The Benefit And Concept Of Elearning

Published Date: 02 Nov 2017

2.1. Introduction

This chapter is concerned with the review of literature related to the topic under study. The areas to be reviewed include the following: history of E-learning, concept of e-learning, benefits of e-learning, e-learning in the developed and developing Countries, e-learning in Nigeria, problem and challenges, e-learning in Nigeria universities, learning environment, instructional design, advantages and disadvantages of e-learning to the learner and finally, summary.

2.2. History of E-learning

The first use of computers in teaching was the collaboration between Stanford U. and IBM. 1960s- Mid1980s: PLATO system, delivering over 40millions hours of instructions on a variety of sophisticated subject. According to (Oye, Salleh, and Iahad, 2012) "the development of telecommunications technology and personal computers provides what is considered to be the general timeline of e-learning. The timeframe of greatest development in this area is thus within the last forty years. The early example of what might be defined as e-learning occurred in 1909, when Robert E. Peary, arctic explorer, radio-telegraphed 'I found the Pole'. Combining the characteristics of communication technology with an explicit educational objective, the knowledge that he has found the North Pole, Peary inadvertently produced an e-DOI: 10.5121/ijmit.2011.3204". This view is contrary to that of Anon,(2012) who opined that the term e-learning is new but the concept of using technology and communication infrastructure to enable new forms of learning is well-established in the 1840s. E-learning has its roots in postal correspondence courses, starting with Sir Isaac Pitman’s course in shorthand in the 1950s to1990s.

Moore et al (2011) observed that the origins of the term e-Learning is not certain, but suggested that the term most likely originated during the 1980's, within the similar time frame of another delivery mode online learning. "In many contemporary sectors, E-learning is often regarded as a ‘new’ form of learning that uses the affordances of the Internet to deliver customized, often interactive, learning materials and programs to diverse local and distant communities of practice. This view, however, is historically disconnected from its antecedent instantiations, failing to recognize the extensive links between developing educational theories and practices that had shaped the use of E-learning over the past 40 years." Nicholson (2007, p.1)

Another view which has no bearing with any other views is the Encyclopedia, (2012) which observed that it was in October 1999, during a CBT Systems seminar in Los Angeles, that a strange new word ‘e-Learning’ was used for the first time in a professional environment . "E-learning is often associated with terms such as 'virtual learning' or 'online learning', this word e-learning qualify learning with the use of technologies allowing access to online, interactive and sometimes personalized training through the Internet or other electronic media (intranet, extranet, interactive TV, CD-ROMs, etc.), therefore creating competencies while the process of learning is not dependent on time and place." Muraish(2004).

2.3. Concept of E-Learning

As learning technology and its associated fields continue to evolve, practitioners and researchers have yet to agree on common definitions and terminologies (Lowenthal & Wilson, 2010). The term e-learning has been defined by many scholars to mean different things, while some authors according to Moore et al (2011) explicitly defined e-Learning, others imply a specific definition or view of e-Learning in their article. These definitions materialize, some through conflicting views of other definitions, and some just by simply comparing defining characteristics with other existing terms.

Ellis in Moore et al (2011) belief that e-Learning not only covers content and instructional methods delivered via CD-ROM, the Internet or an Intranet but also Includes audio-and videotape, satellite broadcast and interactive TV. This view conflicts with that of Nichols still in Moore et al (2011) who defined e-Learning as strictly being accessible using technological tools that are web-based, web-distributed, or web-capable.

Datuk and Ali (2012) observed that there are many definitions of e-learning, some of which are as follows:

• "E-Learning is the delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts." Conner L.M (Fall 2000)

• "E-Learning refers to the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance" Rosenberg, M. (2001). 

• "E-Learning is the use of network technology to design, deliver, select, administer, and extend learning", this is Similar to the second view of Datuk and Ali (2012) as to definition of learning is that of Itmazi (2012) who defined e-learning as the use of new multimedia technologies and the internet to improve learning by facilitating access to resources and services as well as remote exchanges and collaboration.

While Silverstone (2012) defined e-learning as "a type of teaching and learning that one can be obtained by the means of online technology. This application and procedure consist of online learning, computer support education, virtual and digital teamwork. The subject matter are transported by the use of the internet, private computer network, extranet, CD-ROM, audio and videotape, and via satellite television." As there is still the main struggle as to what e-learning should be. What is abundantly obvious is that there is some uncertainty as to what exactly are the characteristics of the term, but what is clear is that all forms of e-Learning, whether they be as applications, programs, objects, websites, etc., can eventually provide a learning opportunity for individuals (Moore , Dickson-Deane, and Galyen, 2010). Today, technology enhanced learning, including distance and online instruction, is recognized as a viable tool necessary for preparing citizens to participate in the technologically driven global environment (Liverpool et al, 2012).

2.4. Benefits of E-Learning

Kamba (2009) noted that e-learning is self-paced, provides consistent content, faster and works anywhere and at any time for learners. The instructional materials are easily updated and permit the use of multimedia which leads to reinforced learning through the use of video, audio, quizzes and other forms of interaction.

The importance of e-learning is that because it focuses on the needs of individual student, making it student centered. It simultaneously authorizes learners of different backdrop to equally access the superlative resources, learning and referral materials, tutoring, and teaching sessions from knowledgeable instructors. Those who are fascinated in using this kind of education know the significance of an e-learning teaching site. Companies that offers e-learning present different learning services like designing and structuring training program, learning through web based programs and online education.

E-learning is crucial especially for those who are incapacitated and are not able to attend formal learning institutions, it therefore allows every individual to have the opportunity to educated. All lessons can be learned in just one click. It allows user to have asses to any subject of their choice at their convenience. No matter where the professor is at that moment, students can still learn by the help of the internet. With this arrangement, students tend to learn easily and they are permitted to download whatever study material they want and need.

Although some companies require fee for e-learning, there are some corporation who offers it for free. Take advantage of the free e-learning courses because this will help you gain more knowledge without spending a single centavo for enrollment. This is the wisest thing to do if you are not financially equipped. Those giving online lectures are real and professional teachers with vast experiences (Silverstone, 2011). E-Learning presents tremendous opportunities for capacity building connecting practitioners to just-in-time sources of knowledge and learning and communities of practice that is not just affordable but also convenient to access (Trucano, 2012).

Other benefits according Kruse (2012) are:

Like no other training form, e-learning promises to provide a single experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinesthetic learners. Other unique opportunities created by the advent and development of e-learning are more efficient training of a globally dispersed audience; and reduced publishing and distribution costs as Web-based training becomes a standard.

E-learning also offers individualized instruction, which print media cannot provide, and instructor-led courses allow clumsily and at great cost. In conjunction with assessing needs, e-learning can target specific needs. And by using learning style tests, e-learning can locate and target individual learning preferences.

Additionally, synchronous e-learning is self-paced. Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content, eliminating frustration with themselves, their fellow learners, and the course.

Other benefits include ensuring access to information about education, training and lifelong learning through the use of multimedia technologies. The recent growing trend of eLearning is mostly benefiting the developed countries due to some predominant facilities like infrastructure, technology, relevant content and responsive learner community. The beauty of eLearning is anyone can avail himself of the service i.e. learning/teaching aid from anywhere, as there is no geographic barrier among the learners. So, a global participation can be ensured through the system. Internet has made the process much easier and comfortable.

The eLearning scenario in developing countries is still a new era for the learner communities (Akbar, 2012). In a study reported by Wuensch (2008), students rated online courses more convenient than face-to-face teaching.

E-Learning presents tremendous opportunities for capacity building connecting practitioners to just-in-time sources of knowledge and learning and communities of practice that is not just affordable but also convenient to access.

As universities move to deliver lifelong learning and increased educational access, eLearning is a good fit. Using this blended approach, universities can shorten semesters, offer more courses every semester, and reach citizens throughout the country. Since eLearning allows students to study anytime-anywhere, basic education and up skilling becomes more available to more people. Of course, universities must also provide online registration, electronic access to

university services, and prompt feedback. Multi-signed pieces of paper need to give way to online services to serve new educational markets (Asian Development Bank, 2008).

2.5. E-learning in the Developed and developing Countries

In the more advanced industrialized nations, there has been a staggering amount of research and publication related to ICT use for educational purposes during the past decade. Based on this, the study found it necessary to review the implementation of e-learning in some developed and developing countries such as United Kingdom, United State of America and France for developed countries and Malaysia, Bangladesh and Nigeria.

2.5.1. United States

Today, nearly everyone in the industrialized nations gained access to ICT and the purchase of computers for school use in such nations as the United State has been increasing in such a pace that is difficult to keep track of how many computer machines are now in American schools. Furthermore, a comprehensive survey of the instructional uses of computers in United States public and non-public schools. The report suggested that over one million computers were in American elementary and secondary schools and that more than fifteen million students used them during 1985. The report also says half-a-million teacher used computers during the same period and that half of U.S. secondary schools (about 16,500 schools) owned 15 or more computers. Also, over 7500 elementary schools owned 15 or more computers. It has been almost two decade since the figures quoted above were released. There is no doubt that those figures would have increased tremendously since then (Aduwa-Ogiegbaen and Iyamu, 2005).

2.5.2. United Kingdom

United Kingdom has a long tradition of innovation in education. Their Open University and distance learning was a model for many other open and distance learning (ODL) institutions. Since the mid nineties UK States have elaborated strategies and action plans to support ICT in education; as examples Ireland proposed The Education Technology Strategy of Northern Ireland, the National Grid for Learning initiative was initiated in Scotland; Wales launched an e-learning strategy in 2001 and England councils and agencies were active in promoting innovative actions for better use of ICT at all level of education.

Realizing the needs to coordinate and share knowledge among states’ initiatives, British Educational Communications and Technology agency (Becta) created in 1998 and redefined in 2003 to support all four UK education departments in their strategic ICT developments, facilitating knowledge transfer among them in order to encourage innovation and improvement, and bring coherence and synergy to UK-wide developments. Moreover, the Department for Education and Skills (DfES), in UK and England are the government body responsible for all levels of education, including vocational education and training. They conducted in 2003, a national consultation aiming to "unify" e-learning strategies and benefit from experiences and collaborations of the many stakeholders. Consequently from this consultation emerged a national e-learning strategy. In a survey performed in the UK, it was found that the majority of e-learning occurs at the workplace although nearly a third of e-learners do most of their e-learning in the comfort of their homes (Oye, Salleh, Iahad, 2012).

2.5.3. France

Over the past decade, the French government has been pursuing a proactive policy aiming at increasing the use of information and communication technologies (ICT) in primary, secondary and higher education and, more broadly, at making Internet and ICT accessible to all French society. ICT is the emerging sector in

2.5.4. Malaysia

In Malaysia, e-learning is introduced to students undergoing open and distance learning (ODL) programmes. Distance learning is not a recent phenomenon to Malaysians. The advent of Internet in the early 1980’s had resulted in a gradual introduction of e-learning to ODL students in Malaysia. E-learning initiatives in Malaysia are being undertaken mainly by universities, colleges and business enterprises. The main players of e-learning are private and public institutions of higher education as well as local and multinational corporations. Malaysia’s first open university - Open University Malaysia (OUM) is the main academic institution that leverages on e-learning to deliver its programmes (Datuk, and Ali, 2012). According to Datuk, and Ali (2012) there are many challenges that needs overcoming in order to enhance the effectiveness of e-learning, they include the following:

Awareness

Generally there is still a lack of awareness amongst the population, especially parents, of the effectiveness of e-learning. Many parents feel the traditional learning mode is better.

Low Adoption Rate

Most institutions are keen to embrace e-learning. Nevertheless, issues like lack of e-content, inadequate infrastructure coupled with the problem of digital divide, has resulted in a relatively low adoption rate

Bandwidth Issue and Connectivity:

Engaging content requires a rich combination of multimedia components. However, due to bandwidth and connectivity limitations, downloading of engaging content to the learners will be slow. This creates frustration and boredom among learners and affects the ease of learning.

Computer Literacy And Digital Divide

In Malaysia, there is a large segment of the population that is computer illiterate. This is especially true in the rural areas. This hinders the introduction and implementation of e-learning.

Lack of Quality E-Content

Currently, there is a dearth of high quality e-learning content in Malaysia.

This is due to the lack of expertise as well as huge financial resources required to develop the content. As a result, most of the e-learning content has low interactivity and moderate impact on learners.

2.5.6 Bangladesh

Bangladesh. The government has declared it as thrust sector and the overall education sector is in the priority list of the government. However, these two sectors have lot to develop in terms of reach, quality and contribution to the development process. In fact, though the challenges facing Bangladesh are significant, the challenges of old, low and uneven education participation,

poor quality education, low per capital incomes, and a rapidly growing population have been joined by new and more daunting challenges, including corruption, globalization, lack of political commitment, and rapidly advancing technology. The size of this challenge is clear. In the area of introducing eLearning in Bangladesh, a small number of initiatives are already in action and most of the learning materials are developed in western countries with limited relevancy in terms of content and language (Akbar, 2005).

2.6. E-learning in Nigeria, Problem and Challenges

Economist Intelligence Unit in (2008) ranked Nigeria 62 among the nations in terms of the ability of a nation’s institutions to use ICT to achieve their mission and vision. Nigeria ranks below South Africa and Egypt – which rank 39 and 57 respectively. Nigeria’s e-readiness ranking highlights the need to seek innovative solutions to improve in teaching and learning. Tella, Toyobo, Adika (2012). While there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being introduced into schools in developing countries (Beukes-Amiss and Chiware, 2006). The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing

The country has a number of initiatives such as:

National Policy on Computer Education;

National Policy on Information Technology;

Establishment of National Information Technology Development Agency

(NITDA).

The key players in the development of ICT in Nigeria are:

Nigeria Communication Commission (NCC)

National Space Research and Development Agency (NASRDA)

The private telecommunication companies/firm like MTN, Globacom, Zain, Etisalat etc (Okiki, 2011).

Olaniyi in Okiki (2011) states the challenges posed to the Nigeria Communication Commission in 2001 of which he acknowledged that some had been met while some had not seen the light of the day. These challenges are as follows:

The monopoly of the telecommunication is making it unaffordable Liberalize the telecommunication market through proactive policies which shall make telephone (fixed and mobile) available and affordable thereby boosting Tele-density from the present 0.006% to at least 1% by 2003 and 5% by 2007 and 10% by 2010.

Lack of adequate bandwidth hampers the effectiveness of internet delivery. License more Internet Services Providers (ISPs) to use diverse facilities to connect to the Internet thereby boosting bandwidth, which is crucial to downstream information, etc.

Bandwidth refers to the amount of information that can be sent or received at a point on a computer network, the greater the bandwidth, the greater the carrying capacity and speed of transmission. The higher the quality and quantity of audio, video, interaction and processing tasks, the more sophisticated the communications technology required. Bandwidth costs money, so there is a financial imperative to manage the amount of bandwidth used for e-learning, particularly where it is used to support remote and distance users who may not have access to fast data connections. Furthermore, the content and services that can be accessed through internet are dictated by the bandwidth available. Nigerian contributed only approximately 2% among the Internet users worldwide (Oye, ET AL (2011).

The National Universities Commission to have worked to lay the foundation for e-learning through investment in ICT infrastructure, management information systems, e-mail access and library information services shows their commitment towards information technology. Still, many institutions find it difficult to conceptualize and implement initiatives locally. There have been essentially three kinds of e-learning initiatives in Nigerian (1) Higher Education Institutions (HEIs) – local initiatives, corporate initiatives, and international partnerships. First, local initiatives are conceived and developed using local resources. Corporate initiatives – such as Cisco and Microsoft programs – are developed abroad and delivered in Nigeria extensively through academies which are hosted in HEIs. The third kind has been developed through international cooperation. For example, the NetTel@Africa telecommunication management post graduate program is sponsored by the Nigerian Communications Commission in partnership with regional stakeholders united in their desire to increase the capacity of the African ICT sector. The University of Jos is unique, with experience of all three kinds of e-learning initiatives (Liverpool, et al. 2012).

Despite the new and emerging technologies challenges the traditional process of teaching and learning, and the way education is managed, in Nigeria there is increasing awareness on the use of Information and Communication Technologies (ICTs) in teaching and learning. However, looking at the country the environment necessary for the achievement and development of the ICT in Higher Institution, corporate and other areas of the economy are still untapped. Building and implementing e-learning activities in Nigerian Universities is both timely and urgent for the last three decades. While there is growing demand for e-learning, the challenges are many - ranging from technology constraints in low bandwidth, low connectivity areas to large dropout rates to sustaining motivation and engagement in e-courses. limited access time per month using ICTs by both the lecturers and students, and even less time spent with reliable Internet access. It should be noted that availability of ICTs vis-à-vis access in term of ratio of teachers and students differs significantly.

In Nigeria, a formidable obstacle to the use of information and communication technology is infrastructure deficiencies, the, designated computers user do not receive adequate training, sometimes. This is lacks of information infrastructure, human skills and knowledge to fully integrate ICT into education. There are acute shortage of trained personnel who can perform application of software, operating systems, network administration and local technicians to service and repair computer facilities. Computer equipment was made to function with other infrastructure such as electricity under "controlled conditions". For the past fifteen years Nigeria has been having difficulty providing stable and reliable electricity supply to every nook and cranny of the country without success.

Other key factors that hamper the successful implementation of ICT in developing countries especially Nigeria include according Begho (2010):

Poor technical infrastructure

The technical infrastructure in developing countries is not highly developed, which means that phone-lines and Internet connections are unreliable or slow due to narrow bandwidth. Most users access the Internet in cyber cafes, with shared bandwidth, thus slow Internet connections, as not everyone has a personal computer or laptop. In Nigeria our problem is further worsened by the lack of adequate power.

 Financial restrictions

In developing countries the cost of ICT equipment can be a limiting factor with regards to reaching a broad target audience and making sure that everyone can afford this service. Also misappropriation of funds has added to the ongoing problem.

Lack of computer literacy

It has been found that low computer literacy level is a critical factor that affects the acceptability of ICT/e-learning by students and teacher in educational institutes. Furthermore the lack of ICT training for teachers and lecturers makes it hard for them to provide digital content, even when provided with all necessary infrastructures.

Inappropriate teacher training

Unsuitable teacher training programs fail to engage teachers in using ICT in the preparation of their lessons. Teachers are the foundation to educating our pupils but times have changed and their lack of new knowledge / material has an immense effect on student learning.

Acceptability of e-learning degrees remains a problem, this is because e-learning is viewed as a cheap way of acquiring degree. Adams, 2008) asserted one problem of online degrees is acceptability.

Challenges of E-Learning in Nigerian Universities

Challenges of E-Learning in Nigerian University Education Nigerian has over 120 universities, 27 Federal universities, 34 state universities and 34 private own universities. Every year, about a million students apply for admission into these universities but only about barely 10% of them are enrolled (JAMB, 2009) . The alternative to regular university schooling, is e-learning. Unfortunately. The e-learning in Nigeria has not developed due to a number of factors which are as Oye et al (2012)observed ranges from mass unawareness, low computer literacy level and cost, these factors according them were identified as critical in affecting the acceptability of e-learning by students and lecturers of Nigerian universities. Sharma et al (2009) points out that e-learning places high demand on learners who have to be more proactive and disciplined than in traditional face-to-face education. Schulmeister states that experience proved that the benefits of e-learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Despite the introduction of ICT in the country and in some educational institutions, the approaches to teaching and learning remain largely unchanged. In order to entirely profit from new technologies, educational approaches and concepts on how technology can support them should be fundamentally rethought. Investigations indicate that the formidable challenge facing Nigeria universities are lack of financial support to build the required infrastructure and to produce learning material (Omofaye 2007). In line with this, Aduke (2008) noted that there is non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth, inequality of access to technology is the challenge of digital divide existing among the student thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country. Furthermore, Oye et al (2012) reviews on these challenges are:

(i) Internet connectivity: the cost of accessing the internet in Nigeria is still on the high side. Hence, some students find it a challenge to afford, and suggested that the government should make Internet connectivity a priority for higher education to be able to leverage on the promises and opportunities ICTs present.

(ii) Energy related problems: irregular and frequent interrupted power supply in Nigeria is a perennial problem affecting almost every aspect of the economy, including education. Ajadi et al (2008) argued that it’s been a major setback for technological advancement in the country. Most rural areas in Nigeria are not even connected to the national grid. The consequence of this is that students residing in such areas may find it difficult to use ICT effectively.

(iii) Limited expertise: Ajadi et al (2008) reported that there are few technical staff in most institutions to maintain the current system. Lack of, or inadequate trained personnel are a challenge to the use of ICT in most Nigerian higher institutions (Aduke, 2008).

Also, Liverpool et al (2012) identifies five challenges in teaching and learning with technology:

(1) Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation;

(2) Developing 21st century literacy (information, digital, and visual) among students and faculty;

(3) Reaching and engaging today's learner;

(4) Encouraging faculty adoption and innovation in teaching and learning with IT; and

(5) Advancing innovation in teaching and learning with technology in an era of budget cuts.

Further reviews on these challenges are:

(i) Internet connectivity: the cost of accessing the internet in Nigeria is still on the high side.

Hence, some students find it a challenge to afford. Aduke (2008) suggested that the government should make Internet connectivity a priority for higher education to be able to leverage on the promises and opportunities ICTs present.

(ii) Energy related problems: irregular and frequent interrupted power supply in Nigeria is a perennial problem affecting almost every aspect of the economy, including education. Ajadi et al (2008) argued that it’s been a major setback for technological advancement in the country. Most rural areas in Nigeria are not even connected to the national grid. The consequence of this is that students residing in such areas may find it difficult to use ICT effectively.

(iii) Limited expertise: Ajadi et al (2008) reported that there are few technical staff in most Universities to maintain the current system. Lack of, or inadequate trained personnel are a challenge to the use of ICT in most higher institutions.

The internet and bandwidth area major issue in implementing e-learning. According to Rich(2008) harnessing the power of ICT has become a critical strategy among institutions eager to offer an affordable, efficient, and flexible learning environment for rapidly growing and diverse communities of learners. Many scholars have viewed distance and online education as alternative, but observed that it is sometimes viewed as inferior education for individuals with limited access to traditional higher education institutions (HEIs) or those not committed to deep learning

Wuensch et al (2008) noted that Sometimes so much energy is spent on understanding and using the technology that there is little energy and time left for developing high quality materials and courses. A collective effort may therefore not in the first instance be digitally facilitated, although to realise its full potential for access, digital formats and processes are necessary.

2.7. Learning Environment and Instructional Design

Characteristic of learning environments are the design methodology, courses, programs, and learning objects, which are available in OLEs, can either be self-paced, self-directed or instructor-led. The most common form of distance-related course design in traditional educational environments, like universities, is instructor-led described as an environment where an instructor guides learners through the required instruction content. In this type of learning environment, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities at specified times (Rhode, 2009).

This learning environment is different from learning that occurs in a self-paced environment. Self-paced is a descriptor used for learning environments that enable individuals to study online in their own time and at their own pace, from their own location. This mode of learning provides the learner more autonomy to proceed at their own pace, while their progress is on.

According to Ahmad (2012) E-learning is a byproduct of instructional design. The e-learning designers should be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. This is because teaching is always expected to convey essential academic materials in ways they will understand and remember. Teaching should reach the learners’ brains according to their varied individualities of interest and abilities. E-learning considers these factors especially when it offers a constructivist features at its conception (Maloy et al, 2011). When designing e-learning courses, instructors must consider students’ technical limitations in bandwidth and computer hardware.

The instructional design of the eLearning virtual classroom reduces student isolation by engaging them in a supportive, highly interactive learning environment. The instruction methods include:

• Daily student contact−discussions, chats, audio/video calls, conference calls

• Weekly feedback and individual/team activities

• Face-to-face and simulated labs

• Resource redundancy: Web, CD), and print

• Application to real life issues

• Videoconferencing for lab briefs, test prep, and team debate

• Assignment feedback in 7 days

2.8. Advantages and Disadvantages of e-learning to the Learner

Along with the increased retention, reduced learning time, and other benefits to students, Kruse (2012) outlined advantages and disadvantages of e-learning below: Advantages

On-demand availability enables students to complete training conveniently at off-hours or from home.

Self-pacing for slow or quick learners reduces stress and increases satisfaction.

Interactivity engages users, pushing them rather than pulling them through training.

Confidence that refresher or quick reference materials are available, this reduces burden of responsibility of mastery.

Disadvantages to the Learner

The ways in which e-learning may not excel over other training include:

Technology issues of the learners are most commonly technophobia and unavailability of required technologies.

Portability of training has become a strength of e-learning with the proliferation of network linking points, notebook computers, PDAs, and mobile phones, but still does not rival that of printed workbooks or reference material.

Reduced social and cultural interaction can be a drawback. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning that are part of this potential disadvantage are lessening with advances in communications technologies.

2.8 Summary

The chapter reviewed literatures related to the topic under study which were: history of e-learning, concept of e-learning, benefits of e-learning, e-learning in the developed, developing countries, e-learning in Nigeria, problem and challenges, e-learning in Nigeria universities, learning environment, instructional design, advantages and disadvantages of e-learning to the learner. In the history of e-learning, the first use of computers in teaching was the collaboration between Stanford U. and IBM. 1960s- mid1980s. The early example of what might be defined as e-learning occurred in 1909, when Robert E. Peary, arctic explorer, radio-telegraphed: "I found the Pole". the term e-learning is new but the concept of using technology and communication infrastructure to enable new forms of learning is well-established in the 1840s. E-learning has its roots in postal correspondence courses, starting with Sir Isaac Pitman’s course in shorthand in the 1950s to1990s.

In the definition of e-learning, the term has been defined by many scholars to mean different things, while some authors according to Moore et al (2011) explicitly defined e-Learning, others imply a specific definition or view of e-Learning in their article. There many benefits of e-learning, ranging from being beneficial and crucial especially for those who are incapacitated and are not able to attend formal learning institutions, it therefore allows every individual to have the opportunity to educated. To presenting tremendous opportunities for capacity building connecting practitioners to just-in-time sources of knowledge and learning and communities of practice that is not just affordable but also convenient to access. It focuses on the needs of individual student, making it student centered.

The review of e-learning in developing countries showed that nearly everyone in the industrialized nations gained access to ICT and the purchase of computers for school use in such nations as the United State has been increasing in such a pace that is difficult to keep track of how many computer machines are now in American schools. French government has been pursuing a proactive policy aiming at increasing the use of information and communication technologies (ICT) in primary, secondary and higher education and, more broadly, at making Internet and ICT accessible to all French society. The advent of Internet in the early 1980’s had resulted in a gradual introduction of e-learning to ODL students in Malaysia, however, there are many challenges that needs overcoming in order to enhance the effectiveness of e-learning, they include the following: lack of awareness, low adoption rate, bandwidth issue and connectivity and computer literacy, lack of quality e-content and digital divide.

The challenges facing Bangladesh are significant, the challenges of old, low and uneven education participation, poor quality education, low per capital incomes, and a rapidly growing population have been joined by new and more daunting challenges, including corruption, globalization, lack of political commitment, and rapidly advancing technology. In the area of introducing eLearning in Bangladesh, a small number of initiatives are already in action and most of the learning materials are developed in western countries with limited relevancy in terms of content and language. Nigeria e-learning faces a lot of challenges and problems ranging from: Economist Intelligence Unit in (2008) ranked Nigeria 62 among the nations in terms of the ability of a nation’s institutions to use ICT to achieve their mission and vision. While there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being introduced into schools in developing countries, particularly Nigeria. Mass unawareness, low computer literacy level and cost were identified as critical factors affecting the acceptability of e-learning by students and lecturers of Nigerian universities. There are acute shortage of trained personnel who can perform application of software, operating systems, network administration and local technicians to service and repair computer facilities. Computer equipment was made to function with other infrastructure such as electricity under "controlled conditions"

In terms of learning environment and instructional design, characteristic of learning environments are the design methodology, courses, programs, and learning objects, which are available in OLEs, can either be self-paced, self-directed or instructor-led. While E-learning is a byproduct of instructional design, the e-learning designers should be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. Some advantages and disadvantages e-learning were highlighted in this study.

References