Abstract:

E-education is the use of electronic educational technology in learning and teaching. Conceptually, e-learning is broadly synonymous with instructional technology, information and communication technology(ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.[1] In usage, all of these terms appear in articles and reviews; the term "e-learning" is used frequently, but is variously and imprecisely defined and applied.

There are many terms for online education. Some of them are: virtual education, Internet based education, web-based education, and education via computer-mediated communication. The Web-edu project uses a definition of online education that is based on Desmond Keegan's (1988) definition of distance education. Hence, online education is characterized by:

• The separation of teachers and learners which distinguishes it from face-to-face education

• The influence of an educational organization which distinguishes it from self-study and private tutoring

• The use of a computer network to present or distribute some educational content

• The provision of two-way communication via a computer network so that students may benefit from communication with each other, teachers, and staff

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Objective:

Online education opportunities offered by colleges and universities have grown remarkably, from almost non-existent 20 years ago to almost universal today. In a review of higher education distance learning articles published at the end of the 1980s, Maeroff (2002, p. 11) found little mention of e-learning programs; by 1989 distance learning consisted mainly of “courses offered by correspondence and public television, with some mention of independent study, tutorial software, and audio tapes.” Little more than a decade later the National Center for Education Statistics (as cited in Gaytan, 2007) noted that 90% of two-year and 89% of four-year public institutions offered some form of online courses in the 2000-2001 academic year.

To enhance the development of teaching and learning methodology through sharing of information on the latest pedagogical technique and delivery system for the students.

To upgrade the ICT knowledge and skills in students and lecturers.

To increased usage of ICT in educational management.

To upgrade the maintenance and management of ICT equipment in education institutions.

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Methodology:

While supporters of online education view it as a valuable tool with advantages over traditional classroom teaching (Gaytan, 2007), such rapid growth in online teaching and learning does not mean that the method is unopposed. On the contrary, critics question its usefulness; many believe that it weakens education and shortchanges students (Maeroff, 2002). The controversy has led to many studies and reviews of the subject; two such papers are Dr. Jorge Gaytan’s Visions Shaping the Future of Online Education: Understanding its Historical Evolution, Implications, and Assumptions and Gene I. Maeroff’s Standing in the Middle of a Cyclone: Online Education Comes of Age. These alternative terms are all linguistically more restrictive than "educational technology" in that they refer to the use of modern tools, such as computers, digital technology, electronic media, networked digital devices and associated software and courseware with learning scenarios, worksheets and interactive exercises that facilitate learning. However, these alternative names individually emphasize a particular digitization approach, component or delivery method. Accordingly, each conflates to the broad domain of educational technology. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Scope of the study:

This paper intends to identify and discuss the areas of e-education that are important in describing the state of the art in e-learning specifically related to the need for systems and actions supporting the learner and helping him/her to succeed and reach learning goals, whether these learning goals are set by the institution, employer and/or the learner. The issues discussed in Output 1 will be used as a foundation for further analyses in the assignment.

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Acknowledgement

In performing my assignment, it's a successful one I had to take the help and guideline of Internet and friends. I am grateful to Almighty Allah who gives me sound mind & sound health to accomplish my assignment. The completion of the report gives me much Pleasure. But it is not my credit in this endeavor. I would like to thank my gratitude to my honorable course teacher of Management information system, Mr. Kartik Chandra Mondal, ASA University of Bangladesh for giving me a good guideline for assignment.

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Introduction:

There are many terms for online education. Some of them are: virtual education, Internet-based education, web-based education, and education via computer-mediated communication. E-educations the collection of teaching – and information packages – in further education which is available at any time and any place and are delivered to learners electronically. They contain units of information, self-testing batteries and tests, which allow a quick self-evaluation for quick placement. E-learning offers lower level learning goals. Higher order goals like understanding, reasoning and (moral) judging are more difficult to achieve. They require an individualised interactive discourse and can hardly be planned.

Definition of online education:

the quasi-permanent separation of teacher and learner throughout the length of the learning process (this distinguishes it from conventional face-to-face education);

the influence of an educational organization both in the planning and preparation of learning materials and in the provision of student support services (this distinguishes it from private study and teach yourself programmes);

the use of technical media – print, audio, video or computer – to unite teacher and learner and carry the content of the course;

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the provision of two-way communication so that the student may benefit from or even initiate dialogue (this distinguishes it from other uses of technology in education); and

The quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals rather than in groups, with the possibility of occasional meetings, either face-to-face or by electronic means, for both didactic and socialization purposes.”

If we accept that online education represents a subset of distance education we may define online education by accepting Keegan’s definition and changing his points 3 to 4 to:

the use of computers and computer networks to unite teacher and learners and carry the content of the course;

the provision of two-way communication via computer networks so that the student may benefit from or even initiate dialogue (this distinguishes it from other uses of technology in education);

Most proponents of online education would exclude Keegan’s point five, as collaborative learning, where students may communicate throughout the length of the learning process is seen as one of the greatest advantages of online learning relative to previous “generations” of distance

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education (McConnell 2000). On the other hand, there is good reason to stress that most adult students need to organise their studies according to demands of work, social life and family responsibilities. These needs must be balanced against a possible didactic ideal of co-operative learning. Thus, the flexibility of the institution in adapting course requirements so that students may organise their learning independent of a study group is important for many online students (Rekkedal 1999). This does not at all exclude learning methods exploiting the advantages of being part of a group or learning community.

‘Distance education’ and ‘distance learning’

As defined by Keegan (1996) are well-established concepts. The ‘distance learner’ is a person who, for some reason, will not or cannot take part in educational programmes that require presence at certain times or places. Terms such as ‘e-learning’ and also ‘m-learning’ have entered the scene more recently. To us, learning is an activity or process and shown as a change in a person’s perceptions, attitudes or cognitive or physical skills. It cannot be ‘electronic’ (if that is what e-learning is supposed to stand for (?)). The terms e-learning and d-learning deserve to be analysed. For instance, the term, e-learning, seems often to be used to convince users that some supernatural things happens with your brain when you place yourself in front of a computer screen. However, in the real world this miracle is very unlikely to happen, as learning in is mainly hard work. Most examples of e-learning programmes seem to be extremely costly to develop and most often covers low-level knowledge and facts based on a simplistic view of what learning is (see e.g. Dichanz 2001 “E-learning, a linguistic, psychological and pedagogical analysis of a misleading term”).

Key Features of online education:

Each key feature of the online CTTE Education program corresponds to one or more of the Carnegie recommendations for effective professional practice doctoral programs

A clear focus on the scholarship of teaching

The identification of a “signature pedagogy” to guide the work

Grounding students’ work in their own educational contexts to create authentic “laboratories of practice”

New “capstone”/dissertation experiences in which doctoral students can work together to produce outstanding demonstrations of their proficiency

The CTTE program faculty members define signature pedagogy as the salient pervasive teaching practices within this program. Assumptions about teaching and learning that undergird the CTTE pedagogy are:

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1. Learning is a recursive, long-term, collaborative and social process that happens within Communities of Practice. These are “groups of people who share a concern or passion for something they do and learn to do it better as they interact regularly (Wenger, 2006, from http://ewenter.com/theory/index.htm). Students will join communities of practice such as online communities, inquiry groups, and summer seminars.

2. Learning is driven by inquiry.

3. Teaching is a complex endeavor that requires the development and application of conceptual and practical tools.

4. Effective teaching and learning is highly context dependent.

5. Developing the capacity to address the most pressing problems of practice today requires a commitment to equity for all children.

Possible advantages of online education:

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Convenience and flexibility

1. Schedule Flexibility: Students can access their course at any time, from anywhere they can log on, in most cases. This means that parents, working students, and professionals on the move have the option of attending classes no matter their work schedule. Students only need a computer and Internet access to take online classes.

2. Ease of accessibility: Courseware can be accessible for students when they need it. Students can review lectures, discussions, explanations, and comments. Individuals can also share notes with each other to help facilitate community learning.

3. Range of options: Students may be able to choose from a wider breadth of degree programs. Some online colleges develop and offer degree programs that might not yet be available through nearby public or private institutions.

4. Students control study time: On-campus courses are typically scheduled in a more rigid format, with shorter classes running 50 minutes, and others running longer. Night classes may last for nearly three hours. One of the benefits of online education is that students may not have to sit for long periods of time. Lessons can be paused when needed, and notes read at will.  

Student enrichment

1. Chance for interaction: Online courses may be less intimidating than the brick-and-mortar classroom setting, and could help to increase student interaction. By allowing

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everyone to have a voice, shared ideas grow diverse as well. Students can also think longer about what they want to say and add their comments when ready. In a traditional classroom, the conversation could have moved past the point where the student may be willing to comment.

2. Online communications: Instructors can be more approachable in the online setting. Students may feel more comfortable talking openly with their teachers through online chats, emails, and newsgroup discussions rather than face-to-face. Online correspondence also cuts out having to wait for office hours that may not be convenient for either party.

3. Time to absorb material: Positive results are reported for students enrolled in online classes, according to a study by the U.S. Department of Education: "on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction." Using over 1,000 empirical studies, the DOE found that time was the additive that helped students perform better. The report noted benefits in studies in which online learners spent more time on task than students in the face-to-face condition.

Cost-effective choices

1. Money saving option: Students may be able to save money by not having to physically attend classes. Online courses may help individuals cut down or eliminate costs of transportation, babysitting, and other expenses incurred by attending classes in a traditional setting.

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2. No more expensive textbooks: Some web-based classes may not require physical textbooks, as reading materials may be available either through the school's own library or their partnerships with e-libraries and other digital publishers. E-textbooks might offer substantial savings for students, adding up to hundreds of dollars a year.

Opportunities for convenience, cost-effectiveness, and student enrichment are just some of the variables that have contributed to online learning's growth. Distance education has gained steam in these areas, and advocates are continuously looking to improve upon these as well as other facets of the experience.

One concern is the lack of face-to-face interaction with the instructor and fellow classmates. Students may experience a disconnect with the rest of the classroom, but schools are proactively looking into ways to alleviate the issue. The adoption of video conferencing technologies, and even free-to-use group chats, for example, can help students interface with teachers and other students.

Another worry is that online degree programs are viewed as less optimal instruction for students, with no real standards to regulate the curriculum. However, online instruction is subject to academic scrutiny like on-campus schooling. Accrediting bodies exist to review and accredit online institutions as well as traditional colleges and programs. It's always a good idea to check that a school has been reviewed by an approved accreditation organization.

Student plagiarism and dishonesty are areas of concern as well. Some critics feel that it is easier to plagiarize or share answers because of reduced surveillance and increased connectivity. Institutions have begun to find ways to fight against these concerns with technologies to tackle cheating, like Turnitin and iThenticate.

Distance education has come a long way since its beginnings, and more advancements are likely to come. Advocates are finding ways to tighten up the perceived shortcomings of e-learning, and

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new technological developments continue to add to the advantages that online learning may offer for students.

Possible cooperation on e-education:

Universities in ACD member countries are encouraged to develop their web-based learning. This would enable them to be hyper-linked to each other through the use of internet. Students from the various institutions would be able to share information and the scope of learning will be widened in terms of sharing global knowledge.

Research and Development (R&D) could be enhanced by streaming the research findings through the internet so that analysis and modification can be discussed by various universities in ACD member countries without requiring researcher to move from one institutions to another, thus reducing the cost in R&D.

A proper information highway should be developed and hyper-linked so that e-education could be implemented amongst universities in the ACD member countries. In this respect, a common homepage could developed as an e-education portal for ACD members.

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Online Education Systems and Integration of Them

Online education systems are here defined as all systems that support online education. In the following, this paper discusses two alternative models for online education systems developed in the web-Edu project. The models are:

• The Jigsaw model for online education systems

• The Hub model for online education systems

Both models show that several online education systems should be integrated and exchange data and this need for integration increases when online education systems grow from small scale to large-scale systems. Kaplan-Leiserson touches upon the need for integration in an attempt to define an integrated learning system:

ILS (integrated learning system): A complete software, hardware, and network system used for instruction. In addition to providing curriculum and lessons organized by level, an ILS usually includes a number of tools such as assessments, record keeping, report writing, and user information files that help to identify learning needs, monitor progress, and maintain student records.

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Recommendation:

By reducing the time taken away from the office, removing travel costs and doing away with printed materials, online learning helps you to save money and increase workplace productivity. It also means your staff will be happier and focused.

Many face to face courses only operate within normal office hours. By allowing staff to complete the course when and where they like you can make sure disruptions to your busy working schedule are minimized. This also means that your staff will be happier because they don't need to travel to specific training centers, and if they have important work to catch up on mandatory training can be done outside of office hours in exchange for lieu time. Most of our courses have an average learning time, and our CPD approved courses allow learners to print out certificates of proof.

Perhaps the most important aspect of using computers for training is that it with a well implemented Learning Management System (LMS) makes it easy to track and prove progress for your staff and learners

Not everybody feels comfortable learning in a large group, especially if they find something hard to understand that co-workers have no problem with. E-learning allows each individual to tackle the subject at their own pace, with interactive tasks being set in place to ensure a thorough understanding throughout each module.

Conclusion:Quite simply, e-education is electronic learning, and typically this means using a computer to deliver part, or all of a course whether it's in a school, part of your mandatory business training or a full distance learning course. In the early days it received a bad press, as many people thought bringing computers into the classroom would remove that human element that some learners need, but as time has progressed technology has developed, and now we embrace smartphones and tablets in the classroom and office, as well as using a wealth of interactive designs that makes distance learning not only engaging for the users, but valuable as a lesson delivery medium.Building partnerships with quality training providers, and combining this with a dedicated experienced technical team and support staff, Virtual College provides the perfect blended learning environment, offering anyone the chance to take their online training to the next level.There are several benefits to e-learning whether you choose to use it on its own, or to enhance your existing in house training. We've listed a few below, but for more information on how your business can save time and money you can call today and speak to one of our Ilkley based support team.

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