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The Learning Revolution in Digital Era

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International Journal of Computer Trends and Technology (IJCTT) Volume 47 Number 3 May 2017
ISSN: 2231-2803 http://www.ijcttjournal.org Page 186
The Learning Revolution in Digital Era
Madhuresh Kumar1, Dr. R.B.S. Yadav2, Dr. Abhishek Kumar Singh3
1(Research scholar), 2(Prof. & Ex. Head), 3(PhD, M.Sc., Gold-Medalist)
1, 2, 3University Department of Mathematics, Magadh University, Bodhgaya -824234, Bihar (INDIA)
Abstract - Teaching in a traditional face-to-face
setting is a very complex activity. The complexity is
even further extended when teaching is delivered
online or electronically due to the lack of standard
cues such as tone of voice, eye contact, body
language, and so forth, which are key tools for
human communication. Technology-enhanced
learning is at the core of using innovative and
emerging technologies to facilitate and support
learning in both online and blended settings [13].
The success and promotion of effective learning is
dependent on a range of factors. The learner’s
ability, sound pedagogy, the nature and alignment of
the curriculum, assessment, socio-cultural and
accessibility issues, and so on [2]. Indeed, the
success of technology-enhanced learning is
underscored by sound pedagogy and promotion of
the effective use of technology in teaching and
learning by scholars and practitioners [9]. Drawing
on current knowledge, experience, and evidence-
based practice from a range of perspectives, E-
Learning and E-Teaching focuses on Developing
skills, teaching, Academic development and assessing
online programmes.
Applied E-Learning and E-Teaching in Higher
Education brings together respected practitioners
from across the globe, representing diverse
disciplines and perspectives, to share experience,
knowledge, current thinking about good practice, and
enhancement of the learner experience [14]. The
spotlight on the effective integration of pedagogy and
technology, the use of technology in teaching
research methods at higher degree levels,
collaborative learning within multi professional
teams, and online communities of inquiry.
Keywords - E-Learning, E-Teaching,
Electronically, Pedagogy, Collaborative, Evidence
based, Alignment, Programmes, Socio cultural.
I. INTRODUCTION
During the last several years, higher education has
shown its sustainability, adaptability and
transformable capability. Today there is increasingly
a need to negotiate the complexities of the
Information Age, which become more and more
demanding as we are influenced by technology and
the greater interconnectedness of nations and their
peoples [1]. Our new knowledge societies require
more flexibility in their educational structures to
adapt more readily to new styles of learning and
teaching, new intellectual and social needs, and new
levels of skills development. Such transformation is
often referred as “The Learning Revolution” and is
taking place in a new era of global digital
competition in higher education. Critical research to
date on the application of theory to E-learning
practice has been epistemic in focus at times, but
widespread and plentiful in addressing such issues as
what is E-learning and E-teaching and how does
online learning occur. Practical case studies abound
in the literatures of learning technologies and e-
learning in higher education [2]. In the broad field of
e-learning, research has demonstrated that problems
have emerged in higher education practice because in
many instances it is based on anecdotal evidence and
minimal theory, there is a questionable validity of
tests, a lack of control groups and objective learning
measures, and difficulty in comparison of results
across domains. Gao and Lehman [12] has given an
investigation on the effects of different levels of
interaction on the achievement and motivational
perceptions of college students in a web- based
learning in environment. Cybinski and Selvanathan
[11] have considered and discussed on learning
experience and learning effectiveness in under
graduate statistics: Modeling performance in
traditional and flexible learning environments.
Darbyshire and Sandy [17] have produced a case
study of „Building an online undergraduate model
from a graduate model.‟ Boson et. al.[10 ] have
discussed on the topic „Excellence in Virtual
Education: The tutor online approach.‟ Green
Hannon [8] has produced a good discussion on
education for a digital generation. Some of the
identified research gaps at the beginning of the new
millennium have been variations in tutor moderation,
online debating, student perceptions of the E-learning
environment, and development of online learning
communities, critical thinking and problem-solving
applications in synchronous and asynchronous
environments, peer tutoring and online mentoring,
student retention, conceptual referencing and online
collaboration [9].
II. OBJECTIVE
The main purpose of this study is not to compare
online and traditional face-to-face instruction merely
to prove which one is better, but rather it aims to
highlight some of the possible risks and strengths
which may help to improve the role of teachers in
both methods [13]. The scene consisted of various
thematic blocks from a training programme, with
teachers who taught two different groups of students,
one of them face-to-face and the other online [3]. The
study was designed using a quantitative and
International Journal of Computer Trends and Technology (IJCTT) Volume 47 Number 3 May 2017
ISSN: 2231-2803 http://www.ijcttjournal.org Page 187
qualitative methodological combination, and focuses
on the dimensions of “theoretical content”, “practical
content”, “tutor/student interaction” and “design” of
the training activity.
E-Learning and E-Teaching focuses on :-
Developing, teaching, and assessing online
programmes.
Academic development.
The use of technology for collaborative
learning. and
The potential of learning technology for
developing skills transferable to students‟
future professions.
III. E-LEARNING AND E-TEACHING
E-learning and E-teaching can be defined “as the use
of ICT in education, which aims mainly the
independent use of technology by students.”
Unfortunately, a consensus definition of good E-
teaching is lacking among teachers in present
scenario, seemingly the result of the subjectivity and
context dependence of the term good „E-teaching.‟
Certainly E-learning and E-teaching in higher
education cover multiple possibilities, including the
interaction between the learner, teacher and a
growing range of technologies available today [6].
This technology should also been implemented in
Elementary as well as upper primary level schools in
new millennium.
Today, organizations worldwide are using a new
way to learning called as E-learning. It makes
learning. “any time, any where”, enabling a whole
new paradigm of “ just-in-time” learning. However,
with the exponential progress of technological
development comes a strong sense that events are
moving too quickly for our schools and that teachers
may be losing co0ntrol of them in the process [4]
,[5]. The aim and objectives of this study is to
innovate the E-learning and E-teaching among the
students and teachers belonging to upper primary as
well as higher education.
IV. THE NEED FOR E-LEARNING AND E-
TEACHING
Despite opinions to the contrary [7],[16], current
decision makers - at both the student and academic
level draw conclusions and make assessments
based, in large part, on the use of information and
communication technology (ICT) that was not
available to previous generation [8]. As a result, they
will play an instrumental role in the way these
technologies are used going forward, both for the
business world as well as the education system. It is
already apparent that employers today are looking for
individuals that posses different skill sets than
their
predecessors, and that those skill sets are greatly
enhanced through the use of ICT [9]. Therefore, it is
up to current educators to be at the forefront of the
process of preparing students to enter the workforce
under the existing circumstances. Of course, parent as
well as the students themselves must be aware of the
current environment and be willing to accept the fact
that ICT is here to stay and it will be extremely
instrumental in the future of both business and
education [8 ]. The current level of development of
new technology in the field of learning and education
offers opportunities for collaborative engagement,
access to information, interaction with contents and
individual empowerment [9]. In present scenario
there is swift change in ICT permit teacher to
progress from traditional face-to-face classroom
activities to online classroom, or online activities in
the traditional classrooms that enable E-learning and
E-teaching.
In 2004 the university had produced a strategy
for e-learning that required each school to debate and
explore how they could best use technology [14].
Each school was expected to develop, publish, and
maintain their own e-learning strategy, part of which
included the identification of high-impact e-learning
implementations in their own context. The School of
Health and Social Care was committed to providing
opportunities for both staff and students to develop
the necessary skills for continuing professional
development in an increasing technologically
enhanced workplace. The following needs were
identified:-
A requirement to maximize the use of
available resources and promote efficient
use of resources (both human and physical)
within the school,
A need to develop alternative methods of
delivery to release some of the existing
burden upon limited school resources,
A need for staff development to build up
skills in the use of ICT and educational
technology for e-learning,
Relocation to a single site where room size
posed limitations to the size of teaching
groups, and
Delivering modules containing large
numbers of students.
The influence of ICT on E-learning and E-teaching
in the classroom is having a corresponding influence
on the working, occupational and business worlds as
they create and generate new occupations and
professions, and strengthen other ways of dealing
with continuing education [10] Indeed, concepts that
have long been accepted in the business world such
as adaptability, flexibility, cooperation, and
overcoming barriers are also concepts at the heart of
E-learning and E-teaching [15]. As a result of
technology, it is now possible to become active
participants in a teaching and learning community in
a virtual environment, and can subsequently improve
the course after each edition in a constant pursuit of
quality. This benefit both teacher and learner.
International Journal of Computer Trends and Technology (IJCTT) Volume 47 Number 3 May 2017
ISSN: 2231-2803 http://www.ijcttjournal.org Page 188
V. CONCLUSION
As a general conclusion, no important differences
were observed in the functions of the teacher in the
two teaching methods, face-to-face and online; any
differences that might exist were usually a
consequence of teacher involvement and of the
commitment of the institution in programming the
learning process .
Acknowledgment :
We are very grateful to Dr. S. K. Tiwari,
Dept. of mathematics, M.U. Bodh-Gaya for helping
us to improve the paper.
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  • Donnelley
  • F Mcsweeney
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