The popularity of online education is growing day by day and a lot of emphasis is made on its benefits. Today it has become something like a fashion, with various models, many markets, many different types, various interest groups, many users, and varying degrees of satisfaction. Unfortunately, online education is not as mature as one may imagine, in terms of effective solutions, learning standards, and advanced functionalities. Presented herein is a critical analysis of online education, with reference to personal issues, technologies, cost, and design issues, among others.
Online education or e-learning is defined as the learning and communication activities via electronic means or through computers and networks; or the delivery of education and training through networked interactivity (Schank 2002). It can also be defined as the creation and delivery of knowledge through online services in the form of information, communication, education and training (Wong 2007). Basically, e-learning is self-directed.
A critical evaluation of e-learning presents various limitations ranging from technological to personal issues. One of the major requirements of e-learning is the computer hardware and the relevant resources. Lack of these necessities hinders the implementation of e-learning. In addition, both the trainer and trainee must have access to networked computers. Limited access to internet, especially in the rural areas, limits the implementation of e-learning. Another technological barrier is the limited bandwidth resulting into slow connection which hinders the learning process due to low downloading speeds and poor transfer rates. E-learning requires prior preparations for both the trainer and the trainee, such as ICT skills. Lack of these skills forms the greatest barrier. A student without ICT skills is most likely to be frustrated due to the unconventional e-learning environment. Besides, e-learning requires self-discipline. In order to study and complete the tasks, the learner must have the initiative and the self-discipline.
According to some experts, e-learning is not as effective as conventional face-to-face learning. There is mismatch between what the learners really need and what they can afford. In most organizations, employees need customized courses tailored to the firm’s unique corporate culture and products. Therefore, most organizations would prefer to develop their own customized courses. However, developing such courses is highly expensive, takes a lot of time, and needs experts. As a result, organizations find it difficult and resort to the generic courses or classroom training. Again, effective e-learning requires simplicity in content and interactive features such as online discussion groups, which allow students to demonstrate whatever they’ve learned. This is very expensive to establish.
As compared to the conventional classroom, online students lack physical interaction which makes them feel apprehensive and isolated. This also affects the course completion rate since it’s hard to seek advice, and even if possible, the response delays. Body language sometimes makes the learning process faster. This is lacking in e-learning environment. Online learning is not suitable for some groups of students, such as the science students, who need to perform physical experiments in the laboratory. Even though e-learning has laboratory simulations, students need to perform physical experiments so that their knowledge and skills can be deepened.
Online learners’ drop-out rate is high and this is dangerous for an organization that invests in e-learning. Most employees would drop out due to lack of enough time and frequent distractions from co-workers. In addition, there is lack of management oversight; problems with technology, as many cannot access the courses at home; lack of motivation, poorly designed courses; inexperienced/substandard instructors; individual learning preferences; and, lack of student support. The e-learning environment develops rapidly with the technology and online teachers must be up-to-date with these changes. The instructors should therefore have the necessary software, in addition to the interpersonal skills in order to effectively communicate.
Be that as it may, e-learning is still a cost effective way of educating students, especially the part-time students. Adults find e-learning as the most convenient way of advancing their education. It enables the working adults to integrate their jobs, families and classes perfectly without conflict. In addition, employees who travel regularly prefer e-learning since it doesn’t require any physical presence or commutation as compared to conventional classes.
In a nutshell, less money and time, if any, is spent in travelling since online learning can be initiated at any geographical location. The travel expenses are therefore minimal. Flexibility makes e-learning very popular. Students can begin their courses anywhere at any time as long as there is internet and other required hardware. Such education is readily available where and when needed, 24 hours a day. The system also accommodates various learning styles and the students can learn at their own pace. E-learning is thus fast, cheap, and flexible. It saves the organization the training costs and saves the students the travel costs.
Online learning is appropriate for various organizations and students. However, to enjoy its full effectiveness, organizations should track the employees’ progress in the courses and ensure reinforcement on attendance. Interactivity should be embraced as a critical success factor. Students should be allowed to easily access the tutors through phone, email, or online discussions, instead of being self-paced.
Works Cited
Schank, R.C., Designing World Class E-Learning, 1st edition. McGraw Hill, USA, 2002.
Wong, D. “A Critical Literature Review on e-Learning Limitations.” Review Papers, 2007. Web. 30 March 2012. http://www.ucsi.edu.my/cervie/ijasa/volume2/pdf/08H.pdf
