E learning Project
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This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
E learning Project
- 1. MMM – Group 5 Presentation on ONLINE TEACHING & LEARNING Name Course Roll No _____________ MMM _____ _____________ MMM _____ _____________ MMM _____ _____________ MMM _____ _____________ MMM _____ _____________ MMM _____
- 2. What is Online Learning?
- 3. What is Online Learning? • Online teaching and learning is faculty-delivered instruction via the Internet. Online instruction includes real-time (synchronous) and anytime, anywhere (asynchronous) interactions. • The term online learning includes a number of computer-assisted instruction methods.
- 4. • Online learning is most effective when delivered by teachers experienced in their subject matter. The best way to maintain the connection between online education and the values of traditional education is through ensuring that online learning is “delivered” by teachers, fully qualified and interested in teaching online in a web-based environment (Feenberg 1998).
- 5. Approaches to Online Learning • Two approaches to online learning have emerged: synchronous and asynchronous learning. • Synchronous learning is instruction and collaboration in “real time” via the Internet. It typically involves tools, such as: • live chat • audio and video conferencing • data and application sharing • shared whiteboard • virtual "hand raising" • joint viewing of multimedia presentations and online slide shows • Asynchronous learning methods use the time-delayed capabilities of the Internet. It typically involves tools, such as: • e-mail • threaded discussion • newsgroups and bulletin boards • file attachments
- 6. ADVANTAGES of ONLINE LEARNING
- 7. Advantages • Student-centered learning • The variety of online tools draw on individual learning styles and help students become more versatile learners. • Collaborative learning • Online group work allows students to become more active participants in the learning process. Contributing input requires that students comprehend what is being discussed, organize their thinking coherently, and express that thinking with carefully
- 8. Advantages of Online Learning • Easy access to global resources • Students can easily access online databases and subject experts in the online classroom. • Experiential learning through multimedia presentations • New technologies can be used to engage and motivate students. Technology can also be used to support students in their learning activities. • Accessible for non-traditional students • Online delivery of programs and courses makes participation possible for students who experience geographic and time barriers in gaining access to higher education. • Draws on student interest in online learning • Many students are interested in online learning. In a recent survey conducted by the Office of Academic Planning and Assessment at UMass Amherst, more than 50% of students surveyed said that they were “very interested” or “somewhat interested” in taking an online course.
- 9. Advantages of Teaching Online • Offer the opportunity to think about teaching in new ways • Online teaching can allow you to experiment with techniques only available in online environments, such as threaded discussions and webliographies. • Provide ideas and techniques to implement in traditional courses • Online email discussions, a frequently-used practice in online learning, can be incorporated into traditional courses to facilitate group work. Other techniques, such as web-based course calendars and sample papers posted on the Internet (with student permission) can easily be incorporated into a traditional course. • Expand the reach of the curriculum • Online teaching can expand existing curriculum to students on a regional, national, and international level. • Professional satisfaction • Teaching online can be an enormously rewarding experience for teachers. Teachers often cite the diversity of students in online courses as one of the most rewarding aspects of teaching online. • Instructor convenience • Teaching online can offer teachers conveniences not available in traditional classroom settings; for example, at-home office hours and flexible work schedules.
- 11. Statistics of E-Learning • In 2011, it was estimated that about $35.6 billion was spent on self-paced eLearning across the globe. Today, e-Learning is a $56.2 billion industry, and it's going to double by 2015. • Corporations now report that e-Learning is the second most valuable training method that they use. This is no surprise, given that e-Learning saves businesses at least 50% when they replace traditional instructor-based training with e- Learning. Not to mention that e-Learning cuts down instruction time by up to 60%.
- 12. Statistics of E-Learning • e-Learning is also Eco-friendly. Recent studies conducted by Britain's Open University have found that e-Learning consumes 90% less energy than traditional courses. The amount of CO2 emissions (per student) is also reduced by up to 85%. • Over 41.7% percent of global Fortune 500 companies now use some form of educational technology to instruct employees during formal learning hours, and that figure is only going to steadily increase in future years.
- 13. Statistics of E-Learning • The world's most rapidly growing e-Learning markets are Malaysia and Vietnam. In fact, the estimated 5 year annual growth rate for the Asian e-Learning market is 17.3%. That is the highest compound annual growth rate of any global region.
- 14. Statistics of E-Learning • It's been estimated that nearly 25% of all employees leave their job because there simply aren't enough training or learning opportunities. On the other hand, companies who do offer e- Learning and on-the-job training generate about 26% more revenue per employee.
- 15. ▫ Self-paced e-Learning's growth rate in the Middle East is 8.2%, and its revenues are expected to reach $560.7 million by 2016. ▫ The self-paced e-Learning market growth rate in Western Europe is 5.8%, and it’s estimated that their revenues will be at $8.1 billion by 2015. ▫ Africa's compound annual growth rate for self-paced e-Learning is 15.4%, and their revenues are expected to reach $512.8 million by the year 2016.
- 16. • 72% of companies who were included in a recent survey stated that e-Learning helps them to keep up-to-date with changes in their industry, which helps them to remain competitive within their niche. It was also found, in a study conducted by Bersin & Associates that companies and organizations that did have a strong learning culture did better in their market than those who do not. For example, these organizations are 46% more like to be the leader in their industry, note a 34% increase in their ability to respond to the needs of the customer, and are 17% more likely to become the market share leader.
- 17. Challenges of Teaching Online
- 18. Challenges of Teaching Online • Familiarity with the online environment • Capacity to use the medium to its advantage • Being available to students on an extended basis electronically • Providing quick responses and feedback to students
- 20. Assessing Student Learning • Assessment is the systematic collection and analysis of information to improve student learning. • In assessing online learning, it is important to create a “mix” of assignments that cover the multiple dimensions of learning that online courses can employ. Traditional tests become a smaller part of the grade as you move towards encouraging student interaction on group projects and other activities.
- 21. • Communicate expectations Students in online courses are in particular need of clear information about course requirements and instructor expectations. Therefore, develop specific grading guidelines for course assignments and activities ahead of time so students know in advance what is expected of them. For example, articulate what are appropriate responses to questions in online discussions, what is a substantive answer versus a superficial response, etc. Providing students with specific examples of the kinds of work you are looking for is also helpful.
- 22. • Keep track of student performance The gradebook option in online software packages makes it possible to store all information about students’ performance in one place. Many also make it possible for students to look up their own progress on assignments
- 23. • Give prompt feedback • At the start of the semester, clarify the type of feedback you will be giving (regarding discussion participation, writing assignments, group work, etc.) so students have a clearer sense of what to expect from you. • Students want feedback on assignments, but it is often difficult to provide much feedback when you use a number of varied assignments throughout the semester. One instructor uses a ೦,೦+,೦- system to provide a quick response to students. • A number of gradebook features have a comment section where the instructor can give specific feedback to a student on an assignment that can only be seen by the instructor and that student. •
- 24. • Encourage active learning • Help students become more reflective learners by asking them to set their goals for the course at the beginning of the semester. At the end of the course, ask them to return to their goals to reflect upon what they’ve accomplished. • The majority of students focus their academic effort on those elements of the course that will affect their grade in the course. Be sure that your grading policies reinforce the activities and assignments you value and that you take advantage of learning activities that are particularly suited for an online course. For example, if you want students to meaningfully participate in online discussions, be sure to include participation as part of the grading scheme.
- 25. • Evaluate participation in threaded discussions • Require students to participate in specific numbers of threaded discussions. • Have interactive learning activities (e.g., threaded discussion) account for a high percentage of the course grade. • Identify the qualities you look for in discussions and grade students according to those criteria