This document discusses definitions and dimensions of e-learning. It notes that there is no commonly accepted definition, but e-learning generally involves using digital technologies for learning beyond what a single computer can offer. It explores four broad dimensions of e-learning and discusses whether e-learning involves independent use, interaction, formal/informal learning, and synchronous vs asynchronous engagement. The document also addresses some myths and realities of e-learning, such as assumptions around availability, use of multimedia, accommodation of learning styles, and cost savings.

1. Issues in e-learning Steve Higgins s.e.higgins@ durham.ac.uk 21st Century technologies: implications for teaching and learning

2. Defining e-learning No commonly accepted definition Involves the use of digital technologies for learning, Usually distinguished from computer-based training by networking and interaction beyond that which would be offered by a single computer (Cross, 2004). Often seen as equivalent to online learning (Harasim, 2006) or to the use of learning platforms such as virtual or managed learning environments (VLEs and MLEs).

3. Four broad dimensions in common usage: A basic form of content-based management by a computer or computers usually with the addition of some tutoring components. Distance education or similar forms of more formal open learning making use of technology. Any form of pedagogical model or instructional design that makes use of information and communication technology (ICT). A distinction between e-learning , with emphasis on the learner and the learning experience, and e-teaching or the management and delivery of a curriculum supported by technology.

4. Other dimensions formal or informal; involve independent use or be supported either by a tutor or automated feedback; tightly structured or relatively unstructured; occur synchronously (involving learners and tutors online together) or asynchronously (separately or sequentially); involve technology for all interaction, such as in online distance learning , or it may be part of a blended approach involving face-to-face as well as interaction supported by technology.

5. Complexity: independence or interaction? Schulmeister (2005) and the complexity of the learning goals e-learning based on relatively "manageable" content that can easily made explicit through online tools and learning objects and self-managed learning e-learning which requires more complex interaction based on implicit knowledge and that has to be acquired through interaction in a learning community or community of practice.

6. E-learning or just learning? Online distance course? Face-to-face with VLE? E-mail tutorial support? Skype tutorials? Mobile learning? Assessment Where are the grey areas? Quantity of online? Importance (necessity) of online component? Learner activity? Level of independence of learner? Timing/ accessibility (JIT) Feedback from teacher? Interaction with other learners through technology?? Support Assessment online? New tech / hi tech…

7. Some myths and realities Available anytime and anywhere -- "It’s always there!" Only available where you have the proper technology and that technology is capable of downloading and delivering the e-learning. Some locations (such as a working environments) make it nearly impossible for learning due to noise and interruptions etc. Use of multimedia content: use of audio, video, interactive chat, text, etc. Only if you have enough bandwidth. Also, other forms of learning, such as classrooms already provide the same features, in addition to normally being easier and cheaper to implement.

8. Accommodates an individual’s learning style: self-paced, asynchronous collaborative, synchronous collaborative. Depends on how it is developed - e-learning does not have tools that will automatically account for an individual's learning style, make it collaborative, etc. If you don’t do these with other forms of learning, what makes you think you can do it with e-learning? Hyperlearning: has the capacity to link with other resources (simulations, other content, study groups, etc.) which can enhance the learning experience and avoid ‘linear’ learning in textbooks. This statement assumes that the only other form of learning is reading. A good approach uses a number of activities to bring about successful learning.

9. Some myths and realities ‘ Blindness’ of learning engagement. Some learners who are inhibited in a classroom setting may increase engagement online. Yes, but some learners are inhibited by technology. Also, some of what we learn requires engagement in the real world. Are we really helping them if we do not provide the opportunities to help draw them out of their "box"? Learner-centered learning: The learner is not a passive participant but proactively engaged. The developer determines the amount of participation, not the media. You can develop a passive e-learning program just as readily as you can develop any other learning program.

10. Some myths and realities Ability to measure the effectiveness of a program: e-learning software allows greater tracking. Tracking of what? How meaningful is the data? Easier to update Updating computer resources can be just as daunting as updating paper-based materials. Cost savings: provides an efficient and cost-effective model for education. Depends upon a number of factors, e.g. number of learners, contents of the program to be developed, etc. While this was one of the benefits first promoted with e-learning, it is no longer the case as an interactive e-learning program often is much more difficult to develop than a good classroom based program.

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12. Odd One Out… in maths 5 10 9 even prime divisible by 5 odd divisible by 3 square 2 digit 1 digit multiples

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15. E-learning Computer assisted instruction Distance learning

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17. School of Education Calman Café (Ground floor) TEL Research Lab – left hand side, 2 nd floor.