The global rationale for digital technologies/eLearning and implications for policy
The internet has seen the world transform into a digitally immersed global village. Many aspects of life are changing due to the internet as well as technology. Education is one of the sectors that is facing massive changes due to technology. For a long time, the major stakeholders in education have been pushing for changes in the field. As the world transforms and adapts a technology-driven life, the stakeholders in education argue that modern education should match with the dynamic and digitally immersed world. The people and organizations pushing are for the transformation of knowledge from the traditional classroom-based learning to eLearning, which can prepare the students for the ever-changing digital world.
eLearning makes the learning process more interactive and lively. The traditional classroom learning methods require students to sit and learn from their teachers. Given the young and robust mind of students, such conventional learning methods can become monogamous, boring, and unproductive. Education is meant to shape the students into becoming the next generation of leaders, entrepreneurs, inventors as well as innovators. However, traditional learning methods do not give room for creative and critical thinking. eLearning combines traditional textbook material with rich, multimedia interactive content that enhances the learning process (Stokes, 2000).
eLearning transforms societies from information societies to knowledge societies. In line with Binde (2005), in the Age of Enlightenment, the emergence of public forum for knowledge through books and the printing press spread the ideas of universality, liberty, and equality. During the Age of Enlightenment, the people did not have communication technology, but regardless, the forum for public knowledge enabled massive transformations. At present, communication technology and social networking platforms have transformed the world into a global village. It knowledge could diffuse during the Age of Enlightenment; it could diffuse much faster and to many people due to technology. Information societies are based on technological breakthroughs (Binde, 2005). Also, information societies capitalize on the creation, distribution, and manipulation of information. Instead of forming universal ideas, information societies tend to control their invention to work in their favor. Knowledge societies, on the other hand, transform the world through spreading unified ideas to all parts of the world. Education should be based on forming knowledge-based societies; societies that can unify and change the world.
eLearning brings out the unique knowledge assets of every community. All societies are diverse and in possession of new forms of development and acquisition and spread of knowledge (Gilbert, 2005). The diversified nature of human beings makes it impossible to form a monogamous society. Through e-learning, students can understand that diversity is a crucial part of the community and that all communities have unique characteristics. Also, education through technology will enable students to come up with ideas or solutions that consider the diversified nature of human societies.
eLearning fosters knowledge sharing in societies. As stated earlier, public forums of knowledge can diffuse knowledge into all parts of the world and lead to massive transformations. Thus, knowledge societies can unite all members to impact positive changes (Binde, 2005). eLearning equips young people with the necessary skills to use new technology to help diffuse new knowledge in society. The young people in schools are the future of all communities in the world. Therefore, there is an assurance that public education will continue to be used as a tool for evolution because the future generation is already equipped with modern ways of diffusing knowledge.
The diffusion of knowledge through eLearning paves the way for numerous opportunities for development. In line with Weert (2005), a knowledge-based economy relies basically on the use of ideas rather than physical abilities on the application of technology rather than the transformation of raw material and exploitation of cheap labor. Therefore, more opportunities arise as ideas are conceptualized to make work more productive. In modern technology, creativity and innovation are prioritized compared to physical strength or ability. Whereas in the past, opportunities for development got influenced by physical skill, the modern technological wave is paving the way for other types of talent such as creativity and innovation.
Digital technology is a crucial element in the eLearning process. The use of Information Communication Technology (ICT) in schools is a huge opportunity to improve the education sector. The use of computers is fast and efficient for the technology savvy generation. The use of a computer can fasten some learning processes which initially took long to complete.
Digital technology is used to simulate practical experiments for students. Some practical tests are too risky to be tried out in real life. However, with modern technology, students and teachers can use computer programs and conduct virtual experiments. In line with Kozma (2011), the use of computers in schools motivates students and increases their performance. Pre-primary children use learning computer games, an entertaining form of learning, which makes education more interactive and lively. Higher level students have access to information through the internet, which enables them to gain knowledge and exposure.
The digital divide is a significant hindrance to e-learning. According to Binde (2005), when some people cannot have access to the internet, it will be impossible to form knowledge societies without excluding some parts of the world. The use of ICT in schools requires the installation of computers and the internet. Schools in developing countries lag behind the in the implementation of ICT due to lack of computers and the internet. According to Kozma (2011) schools in South American and African countries identified barriers that ranged from lack of access to computers in working order to lack of compatible software, technical support, administrative support, sufficient teacher training, internet access, and even lack of a reliable supply of electricity. Thus, the implementation of eLearning will not have a global effect unless the digital gap is closed.
Policies governing eLearning should be put in place to ensure productivity. Currently, most of the young people are digitally immersed. Therefore, internet usage is not a new concept. However, some people tend to use the internet for the wrong reasons. Teachers should be trained to teach children on internet usage. Also, students should be trained on how to filter the information on the internet and avoid distraction. The information overload available on the internet can easily distract a student conducting an online research project. Thus, students should have hands-on skills on how to use the internet productively.
eLearning changes the organizational structures of universities. Technology initiatives in universities have improved knowledge of storing methods and learning techniques in higher institutions. Universities have a lot of students taking different courses. All the learning and recreational activities in university need to be scheduled according to the timetable of each student. Therefore, producing all the different schedules for the diversified university fraternity is cumbersome work. However, with eLearning computer software can program all the schedules and even send notifications to students and professors. Due to ICT, organizational structures are more flexible. Students can get their test results in their student portals, as opposed to the traditional pinning on a notice board. The technology embraced in the organization of universities also impacts on the general performance of the students.
eLearning provides a range of enhanced teaching tools in higher learning institutions. In line with Singh et al. (2005), online methods facilitate more effective education compared to traditional teaching methods. Apart from classroom-based interactions, students can reach their professors through emails and other social networking websites. Besides, students can communicate with classmates visit school websites as well as access course material without geographical limitation. Also, students can access university eLibraries get all the information they need.
More people get access to higher education due to the use of ICT. A significant percentage of people do not attend university due to geographical and financial limitations. According to Singh et al. (2005), through the use of advanced technology, students who have previously not had access to higher education now have the opportunity to study at the location that best suits their needs. People can now enroll in online classes and even attend virtual lectures. Some professors use video conferencing for a one-on-one with virtual students to facilitate a more inclusive online learning experience. The online courses are affordable to many students since they do not have to pay for accommodation fees in the school. The affordability and flexibility of online classes have seen the number of university graduates increase gradually.
In conclusion, the transformation of traditional schooling to eLearning models will impact the education system. More knowledge societies will form because the future generation enables to diffuse knowledge using modern technology. Also, learning will be more interactive and productive with the use of ICT. Furthermore, ICT will improve the overall structure of universities. Apart from improving the organizational structure, more students will join universities because of affordable and flexible online courses.
References
Bindé, J. (2005). Towards knowledge societies: UNESCO world report.
Gilbert, J. (2005). Catching the knowledge wave?: The knowledge society and the future of education. Wellington: Nzcer Press.
Kozma, R. B., & Isaacs, S. (Eds.). (2011). Transforming education: The power of ICT policies. Unesco.
Singh, G., O’Donoghue, J., & Worton, H. (2005). A study into the effects of elearning on higher education. Journal of University Teaching & Learning Practice, 2(1), 3.
Stokes, P. (2000, September 13). How E-Learning Will Transform Education. Retrieved August 13, 2019, from Education Week : https://www.edweek.org/ew/articles/2000/09/13/02stokes.h20.html
Van Weert, T. (2005). Lifelong learning in the knowledge society. In Education and the Knowledge Society (pp. 15-25). Springer, Boston, MA.