30%-35% growth rate.

International Data Corporation (IDC) forecasts that the global E-learning market, which was about $6.5 billion in 2003, is increased to more than $21 billion by 2008, and will hit $85B by 2015. According to an education sector report by Credit Lyonnais Securities (Asia) -CLSA Asia Pacific Markets, the E-learning market size is estimated at $27 million or Rs. 105crore, which is projected to grow to $280 million or Rs. 1,592crore by 2015.

ASTD’s 2010 State of the Industry Report shows that E-learning is still increasing as it now accounts for 27.7 percent of corporate training, its highest level since ASTD began collecting data on the use of technology for this report 14 years ago and in 2008, it was 23.1 percent. In the 2010 market, corporations are the top buyers of Self-paced eLearning. By 2015, corporations will still be the top buyer, followed by higher education.

India has a major role to play in the international E-learning services industry. It is already one of the leading IT service provider countries, and it is now aiming to achieve the same position in the IT enabled services. Comparing to the size of the US E-learning market valued at $4 billion or Rs 15,600 crore, and it may appear rather small, but the potential for growth in India given the huge population, lack of educators, etc, is much more.

The estimated growth has highlighted the need of implementation of E-learning on a large scale in India. There is also a need to analyse as to how E-learning will contribute to the technical and professional qualifications to meet the individual and professional needs of the industry.

1.   Literature Review

Conceptual Approaches of Learning

Objectivism: Objectivist conceptions of learning assume that knowledge can be transferred from teachers or transmitted by technologies and acquired by learners.’ Jonassen (1999) Objectivists are primarily concerned with assuring that the content they create and implement is comprehensive and accurate with respect to ultimate “truth” as they know it. [Reeves, T (1994)]

Instructivism: Instructivists stress the importance of goals and objectives that exist apart from the learner. Direct instruction demands that content be sharply defined and that instructional strategies focus as directly on pre specified content as possible. [Reeves, T (1994)]

Behaviorism: “Behaviorism is a worldview that operates on a principle of “stimulus- response.”’

Cognitivism: ‘The cognitivist paradigm essentially argues that the “black box” of the mind should be

opened and understood. The learner is viewed as an information processor (like a computer).

Humanism: Humanism is a paradigm / philosophy / pedagogical approach that believes learning is viewed as a personal act to fulfill one’s potential. It emerged in the 1960s, focuses on the human freedom, dignity, and potential.

Constructivism: Constructivism as a paradigm posits that learning is an active, constructive process and that people actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective.

Connectivism: Connectivism is the integration of principles explored by chaos, network, and complexity and self- organization theories. Learning is a process that occurs within nebulous environments of shifting core elements. Learning defined as actionable knowledge can reside outside of ourselves i.e. within an organization or a database, is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Siemens (2005)

Discovery / Inquiry Learning: Discovery Learning is a method of inquiry-based instruction; discovery

learning believes that it is best for learners to discover facts and relationships for themselves.

Experiential Learning: A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a

holistic perspective that combines experience, perception, cognition, and behaviour.

Case Based Learning: Case-based learning has developed a variety of interpretations and applications. The approach is most broadly defined as requiring “students to actively participate in real or hypothetical problem situations, reflecting the kind of experiences naturally encountered in the discipline under study” (Ertmer & Russell, 1995).

Problem Based Learning: Problem-Based Learning (PBL) is an instructional method of hands- on, active learning centred on the investigation and resolution of messy, real-world problems.

Scenario Based Learning: Errington (2008) describes scenario- based learning as educational approaches

that involve an intentional use of scenarios to bring about desired learning intentions.

Situated Learning: Collins (1988) defined situated learning most simply as; “the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life”. ‘The model of situated cognition is based upon the notion that knowledge is contextually situated and is fundamentally influenced by the activity, context, and culture in which it is used (Brown, Collins & Duguid, 989) cited in McLellan, H (1996) p. 6)

Authentic Learning: For authentic learning to occur, learners must be engaged in an inventive and realistic task that provides opportunities for complex collaborative activities. Authentic learning has its foundations in the theory of situated cognition or situated learning, together with other pedagogical approaches developed over the last two decades, such as anchored instruction.’

Guild Annual Research Report, April 2006 was on the subject of future directions in E-learning. From their survey sample it was noticed that “designing and developing E-learning content” activity will get more focus and attention in future. The second highest priority, according to this report is the “addressing learner requirements and preferences”. For an organization, “Extend the global reach of the E-learning content” is the focusing priority area to get the content out

Unified Theory of Acceptance and Use of Technology (Glen Finger, Venkatesh, et. al. 2003).

ELAM (e-learning acceptance model) identifies the key factors in acceptance of E-learning as measured by behavioural intention to use the technology and actual usage. The four determinants of E-learning acceptance are --- (i) performance expectancy, (ii) effort expectancy, (iii) social influence and (iv) facilitating conditions. Performance expectancy is based on beliefs about perceived usefulness, interactivity and flexibility. Effort expectancy is based on beliefs about ease of learning, perceived ease of use and self-efficacy. Social influence is based on subjective norm and image. The main contribution of the paper is that it presents a framework to understand e-learning acceptance as governed by the teacher, student and institutional factors. “E-Learning exploits interactive technologies and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board. It can raise standards, and widen participation in lifelong learning. It cannot replace teachers and lecturers, but alongside existing methods it can enhance the quality and reach of their teaching.” Wagner, N., Hassanein, K., & Head, M. (2008).

Joint SFEFC/SHEFC E-Learning Group: Final Report 2003:

“E-Learning is fundamentally about learning and not about technology. Strategic development of e-learning should be based on the needs and demands of learners and the quality of their educational experience”, And in the broadest sense, effective learning is likely to occur when opportunities to learn involve:

“ the right resources

“ the right mode (or blend of modes) of delivery

“ the right context

“ the right learners

“ with the right level of support

E-Learning Types – Internet based mode Online Learning:

In this type of learning the learner can access the all study material online in form of word documents, visuals, pictures, videos with audio.

Video Conferencing:

In this type of learning the learner can communicate face to face with teacher or instructor who is seating somewhere else. In video conferencing instructor can communicate with multiple learners. As compare to other E-learning technologies this technology is costlier.

Webinars/ Web Based Learning:

This type of learning is like online seminar so it is called as Web-seminar/webinar. In this type of learning the instructor uses the audio, video to instruct multiple learners online as seminar. After whole presentation participants can ask related queries or questions. Generally this form of webinars are industry focus and very beneficial because it saves time of participants and also helps in reducing cost of travelling and other expenditure.

Remote Access:

This form of method is very exceptional. In this method the instructor can access the device of learner and instructor performs all activities on that device instead of learner. Instructor can guides how to perform various tasks on devices for better understanding of learner.

E- Learning Techniques – the Historical Background.

1. Correspondence Teaching- This dates back to 1728, when Caleb Philipps, professor of short hand, published an advertisement in the Boston Gazette offering teaching materials and tutorials. However, the first testimony of an organized correspondence course in which there was bidirectional communication comes from England, in 1840, when Isaac Pitman initiated a short hand course. From those early stages, correspondence institutions appeared in the United States and other European

1. Multimedia Teaching- This stage is a product of the 1960s, when the British Open University was founded (Aretio, 2001 cited by Alcalá, n.d). Here the use of printed materials was joined by audiotapes, videotapes, radio, TV broadcasts, telephone,

1. Telematic Teaching- This dates to the dates the 1980s. This decade marks the arrival of modern telecommunications in the education

1. Teaching Through the Internet- It is the Internet age and e-learning was described as fourth generation distance teaching, virtual campus, virtual teaching, flexible learning model, etc. It involved the application of two-way Added to all these developments ICT supported education quickly became the hot topic in the 1990’s due to spreading use of the World Wide Web and its fast developing applications.

Rieber, & Welliver, (1989) defined e- learning as “web-delivered and/or web-supported teaching and learning using computer, multimedia, and internet technologies.” E-learning is a means of education that incorporates self-motivation, communication, efficiency, and technology. E-learning is also called Web-based learning, online learning, distributed learning, computer-assisted instruction, or Internet- based learning. E-learning instructional techniques encompass all the instructional approach involving the use of electronic medium for instruction. This will includes Computer assisted instruction (CAI) and web/online/mobile and also learning through radio, tapes, video tape, internet and television. E-learning literally means electronic learning. The use of E- learning in instruction adopts in its main the principles of artificial intelligence. E-learning in the delivery blend enables teachers to cater to a wide range of learning styles such as auditory learning, visual learning and self-testing through puzzles and quizzes, and kinetic learning through workplace simulations.

Technology is developed to solve problems associated with human need in more productive ways. If there is no problem to solve, the technology is not developed and/or not adopted. Applying this principle to educational technology would mean that educators should create and adopt technologies that address educational problems, of which there are many. Further, a technology will not be adopted by educators where there is no perceived need or productivity gain. This is what Lankshear and Snyder (2000) refer to as the ‘workability’ principle, therefore when discussing applications of computer technology to education the question must always be asked as to what educational problem(s) needs to be addressed. This question needs to be asked at all levels of decision-making, from the teacher planning a programme, to a school administrator purchasing hardware and software, to an educational system officer developing policy and strategic plans.

E-learning is beneficial to education, corporations and to all types of learners. It is affordable, saves time, and produces measurable results. E-learning is more cost effective than traditional learning because less time and money is spent traveling. Since E-learning can be done in any geographic location and there are no travel expenses, this type of learning is much less costly than doing learning at a traditional institute. Flexibility is a major benefit of E-learning. E-learning has the advantage of taking class anytime anywhere. Education is available when and where it is needed. E-learning can be done at the office, at home, on the road, 24 hours a day, and seven days a week. E-learning also has measurable assessments which can be created so the both the instructors and students will know what the students have learned, when they’ve completed courses, and how they have performed.

E-Learning Technologies in Classrooms

E-Learning is a thus broad term that covers teaching, learning and the enabling educational environment. It can use a range of pedagogical approaches and electronically supported technologies. Some examples of using technologies in E-learning classrooms are below:

1. One-to-Many (communication between the teacher and the class as a whole):
   • Online Content can include lecture notes, assignments, message boards, linked bibliographies of readings and websites, quizzes, and chats.
   • The viewing of TV shows, videos or other previously prepared material at a central location. The teacher in a multi-media classroom projecting content using a projector or screen, or using an interactive The content can range from PowerPoint slides, news broadcasts, interactive websites, and the teacher drawing graphics, to educational software demonstrating a virtual chemistry experiment.
   • Distant learning classroom or video-conferencing, in which a teacher is broadcast live to a single or to multiple remote classrooms. The distant rooms can communicate to the teacher and others through text or audio chatting, or
2. One-to-One (student and teacher communicate
   • Teachers monitors individual student activity and progress using a feedback program
   • Teacher reviews assignments,
3. One-Alone (student alone with course content, self-paced
   • E-reading devices with textbook or other reading material
   • Interactive lessons, exercises, quizzes, games or other software that a student accesses through a computer, mobile phone, tablet or Applications may predict and suggest content based on student behaviour and progress.
   • Student conducted research, writing and other homework preparation on a laptop or other
4. Many-to-Many (students communicate among themselves)
   • Students communicate in a class discussion group, share information or communicate with people outside the classroom
   • Student group
5. Teacher Training
   • Teachers access training materials, exercises and take tests using online or hosted material and software
   • Teachers form a “community of practice” to share experiences; get ideas in a social media type of environment.
6. School Administration
   • Learning management system
   • Computer aided assessments (tests, grades).

E-learning Technological Up gradation in Classroom

There are many E-learning settings and technologies available to use in schools, each with their own advantages and applications. Often the best solution is a combination of technologies depending on the particular need and learning environment.

Multimedia Classroom

In a multi-media classroom, educational content is delivered to students in a one-to-many approach. This is cost efficient per pupil, and can provide a large amount of educational resources to students. Classrooms would be equipped with a projector, screen (or large LCD), speakers and a classroom computer. The teacher could display various types of content that is housed either on the classroom computer or on the teacher’s laptop or other device. The teacher would be able to adapt and project various content (e.g., videos, PowerPoint slides, augmented reality, multimedia presentations, the teacher drawing a graph, etc.). A connected classroom would have wireless or wired communications to a “cloud” of resources. The teacher would thus have access to a wide range of content from the library on the cloud. The computer housing the content could be locally based at the school (which would obviate the need for inter-school communications, and be reliable), at a district or national educational headquarters, or elsewhere.

Connected multi-media classrooms would permit distant classroom teaching, in which a teacher in one school or from a studio could deliver live, interactive lectures to classrooms in other schools. The distant classrooms would need to be outfitted with video cameras and microphones, as well as projectors and speakers, to communicate with the distant teacher.

Computer Lab

A computer lab is among the most recognizable form of e-learning technologies. A computer lab usually consists of many single personal computer stations. This is a common arrangement found in schools throughout the world. There are many educational software packages available that could be installed for student use. Separate stations permit individual students to move at their own pace through material. Teachers can also lead students or student teams through guided exercises, with each following on their own station. Free computer time itself is a valuable educational resource. Installing separate computers is an easy

to set up, since it is simply single stations behaving independently. Computer labs can be, however, more expensive per student due to the individual computers and software licenses. They may also have higher power consumption demands, depending on the computer or device, necessitating low-cost power solutions.

Multi-seat computing consists of using one powerful personal computer with extra video cards to support up to eight independent “seats” (each with its own monitor, keyboard and mouse running separately). They can be put in a computer lab for students or teachers to use, or in classrooms. There are several commercially available multi-seat operating system software options including by Microsoft and Linux. This system has the advantage of using much less power than other options. It is usually the least expensive per user as well.

Single Station, Personal Computers

A variety of types of single station devices are available:

1. Personal computer (PC). A PC is a common approach for using computers in homes and offices. It consists minimally of a computer, one or two monitors, a keyboard and Each computer has its own operating system and software programs. From a setup and maintenance standpoint this type of system is advantageous. It is easy to maintain and does not generally require a specially trained computer technician to fix most hardware and software problems. However, if each student were to have a computer, this would be among the more costly options to implement, particularly in rural areas reliant on solar power. This would be useful particularly for teacher stations or single stations in the back of classrooms.
2. Micro A microcomputer is similar to a standard single station except that is uses a small form

factor case with a generally slower processor. Power consumption can be much lower than a single station, and thus suitable when power is limited. The computers are, however, difficult to repair and may be prone to theft and overheating; the lifespan of these devices is not yet known. Software maintenance is similar to a standard single station.

1. Laptop or Laptops and notebooks are among the easiest educational solution to set up. They

usually come with software preinstalled and only a power outlet is needed to begin using the system. The power consumption is low compared to a personal computer. Hardware maintenance can be difficult, but software maintenance is standard. One of the disadvantages is product lifespan; they are easy to steal and are prone to accidents (a spill on the keyboard can easily destroy it; new rugged laptops reduce this risk). New design and battery technologies are lengthening battery life in some machines. Laptops may be an excellent solution for teachers. Teachers could bring a laptop to work from home, and then connect it to the classroom projector.

1. Small, Personal Devices: Small, personal devices such as tablets, smart phones and e-readers are

similar in that they are all relatively new technologies. They are rapidly gaining popularity due to their declining price, large number of web-based software applications, powerful graphics, and enjoyment of use. Educational uses could include listening to audio lessons or audio books, gaming, watching videos, and reading. Writing is more difficult if the device doesn’t have a keyboard. Schools and teachers can develop teaching material applications for mobile devices using existing software.

Nevertheless, the maintenance requirements and lifespan of smart phone and other small devices in difficult environments are not yet known. Similar to laptops, they can be easily lost or stolen, and are prone to accidents. A difficulty in adapting educational software is that the various brands and styles have different operating systems and screens, and each may require separate configuration. Their batteries need to be frequently recharged, but individual external solar panels could be used. The cost of Internet or telecommunications time for teachers, students or schools may also be a limiting factor. Some of these challenges are being addressed by private companies and others who are designing engineering solutions and new software for the devices.

E-Learning in Corporations

As the Information Age advances, organizations are placing greater emphasis on attributes such as agility,adaptability and responsiveness. People are valued not only for their skills but also for their ability to embrace change and continuous learning. From an organization’s point of view, developing agility is much more than managing existing knowledge. It is about creating learning processes that enable workforce to generate new knowledge and adapt old knowledge to new ends. “Speed is a key element in this process” (Bowles, 2004, p. 119). “E-Learning has progressed from simply delivering learning outcomes to encompassing first knowledge management and now human capital management” (Bowles, 2004, p. 51). E-Learning already has thousands of success stories, E-Learning – the combination of tools, processes, and content - is already helping companies in achieving its learning goals, emphasized Clark Aldrich (as cited by Piskurich, 2003).

1.   Gaps Identified

The literature review helped to identify the following Key drivers influencing businesses to consider E-Learning technologies

Key drivers influencing businesses to consider E-Learning technologies

Cost: E-Learning can reduce costs of travel and lost productivity associated with face-to-face training, and

can also reduce costs of content development because content can be reused and repurposed.

Scalability: Networking or Internet capabilities permit content to be scaled up to large numbers of learners, with multiple presentations of learning material to cater for differences between learners and variations in access to computers and networks.

Modularity: The creation of E-Learning content in short ‘chunks’ increases potential for flexible access.

Timeliness: E-Learning technologies can be used to enable learners to gain access on an as-needed, where-needed basis and deliver immediate knowledge required for performance-improvement needs.

Relevance: Access methods and content can be customized and adapted to the learner’s needs and context.

Accountability: Evaluation can be enhanced by electronic mechanisms for providing feedback on the performance of learners, managers and E-Learning developers.

In addition to lower delivery cost, E-Learning is more cost effective because there is a reduction in training time known as learning compression. This refers to cost of staff attending the training course rather than the direct delivery costs in terms of trainers, course materials, travel and accommodation. E-Learning can deliver benefits by reducing the time it takes to train people. According to Brandon Hall (2000) these factors can add up to an average compression (savings of learning time) of 35 to 45 percent when a course is taken out of the classroom and delivered as E-Learning.

However there is a need to study the impact of these drivers on its stakeholders i.e., learners (students and employees), educational institutions and employers.

The following gaps were identified

E-Learning drivers and its linkage to learners: There is a need to understand the impact of these drivers on learner’s needs, in terms of his motives for learning, prior experience of learning, social and interpersonal skills, preferred learning styles and ICT competence to establish the critical success factors for E-learning to be widely accepted by learners.

2.   Objective of the Research Paper

The objective of the research is as mentioned:

To study the key drivers influencing businesses to consider E-Learning technologies and positive and negative aspects of E-learning on stakeholders i.e., learners and educational institutions.

1. To assess the impact of key drivers influencing businesses to consider E-Learning technologies with respect to instructional/ technology support provided by a business/ corporation/ institution
2. To study the positive and negative aspects of e-learning in the light of learner’s motives for learning, prior experience of learning, social and interpersonal skills, preferred learning styles and ICT competence

5.     Research Methodology

• Nature of research:

The research is Descriptive in nature. The dependent variables in this study have been chosen as:

1. Learner’s intended outcomes
2. Learner’s satisfaction and

Learner’s intended outcomes: To study the effective’ use of ILT (information and learning technology) on students’ intermediate outcomes, namely:-

• acquisition of knowledge and skills and
• development as autonomous

The Learner’s Learning Outcomes and Learner’s Employability are influenced by the following independent

variables or elements (refer pictorial represented below):

1. Learner’s qualities
2. E- learning environment
3. The learning activity

Learner’s qualities - Age, education, experiences, job profile, needs, motives, prior experience of learning,

social and interpersonal skills, preferred learning styles, ICT competence.

The learning activity and approach taken - the means by which the practitioner brings about learning and seeks to influence the development of the learners - learning styles, inclusion, assessment.

Tags: MET Institute of Management