E-learning Technology Expands U.S. Enrollment
As universities, colleges and technical schools scramble to find a viable way to keep up with today's technology-driven world, many institutions have made their move into the e-learning space.
In 1987, only 4% of all instruction was delivered over the Internet. In 2009, however, that number had jumped exponentially to 16%. And in 2013, adoption rates for e-learning technologies are expected to exceed 30%.
The reasons for this migration are clear: E-learning saves paper and fuel costs by allowing students and faculty members to access lectures and assignments using tablets or laptops that have no physical presence on campus.
Of course, such courses are not without their critics. Some faculty members wonder whether e-learning will change the way college students interact with their teachers and peers. And many students have voiced objections to the fact that they must pay thousands of dollars in tuition, room and board while learning from instructors who have no direct interaction with them.
One of the drawbacks in this scenario is that e-learning courses are "receiving" courses. Students watch a lecture from an instructor on video, and then take a test to prove that they listened carefully to what was being said (or looked at a lot of pictures). Unless accompanied by in-person mentoring, this kind of distance education tends to foster dependency rather than independence in learners. But proponents of e-learning are quick to point out that in this day and age, few students want to commute miles from home and sit in lecture halls for an hour or two each day. They'd rather sit at home before the computer, watch a video and take tests online.
Its detractors say that e-learning is the equivalent of watching a movie; the student simply consumes what someone else has created and moves on. In fact, it is true that students don't write papers or participate in projects as they would with a traditional course. But they would not be studying if they didn't have access to the information.
The following article will explore the ways in which universities are using e-learning to enhance their courses.
At least two of these institutions—the University of South Carolina, and Wilfrid Laurier University—have made it a focus to increase student access, particularly for students from developing countries. Many of these students would not even consider attending college because there isn't a high enough available job market; therefore, international students cannot afford to enroll at U.S. institutions unless they receive tuition assistance from federal or state governments.
The cost of tuition at many U.S. universities is prohibitive when compounded with the cost of food, housing and books. So many students from developing nations enroll in U.S. e-learning programs and also take online courses from their own country, which allows them to get much of the same contact with instructors without being on campus for prolonged periods.
Statistics show that up to 40% of all students enrolled in U.S.-based e-learning courses are international students, and much more than half of incoming international freshmen at large public universities are taking a course via e-learning.
But why would universities want to expand their e-learning offerings? The U.S. Department of Education lists 17 reasons that support the benefits of e-learning, including the fact that college students who take online courses are more likely to graduate because they can take more classes on campus and it's easier for them to stay on track by monitoring their coursework and assignments from home.
E-learning also enables students to maintain contact with teachers and classmates, which keeps their interest in class up. Other benefits of e-learning include greater flexibility for both students and tutors, as well as increased student achievement among those taking courses from distance education providers such as Pearson or Blackboard .
Most universities and colleges that originally began offering e-learning courses for the convenience of their students now find them to be much more cost-effective than traditional courses. Many institutions offer e-learning courses for less than half the sticker price of a similar course on campus because, quite simply, there is no infrastructure to maintain or pay for the housing and feeding of students who are taking the class from home.
E-learning also makes it easier for faculty members, many of whom have heavy teaching loads and administrative duties. They often miss their classes due to travel or other obligations which means that they do not know what kinds of questions they are leaving their students with while they're gone. Online courses require less of the instructor's time and effort, so they can better provide the academic experience that their students need.
And when the cost and time of providing these courses is added up, it makes economic sense for many institutions to implement e-learning programs. A 2004 survey by Eduventures found that colleges spend an average of $1,900 to deliver a traditional course using overhead technology (imaging equipment, projection systems) and an additional $1,200 monthly on instructional supplies and faculty costs. By contrast, e-learning courses cost only about $600 to develop because they rely on Web-based learning environments with no physical components - staff salaries or office space.
Moreover, the cost of developing e-learning courses is offset by savings in other areas. Many universities now require all students to take an online orientation course before beginning their classes on campus, which is covered by the institution much like a technical college tuition or high school graduation test.
The University of South Carolina offers a free one-week orientation program that covers all aspects of the university, from campus rules and regulations to financial aid and what to expect from a college environment. In addition, students can complete an entire semester's work for only $99—far less than the cost of a textbook for one class. The university's e-learning program has translated into over $1.3 million in annual savings to the state and a 98% completion rate of students who enroll in distance education courses.
Many other schools have adopted similar initiatives to save money, increase access and attract more students and faculty members looking to offer their expertise via the Internet. Some of these institutions include:
• Bowling Green State University, whose e-learning program helps faculty members extend their reach beyond the boundaries of the university by offering them a venue for publishing their research. The program also provides them with access to new technology that allows them to maintain contact with instructors or prospective students around the world.
• St. Cloud State University, which uses e-learning to offer full-time undergraduate courses for teachers in secondary education who want to earn an M.S.Ed. degree. Students are not required to be on campus for as long as they would need to be if they were taking a traditional course and are able to complete the coursework from home or other locations with Internet access.
• Northeastern University, which is offering over 40 distance-learning programs that includes a Master of Library and Information Science and a Doctor of Education degrees without the students physically having to attend classes on campus but remotely through their computer or mobile device.
One area that hasn't gotten much attention regarding e-learning is collaboration between faculty members in different campuses or different countries.
Conclusion
The e-learning revolution is still in its early days.
As more and more universities and colleges begin to offer online degrees or take advantage of all the benefits e-learning brings to the classroom, we can expect to see many more institutions offering their students the chance to earn their degrees from home through online courses.
www.distanceeducationobservatory.org
http://bexleytimes.co.uk/2010/10/protege-open-source-education/?ref=search_posts
http://www.theregister.co.