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Combining traditional learning and the E-learning methods in higher distance education: Assessing learners' preference
Abstract
This paper examined the preference of students of the Distance Learning Institute (DLI) of the University of Lagos on the issue of combining the traditional learning and the much advocated e-learning method. Five hundred (500) copies of a self-completion questionnaire were administered to students at the only study centre resident within the University of Lagos campus. Two hundred and ninety seven (297) students representing 59.5% returned the questionnaire. The data were analyzed using descriptive statistics. The findings indicated that students preferred a combination of both traditional and the e-learning methods of teaching for effective learning. Implications of the findings are discussed for institutions offering distance education.
... During these years, a number of methods using both computer technologies and network communication were developed to support organization and implementation of lectures and laboratory classes. Currently, it is possible to indicate two main categories of these methods: the first one (i) e-learning (EL)-methods using computer technologies with various software applications as well as services available on websites, mainly to support traditional learning process and to provide additional activates for students, and the second one (ii) distance learning (DL)-several methods using the similar technologies (computers, ICT, software applications) to organize new kind of learning process, with remote access to the lectures-webinars and laboratories, remote contacts and communication between teacher and students as well as between students themselves [21,[23][24][25]. ...
... Nowadays, the EL methods are the most popular ones in the engineering higher education, since they are natural consequence of computers and digital mobile devices expansion, along with resources and services provided by global ICT network-the Internet. Typical methods in this category include: computer-based learning with software tools used for engineering works and activities; web-based learning with technical knowledge and resources provided by companies and other technicians, engineers; digital collaboration giving possibility to exchange knowledge, ideas between students, teachers, lecturers and even other, external specialists; and last but not least virtual classroom and/or laboratory, creating new kinds of environment to conduct experiments, tests, prototyping and eventually remote services with experimental research [21,23]. However, all of the mentioned methods and activities need additional knowledge and skills both from the teachers and students. ...
The blended learning method with its supporting electronic tools is a very well-known approach in academic education. In most of its practical applications, direct face to face contacts between students and the teacher as well as students with each other in groups are important elements in the organization of lectures and classes. This is of particular importance in conducting laboratory classes in teaching process for engineers. However, the COVID-19 lockdown in the spring of 2020 closed schools, universities and completely eliminated the possibility of direct interpersonal contacts. These extraordinary circumstances forced changes in the organization of the teaching process, in particular the introduction of distance learning. Therefore, this paper proposes a modified blended learning method as well as describes a case study on its introduction in the education of building automation engineers at a technical university. A new organizational structure of this modified method is presented, with discussion of tools and methods of active distance learning, introduced during the COVID-19 lockdown period. Finally, some experiences, general reflections along with the identification of the preferred forms of distance learning by students are presented. The future works are briefly described as well.
... This method used face-to-face delivery resources through the use of teaching space and seminar rooms. It entails the physical presence of learners in the rooms to learn the subject [3]. Besides passing the information to the students, that method encouraged people to interact and learn from other students [4]. ...
... This variation in the residential distribution of the students, whether urban or rural dwellers, is essential in enabling the school to anticipate and appreciate the challenges that the students may encounter in their quest to access online learning. For instance, episodes of power outages, network connectivity issues or even affordability of online learning are, predictably, related to the physical address of the learners, with rural dwellers being more disadvantaged than those living in urban areas (Alaneme et al., 2010), explaining why students in senior classes seemed to experience fewer challenges with accessing online learning. Consequently, they appeared to enjoy online learning more than their junior counterparts, most of whom had a rural dwelling. ...
Background: Virtual learning platforms gained unprecedented prominence after the coronavirus disease 2019 (COVID-19) outbreak. Assuring the quality of education and student satisfaction are critical, especially in developing countries often plagued with infrastructural limitations, including information technology. Objectives: This study was conducted to assess the perceptions of students at a Kenyan Pharmacy School of online learning with regards to affordability and overall effectiveness. Methods: A cross-sectional study was conducted using an online survey containing pre-determined questions aligned to achieve the research objectives. Results: Students in senior classes (Fifth year) viewed online learning more favourably and had fewer challenges with accessibility than students in the lower classes (First year to third year). Conclusion: The study identified areas of strength, such as convenience, time-efficiency, and self-initiative, as well as weaknesses, including inequitable access, internet connectivity challenges, and unsatisfactory lecturer digital competency, with relation to online learning.
... They practically live their lives in cyberspace, so nowadays education has to find its way through the Internet to reach students. The synchronous nature of traditional lecturing does not suit the lifestyle of these digital natives [12]. ...
... : alpha : the number of items : the average inter-item covariance among the items : the average variance Data analysis uses descriptive statistics that consist of mean and percentage to provide a simple summary of the data gathered from the sample as well as the observations that have been made for this research [18]. ...
In earliest days, Kolintang instruments were usually played in the ancestor worshipping rituals and other traditional ceremonies due to its close relationship with the traditional belief of Minahasa's (a regency in North Sulawesi) natives and as their culture. Nowadays, the use of the Kolintang widely spreads not only nationwide but also in overseas for various performances. Having said that, there are numerous Kolintang applications developed that can run either on Windows or Android operating system. They also use different types of controllers like a web camera, touch screen, and keyboard. Unfortunately, these applications are mostly intended for advanced users who have knowledge and skills in playing the Kolintang instruments. In addition, there remains a general lack of research on how to play the five instruments of Kolintang. Thus, this research will develop an e-learning application for the Kolintang musical instruments that are best suited the needs of novice and advanced users. An evaluation framework is developed to assess the quality and efficiency of learning objects of this application in terms of its learning goal alignment, presentation design, interaction usability, and accessibility. The findings revealed that the learning process in this e-learning application can be done at the individual's choice of pace and time. The acceptance and use of this application are considerably high because of its easiness, clarity, and coherence of the materials presented in the application.
... Traditional instruction involves the use of conventional means which is largely face-to-face interaction to convey instructional materials through the use of classrooms and study centers. The traditional instruction delivery requires the physical presence of students to take place (Alaneme, Olayiwola & Reju, 2008). Riordan (1993) noted that traditional instruction delivery in higher education involves lecturing and presentation of information, and teaching taking place mainly within the classroom. ...
There is need for students of tertiary institutions to enjoy the enormous benefits of Web 2.0 technologies and tools which students use mainly for entertainment and recreation. This necessitated this investigation on the extent business educators in southeast Nigeria are aware of and adopt Web 2.0 technologies for educational instruction. Two research questions guided the study and four null hypotheses were tested at 0.05 level of significance. The survey design was adopted for the study. Population of the study was 144 business educators and there was no sampling. The research instrument was a structured 5-point scale questionnaire validated by three experts in ICT and measurement and evaluation. The reliability of the instrument was established using Split half method. Mean was used to answer the research questions while t-test was used to test the null hypotheses. The study found that the respondents were highly aware of Web 2.0 technologies and adopt Web 2.0 technologies for class interaction to a very low extent. The study also found that age was a factor in business educators' rating of awareness and adoption of Web 2.0 technologies for educational instruction while sex, years of experience in teaching and type of institution did not affect their response. It was recommended, among others, that management of tertiary institutions should train business educators on the usage of Web 2.0 for educational activities.
... The impact of National Knowledge Network as well as facilities provided by this network, device used for implementation of this network, as well as the advantages and disadvantages of NKN are available in [11]. Gloria et al. [12] has compared the traditional approach of learning with e-learning in higher education. Zhang and Bao [13] explained research aspects on computer technology using e-learning in higher education. ...
... and the resources are maximum utilized by the people in different area. Gloria [1] surveyed on the students of the distance learning Institute (DLI) of the Universities and found that the students preferred a combination of teaching for effective learning. Zhang and Hong [2] described a method for Research on Computer Technology for e-Learning in Higher Education. ...
... In the year 2009, India has launched the National Knowledge Network (NKN) under the Next Generation Network (NGN) services to connect the various higher educational Institutions, Universities, research labs, libraries and cloud computing centres. In this regard, Gloria et al. [3] has explained the establishment and significance of NKN which connects all kinds of research labs, medical labs and enhanced e-learning. The concept of establishment of NKN is well explained in [4] which explained the services, applications, list of connected Institutions, design and architecture of NKN and current status of NKN project. ...
The aim of this study is to find out students preference in E-Learning. As the goal of Digital Bangladesh is getting popular among the general people, E-Learning become the crying need among the students to achieve the goal. Reluctance and ineffectiveness of traditional learning increase the demand of E-Learning in Bangladesh. 50 University going students are chosen as a sample and their feedback towards E-Learning are considered in this study. The study reveals that new generation students quickly adopt E-Learning and prefer E-Learning over traditional learning which is more prevalent in Bangladesh right now. Most of the students think traditional method of learning become obsolete for effective learning. Students enjoy E-Learning and wants O.E.R rather than traditional resources for their development and remain up-to-date with the globalized world. Student's preference of E-Learning over traditional learning indicates traditional learning has some drawbacks which can be solved by E-Learning. Advancement of the technology, availability of internet, conversion of traditional system to digitalization increases the demand of E-Learning. Although there remain some loopholes in E-Learning it is considered to be more preferable than traditional learning in case of learning among the students. The burgeoning preference of E-Learning will become a social demand in the near future as the world is becoming smaller and smaller.
This study analyses comprehensive of the existing theories that validate the accuracy of technology acceptance models (TAM). Also, examining the adopted TAM factors in conjunction with massive open online course (MOOC) features for continuous intention to use. The main problem phased TAM is the adoption of the right factors used for modelling design. The objective is to come out with the common factors could be used in e-learning. The method of this study is based on the combination between the application of technology-enhanced learning (TEL) techniques factors and the facilities of e-learning factors. This combination can be tested by adopted model as it provides flexibility to both lecturers and students. The finding shows the variety additional factors used as of academic performance, and TAM factors with continuous intention to use e-learning are significant positive values for e-learning in educations.
This article deals with the preferences of students in choosing forms of communication in the educational process, as well as ways to consult with professors. The relevance of the study is due to attempts to change traditional forms of education at universities on distance learning and to introduce creative corporate educational platforms for communication in the educational space. The purpose of the study is to investigate the opinion of the student audience about the transition to ICT for study and interaction in higher education and to identify the importance of personal contacts and consultations with professors. The study was conducted among students of leading Russian universities through an online sociological survey. Respondents (126 students who study mainly undergraduate and graduate programs) were asked to answer questions related to the most convenient channels of interaction with professors, preferred methods of passing exams and tests, assessment of work on corporate educational platforms, forms of creative study, etc. The integration of distance learning and corporate educational platforms is currently directive in nature, which in many ways leads to a chaotic process, where is underestimated for students the importance of traditional forms of education, including personal consultations, communication in contact student groups, lecturers’ comments during the work etc. Students prefer to use Internet technologies, such as e-mail, social networks and messengers, not for educational purposes, but for advisory purposes and perceive involvement of professors into such format as an element of creative approach in educational process in opposite to familiar forms.
Children with Special need education-Cerebral palsy (CSN-CP) based The Indonesian Ministry of Education and Culture in 2019, predicted that 70% of CSN had not been served. The extent of the Republic of Indonesia and pandemic COVID-19 nowadays and the Government’s policy of learning from home to remain fulfilled by children’s rights and maintain the quality of life of CSN-CP, so the needs of caregiver trained very urgent. Training with online learning is the best solution in the expansion and equitable service in Indonesia. Cerebral Palsy (CP) in children is a disorder in development that can affect the motor ability and balance the body with its severity. The material in this study caregiver CSN especially CP, gadgets, application of teleconference with the digital learning materials in the form of video and slides. Data taken with an observation assessment of the companion performance and experts do the accuracy. This study uses a qualitative descriptive method to evaluate the performance of training results for caregiver CSN-CP online. Based on the non-parametric correlation test method Spearmen, the value of <0.05 is found in the achievement evaluation, the repetition process, and the respondent’s profession, indicating a significant correlation. Workshop at home with online learning can provide services on CSN-CP according to specific needs characteristics by a caregiver trained with friendly Brain-Hearth Education Method (RORI).
During the past years, distributed computing approach has become an integral part of many of the software companies. This is because of low cost infrastructure involvement and faster execution of the tasks, sharing of resources, etc. In the year 2009, the Indian Government has established distributed network called as National Knowledge Network (NKN). The main objective of NKN is to connect all of the Indian universities, research institutions, computing labs, digital libraries, countrywide classrooms, etc. In the present paper, a well-known object-oriented Unified Modeling Language (UML) is used to construct a model for the execution of the tasks across a distributed network. Authors have designed a static step topology for the faster execution of tasks. Static and dynamic behaviors of the execution of the tasks are represented through UML class and state diagrams, respectively. For validation of the UML model, the state diagram is converted into a Finite State Machine (FSM) and different test cases are generated to validate the proposed model across distributed network environment.
Nowadays Internet-based multimedia learning has been entered into our daily life over various end user devices including mobile phone. Whereas, participating in the classroom and book reading are still major modalities of learning. Pervasive computing technologies will accelerate the progress and help to build a more convenient learning environment for learners. Smart Space technologies can augment real classroom to help teachers and students having class with the support of natural tangible UIs and context aware aids where teaching is still in a similar fashion with what happens in traditional classroom. Books can also be fabricated with bits for browsing multimedia learning materials. Bits from cyberspace and atoms from real world will be more and more blended into each other. And learning will be pervasive and blended which is beyond today's e-learning.
Technologies develop rapidly and reach hurricane levels of velocity but quality E-Content and innovative applications lag behind. This book addresses the question how content industries change within a digital environment and what role information and communication technologies play in transforming the competitive landscape. The authors argue that post-industrial societies tend to pay substantial amounts for equipment and gadgets but invest far too little in the quality of the content. As a result, much effort is and has to be spent on the enhancement of E-Content. The contributions give an elaborate overview of: - the specifics, challenges and prospects of content in the network economy; - market developments of digital media services; - paid content business models; - impacts on scientific publishing; - developments in the field of E-Learning; - the interplay between technology and content with the example of interactive digital TV; - the mobile games market; - emerging new cross media markets; - the need to enhance the usability of websites and mobile applications; - how digital applications might be used to capture and store our personal experiences. A final chapter shows the prospects of the European E-Content market and gives an overview of valuable initiatives and resources dealing with the topic of E-Content.
The impact of the telecom boom on education and training is inevitable. The unprecedented developments in information and communication technologies (ICTs) are closely linked to several other significant changes in our economy and society. This also results in a higher demand for education and training in response to the challenges of our emerging "knowledge economy" and "knowledge society". A digitally literate citizen will be able to learn and take responsibility for continuous personal learning development and employability (eLearning Summit Task Force 2001). Historically, distance education can be traced back to the 18th century, to the beginning of print-based correspondence study in the United States. In the mid-19th century correspondence education started to develop and spread in Europe (Great Britain, France, and Germany) and the United States. Isaac Pitman, the English inventor of shorthand, is generally recognised as the first person to use correspondence courses. By the late 1960s and early 1970s significant changes in distance learning occurred due to the development of new media technologies and delivery systems. The Open University (OU) in Great Britain became the first autonomous institution to offer college degrees through distance education. 1 The OU now uses all possible forms of technology to deliver learning opportunities to students. As technology developed, the possibility for shifting from traditional one-way communication methods to two-way interactive distance learning programmes became more feasible. ICT supported education quickly became the hot topic in the 1990s due to spreading use of the World Wide Web and its fast developing applications. These new technologies have opened up new opportunities for the non-traditional learner as well as for the traditional training institutions. Nowadays, almost all available ICT developments are being used for distance education, or - with today's more popular term - for E-Learning.
Media in Distance Learning: The Nigerian National Teachers Institude Distance Education Programme Mudasiru Olalere YUSUF (Ph.D)Senior lecturer (Educational Technology) Ayotunde Atanda FALADEGraduate Student Department of Curriculum Studies and Educational Technology, Faculty of Education University of Ilorin, Ilorin NIGERIA ABSTRACT This study investigated the use of media by distance learners enrolled in the NTI distance education programme. Two hundred and fifty five distance learners drawn from Oyo State, Nigeria, completed a questionnaire to determine the use of media, and factors militating against their effective use by distance learners. Research data were analyzed using percentages. The findings indicated that face-to-face contact and print related media were the major media used for learning. The findings also indicated that lack of fund, ICT facilities, electricity, among others; militate against the use of technology media. Recommendations were made for the provision of basic infrastructures to facilitate the integration of technology in distance education, in Nigeria.
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