This document discusses maximizing learning opportunities through e-learning. It argues that e-learning can enable students to access relevant materials online, interact with objects of study, and make connections between theory and practice. E-learning also provides access to expert thinking. The document discusses how e-learning can help develop new 21st century skills and lifelong learning by providing flexible access to education regardless of time and location limitations.

1. MAXIMIZING LEARNING OPPORTUNITIES
THROUGH
GROUP 4
1. HAMID DARMADI
2. M.RIDHO RONAS
3. YOSEPH JIMMY
4. NURSIATI
POSTGRADUATE PROGRAM OF
ENGLISH EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
KALIMANTAN BARAT

2. E –
Learning
Creativity
Problem
Solving
Analysis
Evaluation

3. • Donald (2002) argues
that disciplines have
different cultures and
different ways of
thinking and we would
argue that helping
students to learn to
think like a physicist
rather than to think
about physics is a key
aspiration for flexible,
tailored E-learning
environments.

6. 1. Enabling the students to access relevant
materials on the internet.
2. Assist the students to interact with the
object of their study.
3. Assist understanding and support
connections between theory and practice.
4. Create materials that transmit
information.
5. Provide access to the thinking of experts.

7. THE EMERGENCE OF A SOCIETY OF
LIFELONG LEARNERS

9. http://www2.dir.state.tx.us/pubs/retired/bpr2
010/Pages/rpt_elearning.aspx

10. Chapter 4
E-Learning : an Educational
Revolution
T E L L
(Technology-Enhanced EFL learning)

11. T E L L
(Technology-Enhanced EFL learning)
CHAPTER 4
E-Learning :
an Educational
Revolution
Members
1. MAHIN RIDLO RONAS
(SUB TOPIC 1-2)
2. HAMID DARMADI
(SUB TOPIC 3-4)
3. JIMI
(SUB TOPIC 5-6)
4. NURSIATI
(SUB TOPIC 7-8)

12. Chapter 4 :
E-Learning : an Educational Revolution
Sub topic 1: Access to more knowledge than ever before
Sub topic 2: New earning skills for the twenty- first Century
Sub topic 3: Maximizing learning opportunities
through e-learning
Sub topic 4: The emergence of a society of lifelong
learners
Sub topic 5: The internet generation
Sub topic 6: The Implication of globalization for culture
identity
Sub topic 7: Inclusive education through e- Learning
Sub topic 8: Removing time and location limitation

13. Revolution of the
Knowledge Conception
Something
some
people
might have
Before
Internet
Era
Something
which every
one should
able to find
After
Internet
era

14. Internet for E-learning
Internet
• Changing the
Knowledge
Conception
Online
Learning
(E-Learning)
Huge Changes
What is learnt
Who is able to
learn

15. E Learning
Impacts
E-
Learning
To Lecturers:
The way how
to teach
To Learners:
The Way how
to learn

16. Sub topic 1: Access to more knowledge
than ever before
WWW (world
wide Web)
Personal
Computer
Huge
information
Fast, massive info worldwide
at fingertips

17. Sub topic 2: New skills for
the 21st century
Students should develop on
three knowledge areas
Global
awarness
Civic litracy
and financial
Economic and
business literacy

18. The Success path in Education
Revolution
The learners will focus on 2 skills
Skills 1:
•Problem Solving
•Critical thinking
•Self directional
Skills 2:
•Information and
• communication
• technologies
literacy

19. THE INTERNET GENERATION
Definition :
The internet Generation is the people
who have grown up in an environment
in which they are constantly exposed to
computer-based technology. It has been
suggested that their methods of
learning are different from those of
previous generations.

20. *Teenagers growing up as the part of
the internet generation
*Teenageers become a force for social
transformation :
-easy access to broadly based learning
-easy access to specialist learning

21. *The Comparison to the Previous
Generation
-Creating, learning and thinking differently
-Acting, working and shopping differently

22. THE IMPLICATION OF GLOBALIZATION FOR
CULTURAL IDENTITY
Globalization is a process of interaction and integration among the people,
companies, and governments of different nations, a process driven by
international trade and investment and aided by information technology.
Technology creates better possibilities but risk of loss of the
richness and uniqueness of cultural identity
• Barrier for learners in underdevloped n impoverished
nations :
• -The cost of technology
• -The access to technology
• -The culture of any particular soceity or community
* different values
* Freedom of expression

23. The problems concerning the access to
technology is the gap in Education and
technology
• TO CLOSE THE GAP IN EDUCATION AND
TECHNOLOGY A COUNTRY’S TECHNOLOGICAL
EVOLUTION FOLLOWS 3 PROGRESSIVE STAGES :
• 1. ADOPTION OF THE TECHNOLOGY
• 2. ADAPTATION OF THE TECHOLOGIES TO LOCAL
NEEDS
• 3. CREATION OF NEW TECHNOLOGIES
THEMSELVES

24. Things to be concerned in
implementing the technology and
e-learning :
• Technology can not be isolated from its social
and environmental context such as :
• -language competence
• -Cultural background
• -learning style

25. Early studies of cultural aspects of
educational technology in multicultural
Classroom (particularly minority group)
• -Computers lead to positive changes
• * fostering informal environment
• *Visual imagenary is useful for learners who prefer to
work with concentrate images as a way of
understanding and remembering (African-American
children)
• *Pairs and groups of three at the computers are
matched the prefernece for group-solving problem
and personal interaction (Puerto Ricn, Mexican
American and African-American Childrn)

26. Example of other Barriers :
• -Native American Children prefer private
practice before public demonstartion of
learning
• -Avoid working on the computers if the
computer monitor is visible to other students.

27. INCLUSIVE EDUCATION THROUGH E-
LEARNING

28.  Benston (1988) believed that technist thinking equated to ‘the
right control the world view’ and describe it as a ‘male norm’.
 Turkle (1984) identified two general styles of computer mastery
in her study of gender in US classrooms in the early 1980s. She
believed that there are hard approach and soft approach.
GENDER

29.  In the UK, studies have shown that the percentage of
adults using the Internet decreases with age, from 86
per cent for 16 to 24 years old to 12 per cent for over
65s (UK, 2001).
 If there is a strong cultural emphasis on respecting
the elders and hierarchy of work relations, then
pressure to use technology in the workplace can
result in shift of expertise from old to young and from
senior to junior.
Seniors

30.  There are many other groups of learners with special needs and
circumstances that will prevent them from exploiting learning
opportunities online.
 72 % of unskilled workers have not used pc, mobile phone or
digital tv to access internet (cabinet office, 2004)
 79% of people receiving benefits lack basic practical information
and communications technology skills (DfES, 2003)
 44 % of people who do not use the internet see no reason or
need to use it (ONS, 2005)
 Those are a challenge for educational system to exploit the
flexibility of e – learning by using content that is suitable with
their needs.
Learners with special needs

31. REMOVING TIME AND LOCATION
LIMITATIONS

32.  Experiments on access to education by choice have
included credit and voucher schemes, which
represent the funds that the state would normally
allocate for each student’s education.
 These schemes are designed to enable students or
their parents to choose any mix of schooling that
suits their needs.
 In other cases credits might be ‘spent’ entirely with
one education provider.
Learning credits and the free
movement of students

33.  Optimal access to e-learning requires that the delivery
technology is available at any time, in a flexible
manner throughout the learner’s physical
environment rather than in a fixed location such as a
computer lab or classroom.
 Once the students, tutors and so on get used to the
technology, they often start to build on its use and
within a short time accessing the learning resources
may be moved into other places.
Wireless technologies

34.  The types of community ventures and contexts have
ranged from classroom groups, trough groups
sharing a particular disadvantage to groups of
universities sharing resources to provide e-learning on
a wider basis.
Consortium based E-learning

35.  Gardner, J. and Holmes, B. 2006. E-Learning: Concepts
and practice. London. SAGE Publications
references