Definition and Overview of E-learning in Context of Distance Learning and Blended Learning

Definition and Overview of E-learning in Context of Distance Learning and Blended Learning

Modern technology in education as a topic has existed for approximately fifty years and during this relatively short period of time a substantial amount of knowledge as well as a whole spectrum of approaches and opinions has been accumulated. When attempting to analyse this subject one is confronted with a necessity to logically organise information, define key terms and supply internal connections between them, keeping in mind that terminology may not always be standardized. This chapter deals with three such key terms. Special focus is given to the central one for this thesis, e-learning, and to the relationship it has with distance learning and blended learning. The reason these three terms have been chosen instead of just the central one is that the other two serve as reference points. Their purpose is to facilitate understanding of the role that e-learning currently plays in education.

Indeed, originally this term was not connected with sophisticated technology at all. Bates, cited by Zounek (2009), distinguishes three generations in distance education development:

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  In the 19^th century it was used to describe correspondence instruction where mail was used as a primary means of communication between teacher and student (Noble, 2002). First generation, therefore, can be characterised by very primitive technology.
  
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  It becomes possible to talk about technology in education in the modern understanding of this term with the Sidney L. Pressey’s introduction of his teaching machine in the 1920s (although it began to be commercially distributed only forty years later) and with the spread of educational film and radio broadcasts (Hills, 2003). This stage took most of the 20^th century and can be primarily defined by its technology-driven approach, which became a subject of profound criticism as inefficient and superficial in the late 20^th and the first decade of the 21^st centuries (Noble, 2012; Hills, 2003; Privateer, 1999; Goodfellow & Lee, 2008). Bates associates this period with the second generation.
  
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  The third and so far the last generation identified by Bates is the one covering the period from the late 90s to the present, commercial use of the Internet and VoIP being its distinct features.
  

Definitions of e-learning are numerous and usually strive for simplicity. For example, Bryan Holmes and John Gardener in E-learning: Concepts and Practice (2006) sum it up simply as ‘online access to learning resources, anywhere and anytime’. Littlejohn and Pegler (2007) are even more concise and define e-learning as ‘the use of computers and the Internet for learning’ (as cited in Zounek, 2009). OED provides a short definition as well: ‘Learning conducted via electronic media, esp. on the Internet‘ (‘E-learning,’ n.d.). Even though these definitions capture the essence, they focus purely on the technological side of e-learning and do not consider participants of the learning process or other implications. Benson, Donelly and Kirk (2012) add more focus on participants:

E-learning is a generic term encompassing all forms of electronically supported learning and teaching. The e- element can be online or not and is best seen as a set of tools to facilitate the learning process. The term is still most likely to be used to describe out-of-classroom and in-classroom educational experiences supported or delivered by technology (p. 11).

The aforementioned authors talk about facilitation of learning process and learning experience, none of which would be possible without learners for whom the learning process is facilitated and who benefit from the learning experience. Finally, Zounek (2009) provides a much more comprehensive definition, he describes e-learning as a theory of learning as well as the learning process itself that employs information and communication technology to work with digital data in accordance with ethical principles. He continues that the way of using ICT and the availability of learning materials depend most of all on learning goals, course content, the type of learning environment and the needs and skills of all the actors of the learning process. Zounek not only includes participants in his definition but he also discusses theoretical approaches to e-learning and ethics involved in the use of technology, such as ICT licensing, copyright, right to privacy or ethics of online communication.

From the definitions above it is evident that technology is perceived as playing if not central than a major role in e-learning. Technology indeed holds the key to e-learning in terms that it provides experience not available otherwise that can enhance learning. Today it can be done through VLEs, ebooks, blogs, wikis, social media, Skype or Google + Hangouts, online games, video and audio podcasts, live broadcasts of lectures, virtual reality and the Web itself. However, such prioritizing of technology over other components can be misleading. E-learning should not be identified with resources or technology, which provides access to them. Zounek (2009) warns against this by emphasising that it is people who stand behind technology and that they are the key actors. Linda Harasim in E-learning Theory and Online Technologies (2012) presents another example why technology in education cannot always be associated with e-learning. She states that the use of technology without a shift in pedagogical approach results in retaining the correspondence model of education (first generation of distance learning) where conventional mail is substituted by email and course books by ebooks or PDFs. E-learning requires a complex approach and participation of all the actors: students, teachers and educational institutions; at the highest end this approach should be embraced by governmental and intergovernmental bodies, as, for example, in case of the European Commission it is done by the Directorate General for Education and Culture.

However, in what relationship do distance learning and e-learning stand to each other? With almost ubiquitous acceptance of e-learning it may seem appropriate to think of it as fully encompassing the concept of distance learning and, therefore, make no distinction between them. For example, Guseynova (2013) writes the following in the abstract to her article:

‘At present, e-learning is used primarily in higher education. Distance learning is a new form of training, which is based on communication technologies, and the Internet resources. Distance learning is an interactive form…’ (p. 438, 439).

In this case distance and e-learning are used interchangeably. Zounek (2009) provides a further example: Zlámalová (2008) claims that ‘the main didactic element and technological feature of distance learning is that it is turning into eLearning’. While this approach may be justified, another position on this issue also exists. E-learning can be seen as just a part of a multi-level system that is distance learning. Following this logic, the former is concerned with questions directly related to the learning process, be it theory or practice, and the latter deals with learning and with the whole range of questions related to it, such as administration, marketing, course books or personal concerns of participants (Zounek, 2009). An inclusive, rather than linear, relationship of distance learning and e-learning appears to be more appropriate, firstly, because it offers a comprehensive model which includes elements that are not directly related to learning, yet without which it could not exist in formal education. Secondly, because it connects e-learning to an existing tradition and is future-oriented; it recognizes that e-learning is a current trend and in the future other approaches to distance education may develop.

Blended learning is often regarded as a more advanced method than e-learning. What is identified as a central idea of blended learning is that it allows combination of technological – primarily online – component with traditional face-to-face mode of delivery (Harasim, 2012; Zounek, Sudický, 2012; Macdonald, 2008; Benson, Donelly, Kirk, 2012). This combination can occur both in the whole curriculum and in a single course. Thus, it is traditionally pointed out (Zounek, 2009) that a much greater degree of flexibility in delivery can be achieved through blended learning than through online or f2f education alone. For example students can have access to materials and exercises online prior and after the class, computers and mobile devices can be a part of students’ collaborative work during and after the class; students can also communicate between themselves and with teachers via email, forums and other sources of synchronous and asynchronous communication outside classroom.

Interest in ‘mixed-mode courses’, according to Harasim (2012, p. 127), that would combine technology and traditional education surged in the 1980s. It happened due to the realization that technology on its own does not equal better learning and a teacher cannot be, at least just yet, substituted with a computer. Cross (as cited in Zounek & Sudický, 2012, p. 8) maintains that the expectation with early e-learning courses was that the teacher could be eliminated from the equation completely, however, it did not prove realistic. Hence, the blended learning concept emerged as an attempt to combine reliable pedagogical methods with what modern technologies have to offer in order to make learning more efficient. Such efficiency can be achieved, for example, by tailoring courses according to individual studying and teaching preferences of participants to fulfil specific learning goals (Zounek & Sudický, 2012, p. 11). It is also necessary to note that the realization that technology cannot deliver best learning on its own undoubtedly helped develop approaches that were successful at the time. However, with technological innovations more and more tasks can be delegated to computers, such as correction of factual mistakes, monitoring of students’ progress and testing. Instead, teachers can concentrate, both online and offline, on developing higher skills in their students, for example, critical thinking and autonomy.

Finally, there seems to exist a consensus among certain researches that blended learning does not exist on the same level with e-learning but is a more preferable method of delivery. For example, Mason (2002) insists that ‘blended solutions often offer the most satisfactory outcomes’ (as cited in Macdonald, 2008, p. 3). Indeed, e-learning does not offer such degree of flexibility in delivery methods and synchronous online communication may be not easier to organize than an offline session. Yet e-learning can be effective as long as its limitations are recognized and its advantages are used to the fullest. Benson, Donelly and Kirk (2012) also underline that:

The decision on whether a learning experience course should be delivered face to face only, online only or as a blended course will depend on the competencies to be achieved, the location and nature of the learner audience and the resources available (p. 9).

Thus, the decision which method to implement in order to achieve desirable outcomes should be based on specific learning goals and other factors affecting participants, such as their computer literacy or time allocated for learning, and not on deliberations which method is considered better. Zounek and Sudický (2012) express a similar opinion but approach the issue from the blended learning perspective. They stress that blended learning should be employed only when determined educational goals can be achieved more efficiently with the combination of traditional approaches and online resources. Therefore, e-learning should be seen as neither in opposition nor inferior to blended learning. This method is successful in achieving certain aims in education that may not be as complex as those achievable with blended learning but, nevertheless, they play a significant role in the education process.

The concept of e-learning is more complex than simple use of technology and the Internet in education. It is necessary to take into account theoretical implications, participants and even ethics; otherwise it can turn from an effective educational method into a delivery and storage system applied to an out-dated educational approach. On the other hand, innovative technology should not be allowed to get to the forefront of the learning process because it can result in educational theories not being able to keep up and provide theoretical base to support effective education. E-learning is not a new concept, it is best understood as a part of the tradition of distance learning. Indeed, e-learning has not come to replace it because distance learning is concerned with a whole range of questions without which learning of students separated in time and space from teachers, including e-learning, could not exist in formal education. Finally, blended learning is positively viewed as having the best of both worlds, it combines achievements of traditional f2f education with the benefits of technology; by entailment, it can also be deemed superior to e-learning. On the contrary, e-learning can be quite effective when its possibilities and limitations are duly taken into account and correspond with specific educational goals and skills of participants.

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