Awareness for a more flexible approach to education using Elearning Essay Example

including extensive supervision for success. This paper seeks to assess the key factors that determine the acceptance of e-learning in educational institutions. The subsequent section will examine two crucial aspects: i) comparing e-learning with traditional pedagogical methods to identify shared principles and ii) exploring how educational institutions embrace e-learning.

The subsequent paragraph will assess the essential factors that contribute to the success of e-learning and serve as the basis for this research in understanding their influence on e-learning acceptance.

E-Learning

Learning, whether informal or formal, is crucial for acquiring knowledge (Zhang and Nunamaker, 2003). Nevertheless, the internet's advent has revolutionized conventional classroom learning by incorporating technology-assisted tools.

According to Hezel Associates (2005), if expected growth from cross-country is met, it is estimated that e-learning will generate an astonishing $215 billion in profits over the next 15 years. However, the majority of learners still prefer traditional teaching methods, leaving e-learning to support existing methods. E-learning, as defined by Zhang and Nunamaker (2003), is simply learning through the internet. Wild et al. (2002) further defines e-learning as a method of teaching through networking and distribution technologies. As the name suggests, learners only need a computer and internet access to enroll in courses on an e-learning platform, which provides a more relaxed and stress-free environment for structured learning without the pressures encountered during classroom lectures.

Notably, various establishments have diverse motives for choosing e-learning. Modern trends indicate that e-learning is embraced for its advantages, particularly in terms of flexibility that benefits students. This passage centers on how students control the speed at which they decide to participate in learning.

E-learning versus Pedagogical Learning

The primary distinctions between e-learning and traditional classroom learning exist in the

delivery of course content. Numerous sources discuss the differences between these two learning approaches. However, each method addresses the weaknesses of the other.

Zhang et al. (2004) have summarized the advantages and disadvantages of e-learning and traditional classroom learning in a table. This comparison shows that both methods can be used together to improve education. Institutions often struggle with deciding whether to use e-learning, taking into account factors like infrastructure and support availability. If prospective students need flexibility and convenience due to time and location constraints, they may choose an online degree option. However, implementing e-learning for individual student needs can create pressure for faculty members, as discussed by Laurillard (2008). Bersin (2005) emphasizes that e-learning doesn't replace teacher-centered learning but complements it.

Even though e-learning allows for flexibility, there are still disadvantages that only traditional classroom instruction can overcome. Zhang et al. (2004) point out that dropout rates tend to be higher in e-learning programs because students often struggle with self-discipline. Successful learning requires dedication and commitment from both learners and educators. As a result, despite its benefits, e-learning cannot completely replace classroom-based learning since it necessitates a significant amount of commitment and self-control which many students find challenging to sustain.

This could be a reason why many establishments are cautious about fully integrating e-learning platforms, as their reputation may be at stake.

A Blended Approach to Learning

A combination that can result from the two learning methods to produce a more comprehensive and user-friendly course content, if all necessary factors for successful implementation are in place. Osguthorpe & Graham (2003) described blended learning as a method where face-to-face methods are combined with distance learning through the internet. Some

other literature defines it as traditional classroom learning supported by hands-on computer labs or e-learning used to enhance pedagogical classroom learning (Wagner et al.).

According to Nicoles (2008), educational institutions that have successfully implemented e-learning have observed positive outcomes in teaching and learning. However, achieving these results is challenging due to various factors which will be discussed further.

The Adoption of E-Learning in Educational Institutions

In 2003, the UK government made significant efforts to implement educational policy reforms as mentioned by Nicoles (2008). The Department for Education and Skills (DfES) clearly outlined its goals and objectives for e-learning, with Charles Clarke highlighting the importance of reassessing the potential benefits of e-learning on teaching and learning methods (DfES 2003).

He also emphasized the need for all stakeholders (instruction providers, employers, local governments, e-learning industry, and government) to actively participate in the implementation of e-learning. However, meeting these demands may require significant changes from institutions. Laurillard (2008) acknowledged the daunting challenges faced by teachers if these aspirations were to be realized, including the need for increased support for the education sector. Nevertheless, this demonstrates a clear commitment from the government to promote adoption and sustain an e-learning strategy. Over the years, various e-learning projects have emerged as a result of awareness campaigns by government regulatory agencies and advisory committees like JISC (Joint Information Systems Committee).

Nicoles (2008) claims that the goal of e-learning acceptance is for educational institutions to achieve acceptance. According to the literature, educational institutions have adopted e-learning to supplement traditional learning methods. This can take the form of a web portal where students can enhance their learning experience. However, only institutions that are committed to embracing these technologies with

dedication and sustainability plans will reap the rewards. The presence of an e-learning program does not guarantee a successful implementation strategy, as the demands of the system can be overwhelming. Van der Klink and Jochems (2004) confirmed this by acknowledging that many institutions face either well-planned projects with poor execution or successful execution without a sustainability plan.

The study focuses on the adoption of e-learning in educational institutions and how it can increase awareness for a more active role in e-learning. Most institutions' e-learning platforms support traditional instruction methods, which are based on understanding factors that contribute to successful adoption. The research will use McPherson and Nunes's evaluation of organizational factors as a framework. Achieving acceptable adoption requires having social and technical requirements in place or developing plans for such adoption. These fundamental factors are considered organizational factors for adopting an e-learning system.

These success factors were investigated through focused group interviews with HE practitioners in the educational sector. A critical research approach was used to delve into the most important factors that each participant considered relevant. The research findings were numerous and were categorized into four main factors:

• Leadership, structural and cultural issues
• Design issues
• Technological issues
• Content delivery issues

Critical Success Factors Identified by HE Practitioners

When implementing an e-learning system, all four factors should be taken into consideration. However, Nicols (2008) pointed out that leadership is the most crucial factor. It was observed that institutions with a shared vision, from top management to faculty, are more likely to adopt and sustain any proposed e-learning program.

The acceptance of e-learning requires significant change in pedagogical methods. Cho and Berge (2003) suggest a gradual approach

to reduce anxiety and pressure. The adoption of e-learning is a social process that transforms established practices. Hegarty et al. also support this view.

(2005) highlighted the need to prioritize organizational culture for staff development in order to foster a conducive atmosphere. McPherson and Nunes' (2006) interviewees stressed the importance of having an e-learning champion to raise awareness and increase enthusiasm among skeptical departments and modules towards pedagogical changes. Hence, it is vital to comprehend how organizational culture impacts the successful adoption of e-learning, including its influence on learning and teaching cultures, as well as promoting active dialogue and communication. Addressing design issues when accepting e-learning involves making decisions on when and how to incorporate it into course design.

Implementing e-learning in an institution involves more than just the faculty. It requires collaboration among management, administrators, students, vendors, and other stakeholders. The decisions made by the faculty should align with the goals of the institution. Successful implementation of e-learning goes beyond initial perceptions and emphasizes the importance of collaborative efforts in executing these projects (McPherson and Nunes, 2006).

The technical support teams in charge of adding class content to the e-learning platform require constant supervision from the modules to ensure that the system meets the institution's standard requirements. It is crucial to establish effective communication between these two key participants. Additionally, identifying what should be incorporated into the e-learning systems can pose a challenge. According to Laurillard (2008), instructors may encounter difficulties if these e-learning systems are designed to follow a learner-centric approach.

The module's purpose is to consider the potential design options that prioritize the student's needs, taking into account any limitations that may arise. Ultimately, success lies

in following effective project management practices during the design process (McPherson and Nunes, 2006). It is crucial to identify these best practices by thoroughly reviewing all methods used in the design stage. Technological concerns also play a significant role, as educational institutions often face difficulties due to constant changes in information systems (IS) (McPherson and Nunes, 2006).

The reason why this is true is because the best engineering today may become outdated tomorrow. This means that the establishment needs to have an efficient support team that regularly evaluates the technologies used for the e-learning platform. A plan for sustaining the e-learning change should be in place, with high priority given to the expectations of the technologies used for e-learning implementation. As noted by Laurillard (2008), institutions should carefully consider what technology can do for them before starting such projects, ensuring a clear distinction between the technologies and e-learning. To encourage acceptance of e-learning, additional support will be needed to integrate relevant software and hardware.

The provision of resources is heavily dependent on the level of commitment exhibited by the management of the organization. As the e-learning project's requirements change, so does the need for support. Delivery issues, such as the method of carrying out lectures and assessments, must be evaluated by the respective institution to align with their ICT infrastructure. Consequently, various delivery methods have emerged over time due to the differing ways in which these courses are administered.

Despite the constant evolution of engineering, both students and instructors may require changes in their demands. However, adopting a learner-centered approach may put undue pressure on instructors. Meanwhile, following a teacher-centered system may not be seen as beneficial for

students.

Decision

Digital technologies are completely changing educational practices. The impact of this change on the education sector will be a debated topic for years to come. Despite these changes, educational institutions tend to only use technology as a supplement to existing teaching methods.

This is partly because it requires a significant amount of resources and commitment to implement such changes. In addition, it poses a significant threat to educators who may need to adapt to the radical change it implies. This new development can be seen as both a positive and negative change in the education sector. If these changes are fully integrated into the education sector, it may result in a tradeoff between learning methods or a combination of both methods. However, many argue that such a change is a positive development because it is inevitable. This development raises questions about what the world would be like if every learner had the freedom to choose their learning path.

If parents were given the opportunity to choose which classes would be best suited for their children based on their academic strengths and weaknesses, many would take advantage of that. This would bring more flexibility to the education system, but it would also place a burden on teachers and potentially lead to an increase in the number of educators needed. Currently, this approach is mainly accessible to those with enough financial resources and the necessary infrastructure. However, the responsibility to follow through with this type of learning method falls on the students themselves, and they may struggle to stay motivated without the social interaction provided by traditional classroom learning. A blended approach could help mitigate these challenges, but in

reality, oil and water are fundamentally different and do not easily coexist.

Traveling forward, the ball is in the hands of the scholar who must choose between these two methods of learning. In the UK, there is currently an anticipated increase in the amount EU students will pay for tuition. This increase has been seen as a significant issue due to the unclear reasons behind it. Additionally, universities are currently experiencing budget cuts, which puts pressure on all relevant stakeholders in higher education to make decisions that may deviate from their original plans. However, as one door closes, another one opens.

If education becomes more expensive in a time when productivity is valued more than qualifications and certifications, there may be increased interest in alternative learning methods like e-learning, where students have a variety of options to fit their lifestyles. Ultimately, the most effective approach to resolving this dilemma is through collaborative efforts of all stakeholders (government regulatory agencies, educational institutions, e-learning vendors, and society as a whole). The DfES has made it clear that it is committed to seeing the e-learning revolution through to completion. Many European countries, especially the UK, can be seen as major drivers of technological innovations that can present significant challenges.

The job is to establish the limits of these countless opportunities for innovation. Further research is needed on the field of e-learning to comprehend the key elements that offer a solution in the meantime, before the intervention of a different acquisition paradigm.