Новые технологии в образовательном пространстве родного и иностранно
..pdfdifferent topics play a role in the region’s prosperity or challenges for the future.
I think that participating in this cross-cultural exchange my students have been able to make deeper connections with the literature and develop a better understanding of the geographical areas they study – all through their communication with teens who live there and hone their language skills. And what is more important the experience allow all students to knock down the walls of the traditional classrooms and physical locations to challenge the stereotypes and preconceived notions they had about each other. Besides the children make friendly relations not only with the students from America but from other 21 state who are also participants of the program.
Every month I give workshops to the teachers of English at the Teachers’ Development institute in Makhachkala. I usually speak about the use of The Internet in the classroom. And every time I try to organize the workshop in such a way so that the teachers would have a chance to master their speaking abilities talking to the teachers of English either from Thailand, South Korea, India, Pakistan, Malaysia, or western countries – Croatia, the Netherlands, Great Britain. It is difficult to talk to American teachers because of the time difference but still Guy Hamlin and Michael Bailey find time to talk to us.
Our experience in using on line communication was checked and approved by the Ministry of education and Science of Dagestan.
I hope this article will wake up the sleeping teachers and make them think of the year 2014 when the English Unified State Exam will become obligatory to all the school leavers.
References
1.Федеральный государственный образовательный стандарт общего образования / Министерство образования и науки Российской Федерации. – М., 1010. – 67 с.
2.Нохов М.М. A global classroom: «linking the world – one classroom at a time» // Иностранные языки в дистанционном обучении: материалы III Международ. науч.-практ. конф. (Пермь, 23– 25 апреля 2009 г.). – Пермь, 2009. – С. 69–73.
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S.M. Parikshat
School of Hospitality & Tourism Management (SHTM) & The Business School (TBS), University of Jammu
VIRTUAL AND E-LEARNING STRATEGIES:
A PROSPECTIVE MODERN BRANDING TECHNIQUES
Virtual or online learning education is synonymous to e-Learning and is referred to as such because in contrast to the orthodox mode of learning, here students are not obliged to attend classes and so don’t have to study in one way traffic by listening to the teachers face to face and scribbling down what they hear without having to interact, make a statement or exchange a few words.
Keywords: Virtual, e-Learning, Branding.
INTRODUCTION
Virtual Informative System is multi-tier pyramidal framework that is tailor-made for those galaxies of students who yearn for flexibility, leverage, self-paced learning in this can’t breathe-a-second living. Many stark flaws of traditional informative system take a heavy toll on the students who due to sundry commitments suffer dearth of time, money and energy to comply with the run-of-the-mill and stringent schedules of conventional mode of learning. One gets incited to appreciate the stu- dent-focused benefits endowed by Virtual-Education that is entirely elusive in the orthodox method of education. In fact in the domain of Vir- tual-Education the focus shifts from a brick and mortar institution to a congenial abode of a student or any place of his choice which is conducive to his comfort, morale and productivity and where he can lend ample focus to his work without being drifted off-track. Simply put, stu- dent-oriented education turns out to be the norm in e-Learning-learning.
With the manifestation of Internet, e-Learning Education & Virtual Interactive Sessions are also marching alongside it, removing barriers while imparting higher education to its students with more emphasis on global interaction and latest expansion of knowledge. The development and increasing growth of the Internet has provided new opportunities for delivering instruction [1, 2], and has allowed educators to offer courses to the students in a more convenient and flexible environment. The
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widespread use of the Internet has increased the demand for university courses to be offered e-Learning, and many universities are now offering entire informative programs over the web in a variety of fields [3]. Research is focusing on the effectiveness of virtual courses and e-Learning instruction on many content and theory-based coursework.
Virtual Informative System / e-Learning-learning are the interactive transfer of information via an internet or intranet which fosters a globally interdependent class wherein every computer platform is transformed into a conference room. E-learning education represents an «augmented environment for collaborative learning» [4]. The Web becomes a virtual learning space where knowledge is shared and collaboration happens not only between those who are geographically dispersed, but also among those who work on similar ideas at different times and contribute to that knowledge creation [5].
TRADITIONAL VS E-LEARNING OR VIRTUAL CLASSROOMS
A traditional classroom can be defined as a communication system that makes it possible for a group of people to come together to dialogue about something they want to learn [6]. The conventional classroom is surrounded by walls to protect students from outside interference; the teacher or professor typically uses lecture as the primary teaching modality; and, students are responsible for demonstrating that they have accumulated knowledge in the course [7]. There is little interaction from student-to-faculty, student-to-student, and student-to-information; in fact, research on classroom activity shows that, irrespective of class size, interactions between faculty and students are limited to a few individuals. Using the lecture format, students only record about 10 % of the instructor's spoken words [8].
An e-Learning / virtual classroom, on the other hand, is a system that provides the same opportunities for the teaching and learning process beyond the physical limits of the traditional classroom walls, thanks to the use of computer communication networks. Frequently, the term "distributed learning" is used when discussing e-Learning classrooms, although the term also includes the use of videotape and interactive television among others. One of the advantages of teaching over the web is that delivery of information is "asynchronous," e. g., learning is not restricted to the classroom at a certain time. The length of the learning
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activity can expand or contract to fit the learner's schedule and informative goal. In this environment, the instructor becomes the designer of the learning environment. Content can be accessed at any time by the student, the instructor is no longer the "gatekeeper" to learning. Instruction is learner-centered rather than teacher-centered. Students learn what they want to learn, when they want to learn, what they have to use for, and as a result, they learn more. Offering e-Learning courses is one way to foster this effective, autonomous learning.
The phenomenon of the e-Learning course is relatively new, and little research exists evaluating the effectiveness of e-Learning vs. traditional classes. However, studies by Sechrest [9] and Miller, Hewitt, and Brawner [10] found no statistical differences of student performance between e-Learning and traditional classes. The role of the teacher can have quite a different meaning when comparing e-Learning vs. traditional course development. E-learning teachers need a variety of talents and abilities. Some distance education courses require the teacher to be course planners, instructional designers, technical experts, writers, or editors and troubleshooters when technical equipment fails. These skills are not part of teaching in the traditional sense of the word, but may be necessary in e-Learning education.
According to Meyer [11] the single major boon from the advent of virtual / e-Learning-learning in colleges and universities is the renewed focus on pedagogy and instructional design. She further adds that internet if put to consistent use can ‘make ample interaction feasible, wherein the students can interact with the course material, faculty or other experts, as well as other students.
CRITICAL EVALUATION
However, the arrival of virtual informative system, it has been fervently debated that it doesn’t aid in enhancing the skills of the students, rather owing to its passive functioning, skills remain unemployed. This claim was experimentally debunked by Garrison, Anderson and Archer [12] who looked at critical thinking in computer-mediated communications using a four-stage analysis of the critical-thinking process:
Integration – construction of a possible solution
Resolution – critical assessment of the solution
Triggering – posing the problem
Exploration – searching for information
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Transcripts of e-Learning discussions were coded, resulting in 8 % of the responses coded as triggers, 42 % as exploration, 13 % as integration and 4 % as resolution. The authors conjectured that the low numbers for integration and resolution were due to the need for students to take more time to reflect on the problem, and that individuals were reluctant to offer solutions that would be belittled by others in the class. The break for reflection is especially suited to asynchronous learning environments, as well as for students whose learning styles call for some time and reflection to make sense of information. There is also ample evidence from a variety of sources that suggests having students work e-Learning improves writing skills.
The impact of e-Learning Education is especially noticeable in three aspects: immediate access, the definition of classroom space and the implementation of practices that were unusual for place-based education [5]. The first impact that e-Learning-learning produces in the traditional classroom is immediate access to facts, information, people, services, and live events [4, 13, 14, 15, 16]. E-learning education grants effortless access to assistants, which permits the founding of a consortium of intellectuals for the purposes of intellectual exchange, collaboration, collective thinking, and socialization [4, 17, 18]. Here, faculty is no longer limited by geological borders. The second impact can be seen in the notion of classroom space, which takes a whole different meaning as a synonym of learning space [19].
E-learning education blurs the line between distance education and traditional, place-based education, primarily because of the opportunity for discussion, collaboration, and the potential for building a sense of community among participants inside and outside of the classroom [4, 13, 18, 20]
Simply put ‘faculty can choose between several available e-Learning applications to egg on e-Learning interaction via synchronous and/or asynchronous methods; these methods are availed to extend the classroom discussions, to allow for student insights on a new topic, to enhance a lecture, or to discuss readings’. According to Harasim [4]. E-learning education represents an «augmented environment for collaborative learning».
According to Scagnoli [5] the impact of e-Learning-learning on classroom education is the ‘implementation of practices that were unusual for placed-based education’. She says, «Distance education practices have been adopted in the face-to-face classroom affecting design and implementation
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of campus-based instruction. Traditionally, distance education was regarded as the «poor and often unwelcome stepchild within the academic community» [21]. It was considered as lower quality education, or a poor replica of campus education [22]. However, distance education turned out to be more and more perceptible as a part of the higher education family because of the uses it makes of informative technologies and new pedagogical strategies that improve the course of teaching and learning.
Scagnoli [5] corroborates her comments by throwing light on the prevalent developments that transpired with the incorporation of the Web into distance education practices such as synchronous and asynchronous class discussion; extensive peer review of class documents; constant comments and reflections on opinions and answers given by classmates; e-Learning collaboration; document and application sharing which were rare or never part of campus-based courses for very practical reasons.
ADVANTAGES OF VIRTUAL INFORMATIVE SYSTEM / E-LEARNING EDUCATION
An eye for the incorporation of e-Learning-learning into informative framework can blossom forth many coveted advantages. Some of the viable reasons that advocate its usage are:-
Flexibility
If we are to gauge its efficiency by the yardstick of the afore-stated parameter then e-Learning-learning has no parallel. E-learning-learning offers the flexibility to take control of ones education. It gives the freedom to choose an accelerated pace or a decelerated pace to accommodate the demands of current lifestyle of the individual.
A participant can conveniently allocate his time to the learning period without choking his daily routines. The student will be liberal to set his schedule for the learning program and can, without compunction, embark on the other demands of the day.
Reduced Overall Expenditure
This advantage of e-Learning-learning is the underlying rationale for its adoption by various esteemed universities and students as well. There is exemption of costs accompanying instructor’s salaries, room rentals, student travel, lodging, meals, fewer logistical and its associated pangs. People, who are financially embarrassed or who cannot survive the ever-increasing expenses of universities, can, without any second thought, opt for e-Learning-learning.
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New Informative Ventures
Large number of new strategies and learning tactics have come to the fore through e-Learning courses. In e-Learning-learning a student can gain access to teachers, instructors consistently anytime, anywhere through chats, e-mail, web-cams and all that to chase away hindering problems a split second before they build up to a depressing extent. Technology makes it feasible to avail tutors anywhere in the world and draw a consortium of master teachers, researchers, scientists and professional experts. With these multitudes of intellects round the corner, the student can gain invaluable guidance and suggestions anytime. He can easily evaporate any roadblock that comes in his way. Faculty is no longer limited by geographical boundaries. Faculty and adjuncts from a variety of geographical locations can collaborate and teach in a same institution while working and living in another area [5].
Group Concurrence
E-Learning-learning exudes group synergy that helps to cement social bonds, reinforce understanding, foster human interaction and knowledge sharing, serves to break the ice among the various members of the e- Learning course and brings a culture of combined operation to the vogue. A logical culmination of this parameter is that joint effort brings forth people, their bountiful of ideas and opinions which when merged can result into a culture of cooperative operation and whatever bottlenecks that may arise can be immediately addressed. Moreover with joint effort, chances of drudgery, errors, stinted development etc. are slim.
Self-paced learning
In the domain of e-Learning-learning students, who are unable to absorb speedy lectures can allot ample time in comprehending what they study without running the risk of Content-Alienation. Content-Alienation comes into play when a student is unable to figure out what he learns in the class due to the perpetual delivery of lectures that do not permit him to enjoy interval of introspection, enquiry, and meditation in order to shape a thought and most notably undergo self-study. Quick learners can speed through or bypass a topic that is redundant while novices/tyros can slow down their progress in tandem to their grasping power without inviting hindrance for their fellow learners and the course.
Transparency
E-Learning-learning is out and out perspicuous and unambiguous as it doesn’t screen the content of the course which is to be opted. The
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student can, even, navigate through other courses and later set down on anyone as per his expertise. Apart from this, a participant’s progress can be examined, scanned, and recorded for his or instructor’s reference, grading and other informative monitoring purposes.
Internet
Internet is at your beck and call night and day. It, as a tool of e- Learning -learning, caters to the ever-widening needs of the students by:
technology like message boards, chats, e-mail, teleconferencing, e-Learning-discussion forums etc.;
it warrants that the interaction between the students or teachers must be succinct and concise;
providing plentiful of course content that too which conforms to consistent updating;
it creates a common frame of reference where research and development will be shared , viewed, edited by global partners/teachers of the e-Learning course;
the retention rate is experimentally proved to be more in an interactive e-Learning environment;
and with its diversified sources of attaining education the student can wield a solid foundation for his career.
Asset to ‘People with a Challenge’
The primary benefit of e-Learning education for a student is that it cuts the physical presence for the study program or course he/she chooses. Many share a belief that people with a challenge tend to upset the education applecart thereby offsetting the smooth pace of learning. And these men and women prefer to swallow this prejudice than to negate it. But with the titanic inception of e-Learning-learning they have begun to employ it with the intention of expelling this menace and at the same time using this technology consistently anytime, anywhere. E-learning-learning is a grand advantage (read it as solace) for handicapped people who can access it anyplace, time and again without the hassle of attending college and complying with its stern regulations. So, this reliable advantage turns out to be yet another inalienable attribute of e-Learning Education.
DRAWBACKS OF VIRTUAL INFORMATIVE SYSTEM / E-LEARNING EDUCATION AND MEANS TO TACKLE THEM
E-learning although can be a materials-rich and stimulating learning situation, it can also be a ‘socially impoverished and lonely learning situation’. Whether learning is on-line or not, the process of establishing
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a sense of a community of learners is a challenge in any classroom. Thomson, Straubhaar & Bolyard [23] support other researchers' apprehensions of the value of electronic communities that on-line learning is 'more likely to produce social isolation than connectivity.
Besides there are other issues related to students’ acceptance of e-Learning education which include their psychological reactions to the new way of learning. As Arsham [24] puts it, «Students may have a fear of technology. Others may have a low level of technology skills, though this is changing as more universities are training students more thoroughly. Some students may struggle with independent learning and feel insecure with an amorphous teacher».
Further he maintains that the impact of e-Learning Education on the bulk of teaching and learning has been minimal. This factor can be attributed to the prolific developments in paper/printing technologies which have had far more influence, with the consequence that face-to- face discussion and paper resources still dominate public education. Au- dio-visual media have been treated more as an icing-on-the-cake than as something at the very heart of learning. Arsham [24] has rightly stressed that it’s common occurrence that employers tend to be wary, if not skeptical on hiring an E-learning graduate. The principle is that an e-Learning degree is an appealing exercise, but it is not as rewarding or valuable as a full-time traditional degree. This is somewhat, because most employers have traditional degrees and may be unwilling to employ someone with a diploma not yet well-known.
Collis, Parisi and Ligorio’s [25], have enlisted the main barriers in the operation of effective e-Learning learning and global communication:
cultural and environment problem;
teaching style differences;
problems of language and semantics;
technical problems relative to platforms, operating systems and lack of standard interfaces.
Lessened Peer to Peer Learning
It is argued that the classroom bond between teacher and the student, among students themselves, cannot be reproduced through e-Learning-learning. The scarcity in social and cultural correlations in e-Learning-education is also cited as a drawback.
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Opponent View:
This particular argument unjustifiably undermines the credentials of e-Learning-learning. E-learning-education emits group-synergy which is, in return, responsible for strengthening social bonds, human interaction and global participation of students. Though face-to face interaction is conspicuous by its absence, with the multifold advancement in the communication technology this aspect is aptly substituted by the latter’s creative tools, viz.
Interactive video (video-conferencing)
Virtual classrooms.
Screen casts.
Collaborative software.
Web-cam
Technophobia
Learners who have no bent for tech-tools or who strictly abhor being
tech-savvy do not like to be well-versed with it let alone its application. Technophobes find scientific advancements formidable and operational ignorance embarrassing. The intricacies of tech-mediated learning are beyond their comprehension which eventually results in technophobia.
Opponent view
To exorcize such apprehensions it will be prudent to state here that a student is not left on his own to carry out his assignment rather a competent teacher(s) is always at hand to facilitate, enable and mould his progress the right way. In fact an expert tutor is a prerequisite for these E-learning courses to function constructively. The teacher-student equation is still maintained but in a more refined, empirical and as-per-the needs approach.
Technological Issues
Technological hiccups may surface in the shape of slow internet connections, corrupted computer files and e-Learning-learning software’s etc.
Opponent view: True, such problems are inevitable but with the fine-tuned tech-tools in the offing, it’s on the verge of extinction.
GLOBAL ACADEMIC INTIATIVES PROJECT (GAIP)
Initially in 21st century, there are many unknowns. In this unpredictable world, there are not many people who would argue against the inevitability of two issues. 1) the world is becoming smaller, while boundaries of
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