Is E-Learning Replacing The Traditional Lecture?
The purpose of this study is to review some of the learning technologies associated with
learning in higher education (HE). It looks at e-learning and information
technology (IT) as tools for replacing the tradisional learning experience in higher education for
example “chalk and talk” lecture and seminar. This study will review e-learning and IT as
learning technologies in order to evaluate if they can be used to replace the traditional style
Research suggests that academics have accepted the idea that information technology
(IT) can be effectively used for teaching and learning. Student nowadays expect the use of IT in
learning progress especially higher education. Further studies suggest that some institutions
using IT as a competitive advantage and attract more student to choose their institutions to
continue study. E-learning in higher education become more important for distance learning
students who are often in full- time employment and form a working environment where IT is a
Using It for teaching and learning is one of the effective way of learning progress.
Furthermore, e-learning can build excitement into student and student be more focus during
class. Student focus will increase their understanding to what they have learn in class. We can
categorise it as one of the benefit in using IT in higher education.
In order to work effectively, before implement e-learning in higher education, learning
technologies must be fully embedded in a course and students must be provided with adequate
skills and support. Beside that, lecturer also must have adequate skills and support to make sure
that learning progress is going smooth and without any distraction.
Fieldwork for this this research took place at two higher education scholl. First, Lincoln
Business Scholl (LBS). Second, Buckinghamshire Business Scholl (BBS). The cohort for this
study includes both undergraduate and postgraduate students studying fulltime at both higher
education scholl. Other method are using in this study included an unstructured interview or
discussion with lecturer aimed to indentify the main issues related to use of the web site that
emerged during the semester. The issues identified in this discussion formed the basis for the
questionnaire distributed to the students towards the end of the semester.
Interview session with the lecturers we found that the teaching team for each unit
provided a web site that aimed to offer additional support for the students. The web site
offers a certain degree of flexibility. Using the web site lecturer are able to publish lecture
notes, syllabus, module outline, the assessment brief and any other text material. The
related web links could be edited by the lecturer who has the control over the content of
the web site. Lecturer also used the web link to encourage students to participate in
discussion. Lecturer choose one topic and put at web and students could respond or
comment on the topic and getvthe lecturer feedback. The discussion with the lecturers
allowed for identification of main themes and items that were then included in the
questionnaire. For example, ascertaining how often the student accessed the discussion
area, if they found it helpful, and if they contribute. The feedback helped to build a
picture of the level of interaction between the student and the lecturer using internetbased learning. Once the questionnaire had been draft, it was reviewed by the lecturers,
and the final version administered to students during one of the last sessions in semester
The following results combine the findings from both LBS and BBS across all levels
a. Operation Management Module at LBS and BBS
Only 21% of respondents at LBS 19% of respondent at BBS log on to the web site
at least once a week. When the students log on they mostly look at the lecturer’s
questions but only one in four contributes to the discussion. Less than half use the
web based lecture notes and less than a third use other material related to the
assessment. At both institutes, the majority of students feel the web site help their
learning, make it easier to keep up
to date with the lecturers, offers the
oppotunity to discuss questions with the lecturer, and ask for clarifications.
Another large majority of students at both institutes do not think the web site
gives the lecturer a tool to minitor their learning, nor themselves the opportunity
to show how much they study. The vast majority would like the web site to
contain more assessment or learning-related material.
b. Strategic Management Module at LBS and BBS
Two-thirds of the students predomonantly use the lecturer notes, look at the
lecturer’s questions, and at the contributions from other students. However, only
17% at LBS and 14% at BBS have ever contributed to the discussion on the web
site. The students at both institutes felt the web sites helps their learning, makes it
easier to keep up to date with the lectures, offers the opportunity to discuss
questions with the lecturer, and to ask for clarifications. The vast majority of the
students at both institutes were of the opinion that they would use it more often if
there was more material related to the module assessment.
c. Management Of Operations Module at LBS and BBS
Students mostly use the lecture notes; they look at the lecturer’s questions and use
the web links. Across both institutes, approximately half of the students think the
web sites helps their learning and that it makes it easier to keep up to date with
The students at both institutes were of the opinion they would use the web site more often
if it counted towards the final mark, if there was additional learning material and if there
was more material related to the assessment. Another common finding was that the
lecturer should promotr the web site more convincingly during the lectures and seminars.
It should also be easier to use and it should be part of the portfolio of activities. The
majority of the students across both institutes would like tos see more teaching material
and more material related to their assessment presented on the unit web site. They also
would use the web site often if it counted towars their final mark.
Owens. J. D., & Price. L. (2010). Is E- Learning Replacing The Traditional Lecture?. Education
+ Learning, 52(2), 128- 139.