CRITICAL ISSUES IN EDUCATIONAL LEADERSHIP
E-LEARNING VS CLASSROOM LEARNING IN B-SCHOOL
Mr. Neville C Pradeep B.E, M.B.A (Assistant Professor)
PSN College of Engineering and Technology,
[email protected],
9443793101
Abstract
The education industry in India is booming and is important for country’s economic and
social development. India is one of the largest education and training markets in the
world with an estimated student population of 400 million. It is believed that based on the
current and future manpower requirements of the various sectors; there is a huge demandsupply gap in the education space. India’s youth, accounts for over 50 per cent of its total
population.
“e-learning” could play a very crucial role in imparting quality education
with the help of latest technology. The main advantage of e-Learning is that a student or
executive can gain knowledge and skills without any time-barriers or geographicalboundaries. This creates immense possibilities of learning and development. E-Learning
is now estimated to represent about 5% of the overall training and educational market. In
India, there are about one million online learners. In future, the potential of online eLearning is very promising (C.Keller). The Classroom Snapshot records the environment
and the participants in the classroom as if they were being photographed at one instant. It
records every person in the classroom in the activity in which they are engaged and
shows with whom they are engaged. Prior to starting the observation, ask the teacher how
long the period will last. If it is 50 minutes, the observer will record one Snapshot every
five minutes. If the period is 30 minutes in duration, the observer records a snapshot
every three minutes. The point is to distribute the ten Snapshots evenly over the entire
class period. To record the data for the snapshot, the observer sits at the back of the
classroom or from a point where he/she can have a good view of the entire class. Allow
three minutes to pass after the bell rings and take the first Snapshot (C.Keller).
INTRODUCTION
In today’s digital economy management institutions across the world are rapidly adapting
internet based technologies for purpose of management education. Initially internet
technologies were focused around the consequences to provide distance education. This
online technology is used to present course information to provide support to the students
through internet. Now every adopting the e-learning technology and knowledge sharing
into management education. Adopting of e- learning technologies requires a high level of
investment startup. E-learning can offer a viable option to those who are employed, have
other commitments or suffer from any disability. The freedom of not having to commute
to and fro campus and thus save time and money, more variety in learning experience,
greater adaptability to learner needs is some of its other advantages. Thus, flexibility,
convenience and ability to work at any place where an internet connection is available are
the hall marks of e-learning (C.Keller).
E-LEARNING AND ITS IMPACT
Learners Identification
At the outset, while looking for standards we need to know educational multimedia
materials for whom - who is the target audience? What is their demographic profile?
Which age groups do they belong to – youth or middle aged as they may have different
requirements. Are they committed learners or gainfully employed and if working, are
they working full time or part time? Where are they placed? Are they adult learners? Do
they belong to one particular nation/region/culture?
We also need to know what is their level of existing knowledge? What types of
skills do they have in terms of application of technology, word processing, accessing,
searching data, interpreting and synthesizing information? What is the level of
accessibility to computers, internet connectivity and necessary hardware to the learners?
Where will they use the e-learning materials - at home, workplace, cyber cafe or
elsewhere? Will the learners include differently-abled and those with special needs also?
For answering some of these questions a systematic need assessment study
needs to be undertaken to arrive at a good understanding about the profile of the target
learners who form the pivot of teaching-learning process.
Learning Environment
We also need to ascertain the type of learning environment in which the
materials will be used, whether in stand alone format, or complementary or
supplementary modes? If used in stand alone format, then learning materials need to be
exhaustive as learners will entirely depend on these materials. If used in complementary
or supplementary modes such as in technology-enabled classrooms or Open and Distance
Learning then e-learning component has to be properly integrated with the course
materials.
We also need to consider if materials will be used in synchronous or
asynchronous modes. Synchronous communication, such as online chat session or a
virtual classroom will require the presence of learners in real time at different locations
whereas in asynchronous communication they can contribute at their own pace and
convenient times (C.Keller). Asynchronous mode has been found pedagogically effective
as it allows greater degree of freedom and flexibility to the learners who can carefully
reflect over the material - edit, store and retrieve it at their own time and pace. We also
need to know whether the e-learning will be collaborative or individualized activity. It
will be desirable to have certain understanding of likely constraints learners may face
during learning transaction such as working in noisy surroundings, under or over
illuminated rooms and so on (N.A Buzzetto- More).
Advantages
1. Work from any place at convenient time.
2. Cost and time benefits.
3. More variety in learning experience.
4. More time for interaction.
5. Avoiding monotony of class room teaching.
6. Development of independent learning skill
7. Improvement of self confidence among of learners
8. Facilitation of any time interaction
9. More time for interaction
CLASSROOM LEARNING
Teaching at B-School level, mostly, concentrates on giving information which is not the
sole objective of Teaching. Along with giving information, the other objectives are:
? developing understanding and application of the concepts
? developing expression power
? developing reasoning and thinking power
? development of judgment and decision making ability
? improving comprehension, speed and vocabulary
? developing self-concept and value clarification
? developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.
With the present infrastructure, class size, availability of lectures, quality of lectures,
training of lectures, etc., it is difficult to achieve all the objectives. Further, most of the
lectures use Lecture Method which does not have potentiality of achieving majority of
above mentioned objectives. The objectives are multi-dimensional in nature, so for their
achievement multiple methods should be used. This can be done by multiple intelligence
into class room, more often than not; we tend to think that catering to multiple
intelligence of students is a possibility at B-schools. In fact the argument can be reversed!
Seriously learning can happen when the teacher facilitates learning through the prism of
multiple intelligence, it is of 4 types:
1. Interpersonal intelligence: In what ways can I bring in collaborative learning.
Peer discussion and interactions in my class?
2. Intrapersonal intelligence: How can I provide opportunity for my students to
introspect and reflect about the subject?
3. Linguistic intelligence: How can I provide opportunities for my students to
introspect and reflect about the subject?
4. Math-Logical Intelligence: How can I ensure that students think logically and
critically?
For making student attentive in class, we are not supposed follow same
kind of lecture. Lecturer needs to be creative and make student participative and we
have to create what the lecturer is do next session.
So Lecturer needs to prepare a methodology based on the topic, the different
type of methodology can be used are:
1 Case study discussion
2. Chalk and Talk
3. Power Point Presentation
4. Role Play
5. Group Discussion
6. Video Presentation
7. Brainstorming session
8. Management games
9. Quizzing
These methods can improve participation and increase attentiveness in class and
produce better result and understanding to student. The faculty focuses on developing
and strengthening systems thinking, problem solving, analysis, design, team work,
communication skills and preparing students for life long learning. The faculty uses
innovative techniques, interactive lectures, guided case studies, literature survey,
regular lab assignments, project work and critical and creative thinking. As a
pedagogical practice starting from first year courses itself, students are required to
explore study, summarize, critique, validate and evaluate classical as well as current
research literature published by eminent research publishers. The faculty stresses on
learner centric, active and collaborative learning. Labs are used for developing skills
to use and apply various general professional competences (N.A Buzzetto- More).
Each Department lays down Departmental visions, objectives and roles in
shaping the profile of the graduates. These are discussed, validated and converted in
curricula and teaching practice to achieve the desired goals.
Hybrid Learning
Hybrid learning where the instructor combines the elements of online
teaching course and traditional course to replace classroom session with virtual
session for example online forum or web based activities. Hybrid courses (also
know as blended or mixed mode course)are course in which a significant portion of
the learning activities have been moved online time traditionally spent in the
classroom is reduced but not eliminated. The goal of hybrid course is to the best
features of face to face teaching with options of online learning to promote active
and independent learning and reduce class seat time. Using instructional
technologies, the hybrid model forces the redesign of some lecture or lab content
into new online learning activities, such as case studies, simulation, self-testing
exercise, online group collaborations.
Within Five years you’ll see significant number classes that are available
in hybrid fashion. I would guess that some what at least “45%-60%” will be hybrid
class in next 5 years down the line.
E-LEARNING VS CLASS ROOM LEARNING
When it comes to management education, combining both may be best
approach. The greatest change in B-school in the past 5 years has been the advent
proliferation of e-learning. Because of the internet, learners can be trained any time, any
place. Often a computer is necessary, now days B-school are providing laptop to all the
students with Wi-Fi facility (N.A Buzzetto- More).
The main reasons for E-learning popularity are convenience and cost.
Learning from an onsite computer is more convenient and cost effective than traveling
across the centers for training sessions. Despite the benefit of E-learning, the most recent
industry report from training magazine released in December 2005, reveled that “the
classroom ain’t dead yet” 80% of all formal training is still held in classroom with live
instructor.
Some things still can’t be taught online, the classroom offers feedback from
instructors and peers, which is crucial to learning process. Even with the growth of Elearning, most people still from real, live teachers not simulated one.
One of the E-learning main advantages is efficiency, so when a new product or
upgrade comes out the company chooses E-learning over the class room. “To get people
enabled, time is of the essence”, you can deploy E-learning faster than having to wait for
a class to scheduled (N.A Buzzetto- More).
CONCLUSION
I conclude saying that E-learning can’t standalone especially in B-schools. Both
the combination of E-learning and traditional learning i.e hybrid learning can work well
for management subjects such as human resource development, organizational behavior,
interpersonal skills, etc. Traditional learning alone can’t stand longer time. Only
facilitator is talking and student is listening can make monotony for students. To make
interesting and effective learning hybrid is good quality for aspiring future manager
REFERENCES
1. The European union online, www.europa.eu
2. Statistici trafic web, www.traffic.ro. Research (IJBR),2008,p.125-132
3. Internet world stats, www.Internetworldstats.com/stats.htm
4. C.Keller, L.Cernerud students’ Students perception of E-learning in University
education, Journal of educationalmedia,Vol,Nos1-2,2002,pp55-67
5. N.A Buzzetto- More, Student Perception of various E-learning components,
Interdisplinary Journal of E-learning and learning objects,Vol.4, 2008, pp113-135
doc_118310718.doc
E-LEARNING VS CLASSROOM LEARNING IN B-SCHOOL
Mr. Neville C Pradeep B.E, M.B.A (Assistant Professor)
PSN College of Engineering and Technology,
[email protected],
9443793101
Abstract
The education industry in India is booming and is important for country’s economic and
social development. India is one of the largest education and training markets in the
world with an estimated student population of 400 million. It is believed that based on the
current and future manpower requirements of the various sectors; there is a huge demandsupply gap in the education space. India’s youth, accounts for over 50 per cent of its total
population.
“e-learning” could play a very crucial role in imparting quality education
with the help of latest technology. The main advantage of e-Learning is that a student or
executive can gain knowledge and skills without any time-barriers or geographicalboundaries. This creates immense possibilities of learning and development. E-Learning
is now estimated to represent about 5% of the overall training and educational market. In
India, there are about one million online learners. In future, the potential of online eLearning is very promising (C.Keller). The Classroom Snapshot records the environment
and the participants in the classroom as if they were being photographed at one instant. It
records every person in the classroom in the activity in which they are engaged and
shows with whom they are engaged. Prior to starting the observation, ask the teacher how
long the period will last. If it is 50 minutes, the observer will record one Snapshot every
five minutes. If the period is 30 minutes in duration, the observer records a snapshot
every three minutes. The point is to distribute the ten Snapshots evenly over the entire
class period. To record the data for the snapshot, the observer sits at the back of the
classroom or from a point where he/she can have a good view of the entire class. Allow
three minutes to pass after the bell rings and take the first Snapshot (C.Keller).
INTRODUCTION
In today’s digital economy management institutions across the world are rapidly adapting
internet based technologies for purpose of management education. Initially internet
technologies were focused around the consequences to provide distance education. This
online technology is used to present course information to provide support to the students
through internet. Now every adopting the e-learning technology and knowledge sharing
into management education. Adopting of e- learning technologies requires a high level of
investment startup. E-learning can offer a viable option to those who are employed, have
other commitments or suffer from any disability. The freedom of not having to commute
to and fro campus and thus save time and money, more variety in learning experience,
greater adaptability to learner needs is some of its other advantages. Thus, flexibility,
convenience and ability to work at any place where an internet connection is available are
the hall marks of e-learning (C.Keller).
E-LEARNING AND ITS IMPACT
Learners Identification
At the outset, while looking for standards we need to know educational multimedia
materials for whom - who is the target audience? What is their demographic profile?
Which age groups do they belong to – youth or middle aged as they may have different
requirements. Are they committed learners or gainfully employed and if working, are
they working full time or part time? Where are they placed? Are they adult learners? Do
they belong to one particular nation/region/culture?
We also need to know what is their level of existing knowledge? What types of
skills do they have in terms of application of technology, word processing, accessing,
searching data, interpreting and synthesizing information? What is the level of
accessibility to computers, internet connectivity and necessary hardware to the learners?
Where will they use the e-learning materials - at home, workplace, cyber cafe or
elsewhere? Will the learners include differently-abled and those with special needs also?
For answering some of these questions a systematic need assessment study
needs to be undertaken to arrive at a good understanding about the profile of the target
learners who form the pivot of teaching-learning process.
Learning Environment
We also need to ascertain the type of learning environment in which the
materials will be used, whether in stand alone format, or complementary or
supplementary modes? If used in stand alone format, then learning materials need to be
exhaustive as learners will entirely depend on these materials. If used in complementary
or supplementary modes such as in technology-enabled classrooms or Open and Distance
Learning then e-learning component has to be properly integrated with the course
materials.
We also need to consider if materials will be used in synchronous or
asynchronous modes. Synchronous communication, such as online chat session or a
virtual classroom will require the presence of learners in real time at different locations
whereas in asynchronous communication they can contribute at their own pace and
convenient times (C.Keller). Asynchronous mode has been found pedagogically effective
as it allows greater degree of freedom and flexibility to the learners who can carefully
reflect over the material - edit, store and retrieve it at their own time and pace. We also
need to know whether the e-learning will be collaborative or individualized activity. It
will be desirable to have certain understanding of likely constraints learners may face
during learning transaction such as working in noisy surroundings, under or over
illuminated rooms and so on (N.A Buzzetto- More).
Advantages
1. Work from any place at convenient time.
2. Cost and time benefits.
3. More variety in learning experience.
4. More time for interaction.
5. Avoiding monotony of class room teaching.
6. Development of independent learning skill
7. Improvement of self confidence among of learners
8. Facilitation of any time interaction
9. More time for interaction
CLASSROOM LEARNING
Teaching at B-School level, mostly, concentrates on giving information which is not the
sole objective of Teaching. Along with giving information, the other objectives are:
? developing understanding and application of the concepts
? developing expression power
? developing reasoning and thinking power
? development of judgment and decision making ability
? improving comprehension, speed and vocabulary
? developing self-concept and value clarification
? developing tolerance and ambiguity, risk taking capacity, scientific temper, etc.
With the present infrastructure, class size, availability of lectures, quality of lectures,
training of lectures, etc., it is difficult to achieve all the objectives. Further, most of the
lectures use Lecture Method which does not have potentiality of achieving majority of
above mentioned objectives. The objectives are multi-dimensional in nature, so for their
achievement multiple methods should be used. This can be done by multiple intelligence
into class room, more often than not; we tend to think that catering to multiple
intelligence of students is a possibility at B-schools. In fact the argument can be reversed!
Seriously learning can happen when the teacher facilitates learning through the prism of
multiple intelligence, it is of 4 types:
1. Interpersonal intelligence: In what ways can I bring in collaborative learning.
Peer discussion and interactions in my class?
2. Intrapersonal intelligence: How can I provide opportunity for my students to
introspect and reflect about the subject?
3. Linguistic intelligence: How can I provide opportunities for my students to
introspect and reflect about the subject?
4. Math-Logical Intelligence: How can I ensure that students think logically and
critically?
For making student attentive in class, we are not supposed follow same
kind of lecture. Lecturer needs to be creative and make student participative and we
have to create what the lecturer is do next session.
So Lecturer needs to prepare a methodology based on the topic, the different
type of methodology can be used are:
1 Case study discussion
2. Chalk and Talk
3. Power Point Presentation
4. Role Play
5. Group Discussion
6. Video Presentation
7. Brainstorming session
8. Management games
9. Quizzing
These methods can improve participation and increase attentiveness in class and
produce better result and understanding to student. The faculty focuses on developing
and strengthening systems thinking, problem solving, analysis, design, team work,
communication skills and preparing students for life long learning. The faculty uses
innovative techniques, interactive lectures, guided case studies, literature survey,
regular lab assignments, project work and critical and creative thinking. As a
pedagogical practice starting from first year courses itself, students are required to
explore study, summarize, critique, validate and evaluate classical as well as current
research literature published by eminent research publishers. The faculty stresses on
learner centric, active and collaborative learning. Labs are used for developing skills
to use and apply various general professional competences (N.A Buzzetto- More).
Each Department lays down Departmental visions, objectives and roles in
shaping the profile of the graduates. These are discussed, validated and converted in
curricula and teaching practice to achieve the desired goals.
Hybrid Learning
Hybrid learning where the instructor combines the elements of online
teaching course and traditional course to replace classroom session with virtual
session for example online forum or web based activities. Hybrid courses (also
know as blended or mixed mode course)are course in which a significant portion of
the learning activities have been moved online time traditionally spent in the
classroom is reduced but not eliminated. The goal of hybrid course is to the best
features of face to face teaching with options of online learning to promote active
and independent learning and reduce class seat time. Using instructional
technologies, the hybrid model forces the redesign of some lecture or lab content
into new online learning activities, such as case studies, simulation, self-testing
exercise, online group collaborations.
Within Five years you’ll see significant number classes that are available
in hybrid fashion. I would guess that some what at least “45%-60%” will be hybrid
class in next 5 years down the line.
E-LEARNING VS CLASS ROOM LEARNING
When it comes to management education, combining both may be best
approach. The greatest change in B-school in the past 5 years has been the advent
proliferation of e-learning. Because of the internet, learners can be trained any time, any
place. Often a computer is necessary, now days B-school are providing laptop to all the
students with Wi-Fi facility (N.A Buzzetto- More).
The main reasons for E-learning popularity are convenience and cost.
Learning from an onsite computer is more convenient and cost effective than traveling
across the centers for training sessions. Despite the benefit of E-learning, the most recent
industry report from training magazine released in December 2005, reveled that “the
classroom ain’t dead yet” 80% of all formal training is still held in classroom with live
instructor.
Some things still can’t be taught online, the classroom offers feedback from
instructors and peers, which is crucial to learning process. Even with the growth of Elearning, most people still from real, live teachers not simulated one.
One of the E-learning main advantages is efficiency, so when a new product or
upgrade comes out the company chooses E-learning over the class room. “To get people
enabled, time is of the essence”, you can deploy E-learning faster than having to wait for
a class to scheduled (N.A Buzzetto- More).
CONCLUSION
I conclude saying that E-learning can’t standalone especially in B-schools. Both
the combination of E-learning and traditional learning i.e hybrid learning can work well
for management subjects such as human resource development, organizational behavior,
interpersonal skills, etc. Traditional learning alone can’t stand longer time. Only
facilitator is talking and student is listening can make monotony for students. To make
interesting and effective learning hybrid is good quality for aspiring future manager
REFERENCES
1. The European union online, www.europa.eu
2. Statistici trafic web, www.traffic.ro. Research (IJBR),2008,p.125-132
3. Internet world stats, www.Internetworldstats.com/stats.htm
4. C.Keller, L.Cernerud students’ Students perception of E-learning in University
education, Journal of educationalmedia,Vol,Nos1-2,2002,pp55-67
5. N.A Buzzetto- More, Student Perception of various E-learning components,
Interdisplinary Journal of E-learning and learning objects,Vol.4, 2008, pp113-135
doc_118310718.doc