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E Learning On The Performance Of Students Education Essay

Learning could merely intend geting new cognition or modifying behavior. It takes clip to larn and pupils need to travel through a learning curve before accomplishing command. Education provides a construction for sharing cognition through its formal establishments: schools. Learning can be viewed and analysed based on several theories which shall be detailed in following subdivisions.

Senge ( 1990 ) said, as reported by Mitchell and Honore ( 2007 ) that larning can non be merely limited to the schoolroom. Learning is more planetary and cosmopolitan than what happens within the four walls of a schoolroom.

Brown ( 2004 ) studies that larning comes through experience and pattern. This perceptual experience is chiefly based on the construct of behaviorism which is on what the general current instruction pattern is based. Brown ( 2004 ) besides explains that larning has occurred when the scholar sees thing that could non be seen before. Everything alterations.

How Learning Happens

Brown ( 2004 ) describes how pupils learn harmonizing to the different acquisition theories established over clip.


Key Concepts


Constructing connexions between stimulations and responses, undertaking analysis and support. Relevant to class design, direction and appraisal.

Aims, results and taxonomies

The model for class design and estimating degrees of instruction and accomplishment. Strong links with behaviorism.

Gestalt psychological science

Percept in acquisition, penetration in problem-solving, importance of context, holistic acquisition. Relevant to administration of larning stuffs, learning understanding and problem-solving.

Experimental cognitive psychological science

Learning is information-processing. The utilizations of memory: encryption, storage and retrieval. Relevant to learning and all signifiers of acquisition.

Learning accomplishments

Procedural memory, regulations of process, goal-staking, bounds of transferability. Relevant to learning and larning practical, cognitive and societal accomplishments, class design and appraisal.

Surveies of pupil acquisition

Approachs to acquisition: generative acquisition, seeking for understanding and ‘strategies ‘ , effects of sensed contexts. Relevant to larning, instruction, appraisal and class design.

Active acquisition

Active larning leads to better callback and apprehension. Deductions for interaction in talks, the usage of larning undertakings in seminars and the usage of problem-based acquisition and undertakings.


Learners build schemes that enable them to build significance and apprehension. Deductions for learning are to assist the pupils to develop more sophisticated constructs through the usage of treatment and survey undertakings.

Contemplation and experiential acquisition

Types of contemplation, manners of acquisition and contemplation on experience. Relevant to portfolios, personal development programs, self-assessment and related signifiers of acquisition.

Humanist positions

Freedom to larn, liberty, trust, audience, dialogue, duty, ownership and contemplation. Relevant to learning, class design, acquisition and appraisal.

Growth theoreticians

Learner as a individual, personal growing, larning as accomplishing possible, altering perceptual experiences. Relevant to the relationships between instructors and pupils and the acquisition environment.


Active, relevant, problem-based, larning contracts, contemplation. Relevant to all signifiers of acquisition and student-centred instruction.

Autonomous acquisition

Pull offing one ‘s ain acquisition, liberty, independent acquisition. Relevant to undertakings, portfolios, computer-based acquisition, problem-based acquisition, independent survey, appraisal and class design.

Student-centred acquisition

Stresss freedom and duty. Close relation to autonomous acquisition. Deductions for instruction, usage of enquiry-based attacks and appraisal affecting self, equal and collaborative methods.

Critical humanist positions

Enablement, authorization, critical contemplation, transformative acquisition, altering perceptual experiences and altering environments. Relevant to class design, methods of instruction and acquisition and appraisal.

Table 1 – Key Learning Theories ( Brown ( 2004 ) )

e-learning: Geting a Clear Idea

e-learning can be viewed as computing machine assisted acquisition, connoting that larning stuffs are being provided in an electronic format. ( Zhang et al. , 2004 ; Jethro, Grace and Thomas, 2012 ) During the early phases of e-learning development, the focal point was chiefly on computing machine assisted tilting where content was being digitally provided. There is now a pedagogical dimension added and, accordingly, e-learning is now seen as a agency to electronically back up learning and acquisition.

e-learning can go on in two manners: synchronal ( online ) and asynchronous ( offline ) ( Samuel and Subhashini, 2011 ; Koutsabasis, Stavrakis, Spyrou and Darzentas, 2011 ; Jethro et al. , 2011 ) . Synchronous bringing is normally teacher led and asynchronous implies that transmittal and reception of information does happen at the same time. Two common ways e-learning content may be delivered are either distance acquisition or computing machine assisted direction ( Jethro et al. , 2011 ) . Koutsabasis et Al. ( 2011 ) list the different signifiers that e-learning takes:

computing machine based acquisition package found on multimedia Compact disc read-only memory

web-based e-learning platforms ( such as Claroline and Moodle ) which allow for synchronal entree to many types of larning content: real-time conferencing and on-line pupil appraisal.

Quality of e-learning contents tends to really inconsistent. Norms are non clearly set and interior decorators overlook a figure of cardinal issues such as bandwidth handiness ( Samuel and Subhashini, 2011 ) . Jethro et Al. ( 2011 ) agree and suggest that criterions are needed when making new e-learning stuff ; criterions would besides guarantee cross-systems compatibility which would heighten the widespread usage of e-learning stuffs. The quality of e-learning stuff can be improved by guaranting that the engineering and the acquisition design are of the highest quality. The administrative staff at the school, the instructors and scholars themselves need to be trained and encouraged to utilize the new acquisition methods being made available ( Mitchell and Honore,2007 ) . Wu and Hwang ( 2010 ) explicate how the effectivity of e-learning could be measured: a three-level model which assesses e-learning effectivity. Students should hold required computing machine accomplishments, be able to easy voyage through the e-learning content and multimedia elements should be used efficaciously.

Figure 1 – The three-level model of pupils ‘ e-learning effectivity

Serviceability helps to appreciate how the users ‘ attitudes, satisfaction and how efficient the e-learning system is. Use is a variable which indicated how effectual is the debut of new engineerings and systems. In simple footings, e-learning will be efficaciously implemented and used one time the equal manner of operation has been identified and users positive to the new acquisition method. ( Wu and Hwang, 2010 )

E-learning content demands to be developed utilizing instructional design techniques. These are similar to lesson planning but here translate general acquisition rules and aims into instructional stuffs ( Jethro et al. , 2011, Wertheim and Leyser, 2002 ) . Pure text signifier should be avoided for e-learning content since that would do larning humdrum. There are several constituents of e-learning which are organised in faculties. An instructional unit is self-contained and concentrate about specific larning aims which are so used to do up for larger educational stuffs – e.g. lessons. Learning objects could be tutorials, case-based acquisition or based on simple educational games. ( Jethro et al. , 2011 )

Uniting e-learning patterns and traditional acquisition green goodss blended acquisition ( Markus, 2011 ) .

Ehlers ( 2009 ) provides a comparing between different coevalss of e-learning. During the early phases of e-learning quality was assessed by experts and the learning platform set up was really content intensifier. It followed closely pre-determined course of studies and was modelled on the construction of traditional categories. Multimedia was being used, largely to supply for interaction. Then came about the 2nd coevals: e-learning 2.0. The content quality was now being assessed by scholars and equals and this allow for a personal acquisition environment. Users can post and portion their ain developed content. Communication is besides easier with diverse agencies such as web logs, picture conferencing, etc. Blogs peculiarly allow for making new pages easy but holding scholars to get down blogging is non the needed aim ( Nedeva and Nedev, 2010 ) . E-learning 2.0 besides encourages enhanced user engagement through remarks

E-learning 1.0

E-learning 2.0

Quality is assessed by experts

Learning platform


Course of study

Structure of categories

Handiness of coachs

Multimedia ( synergistic )

Appropriation procedures

Quality is assessed by scholars and equals

Personal acquisition environment

User-created content

Learning diaries/e-portfolios



Social webs and communities of pattern

Engagement procedures

Table 2 – Comparing E-learning 1.0 and 2.0 ( Ehlers, 2009 )

Measuring e-learning as a Learning Support

Jethro et al. , 2011 suggest that e-learning is apparently better than traditional instructor-led methods and e-learners proved to be larning more expeditiously and showed better keeping. Zhang et al. , 2004 provided a more elaborate comparing of traditional schoolroom acquisition and e-learning.

Traditional Classroom




Immediate feedback

Bing familiar carbon monoxide both

teachers and pupils

Motivating pupils

Cultivation of a societal community

Learner-centered and self-paced

Time and location flexibleness

Cost-efficient for scholars

Potentially available to planetary audience

Unlimited entree to knowledge

Archival capableness for cognition

reuse and sharing



Time and location restraints

More expensive to present

Lack of immediate feedback in asynchronous e-learning

Increased readying clip for the teacher

Not comfy to some people

Potentially more defeat

anxiousness, and confusion

Table 2 – Comparing traditional schoolroom acquisition and e-learning ( Zhang et al. , 2004 )

Kolb, as reported by Brown ( 2004 ) , suggests “ acquisition is the procedure of transforming experience into cognition ” and hence any erudite construct should be based on the pupil ‘s ain experience. He suggested that scholars can develop a theoretical apprehension merely when they reflect on it and may so use this new understanding to new contexts and state of affairss.

Figure 2 – Kolb ‘s Experiential Learning Cycle

E-learning requires an equal environment and model for effectual execution and guarantee the popularity of the acquisition method. Hardware – in the signifier of computing machines, should be made available. Faster Internet connectivity through an increased bandwidth will let the scholars to hold entree to video streaming installations and other media-rich content. The linguistic communication barrier should be minimised, if non eliminated, to let the scholar to do optimise usage of exposure clip to the on-line stuff. Educators should endeavor to increase consciousness about the importance and chance of e-learning and the school ‘s disposal should guarantee that instructors are trained to utilize and develop e-learning content since it is clearly more complex and demanding to make. ( Jethro et al. , 2011 ; Zhang et al. , 2004 ) Removing pupils from traditional categories could take to societal isolation ensuing of a deficiency of societal and cultural interaction. Quality criterions and copyright issues need to be strongly adhered to during the procedure of developing and choosing e-learning content. ( Samuel and Subhashini, 2011 )

[ 4,5 ] as reported by Zhang et al. , 2004 ) , believe that e-learning is non equal to all pupils even if it at least every bit effectual as conventional schoolroom acquisition. E-learning may non suit the learning manner of every pupil. Students may experience “ bored or intimidated before a computing machine ” . Students claimed that they prefer a existent life larning environment to the e-learning 1. E-learning nevertheless, as reported by Jethro et Al. ( 2011 ) and Gorgon, Booth and Bywater ( 2010 ) , improves the learning experience and extends larning beyond category hours and can assist extinguish barriers to achievement by enabling and animating the scholars. Jethro et Al. ( 2011 ) suggest that e-learning would back up differentiated acquisition by supplying an individualized acquisition experience for all scholars – this is addressed farther down.

E-learning in the instruction sector is still at its introductory phases. There are bit by bit more and more content being posted online. Content Management System such as Moodle are supplying the platform for several secondary colleges for supplying e-learning stuff to the pupils. However, over clip, most of these schools are either non maintaining the content updated, restricting it to the Computer Studies section or have closed down. Zhang et Al. ( 2004 ) have designed a theoretical account of an e-learning platform which could good be adapted to the Mauritanian context: Virtual Mentor. This would be an e-learning environment with multimedia content and instructions. There would be much interaction between scholars and the Virtual Mentors. The scholar is put systematically at the Centre of the learning procedure: acquisition is autonomous. The Virtual proctor regularly proctors the person ‘s learning advancement and so ensures personalised tutoring.

Active Learning

see physician m172 to m176

Brown ( 2004 ) states that student-centred acquisition is closely related to autonomous ( active ) acquisition. The pupils should be allowed freedom of pick and be “ responsible for their ain acquisition ” . The pupils should be placed in a encouraging and helpful environment where pupils can develop their accomplishments and properties which would fix them for womb-to-tomb acquisition. The following tabular array shows a comparing between student-centred acquisition and didactic instruction.



Focuss on what the pupil does to larn

Focuss on what the instructor does to learn and what the pupil should make

Students ‘ experience every bit good as their cognition is considered

Focuss chiefly on increasing pupils ‘ cognition

Students take cardinal determinations on what to analyze and how

Teacher takes cardinal determinations on what to analyze and how

Students take cardinal determinations on pick of appraisal undertaking and standards

Teacher takes cardinal determinations on appraisal undertaking and standards

Feedback is chiefly concerned with assisting pupils to better

Feedback is chiefly concerned with stating pupils whether they have fulfilled the appraisal standards

Appraisal and feedback include self- , equal and collaborative appraisal

Appraisal and feedback do non include these attacks

Active acquisition

Passive acquisition

Deep acquisition

Surface acquisition



Emphasiss development of apprehension and buildings of significance

Emphasiss transmittal of cognition

Concerned with meta-cognition – with larning how to larn

Not concerned with meta-cognition

Uses enquiry-based methods such as undertakings, thesiss and portfolios

Does non utilize enquiry-based methods

Emphasiss reflective larning

Emphasiss reproductive larning

Develops liberty

Develops conformance

Differentiated Learning

Differentiated acquisition is non a new radical term or construct. It relies on the belief that all scholars do non larn uniformly and in a purely pre-determined manner. There are differences that make the learning experience of each scholar unique even if the acquisition content and other educational scenes are indistinguishable. Differentiated acquisition can assist get the better of the different educational demands and demands of a diverse population. Differentiated acquisition can therefore be appropriately implemented in a mixed-ability schoolroom ( Fahey, 2000 ; Tomlinson, 2000 ; Anderson, 2007 ; m100 ) . Differentiated direction relies on the constructivist larning theory, different acquisition manners and the scholar ‘s encephalon development phase ( Tomlinson & A ; Allan, 2000 as reported by Anderson, 2007 ) . The pupils in a schoolroom semen from mostly changing backgrounds and possess a broad scope of abilities. Furthermore, pupils do non larn at the same rate and their acquisition manners differ much from one kid to another ( Cox, 2008 ) . Teachers decide on the acquisition ends for each group of scholars. Grouping the pupils would necessitate that instructors understand their pupil ‘s individualism, preparedness, involvement and general profile. The schoolroom is besides more flexible and the construction and processs can be adapted for enhanced effectivity ( Tomlinson, 2000 ) .

Cox ( 2008 ) suggests that little groups, in contrast with big groups, are better for single acquisition. Small groups enhances larning by assisting to bridge the spread between understanding and accomplishment. One group-making scheme would be based on the pupils ‘ Fieldss of involvement. The trouble degree should be really exactly determined since a excessively hard or excessively easy work/task would ensue in a loss of the scholars involvement. Learners are motivated and larn better when the degree of trouble if a small above their current degree. There should besides be an equal system in topographic point to assist the scholars advancement ( Cox, 2008 ) and the pedagogues should be able to modify and accommodate direction to include the learning demands of the more talented scholars ( Manning, Stanford and Reeves, 2010 ) . Alternatively, pupils could be allowed to personalize their acquisition environment and experiences and a technology-driven individualized acquisition will let for differentiated acquisition ( Demski, 2012 ) . Anderson ( 2007 ) recommends that instructors should be handling each kid otherwise and in a alone manner wholly. Teachers should besides be competing to supply an inclusive acquisition environment whereby no kid is left behind.

Fahey ( 2000 ) reports a instance survey where differentiated direction was implemented. It concerned a little school which has limited support and a decreased staff. There was a pressing demand to better the academic public presentation. The school provided three tracked degrees of course of study through streaming. There were attendant disciplinary jobs and pupils were non really motivated as consequence of an absence of positive function theoretical accounts. Parents were kept invariably involved through an consultative commission. There was a pronounced betterment in the school ‘s clime following the execution of differentiated direction. The set mark was that all pupils reach minimal criterions at the same clip encouraging, exciting and disputing the higher-ability pupils to travel beyond their ability to gain their possible. There were increased possibilities for the kids to develop themselves – some of the agencies used were postings, dramas, drawings, unwritten presentations and so on. Students went beyond the usual schoolroom work to research their ain countries of involvement. Parents nevertheless represent a faltering block in the successful execution of this undertaking. The parents were left under the feeling that their kids work load was being increased and they did non desire their kids to be learning others.

Technology and Education

Technology and instruction are bound to be more and more associated and combined. Educators are happening it difficult to maintain gait with the approaching engineerings and incorporating them into schoolroom direction is non really obvious. Integrating engineering into schoolrooms does non merely intend to utilize projector and animated slides. Students should be utilizing engineering to heighten their thought, critical and problem-solving accomplishments ( Pilgrim, Bledsoe and Reily, 2012 ) . Web logs are one of the different technological tools that can be used within the schoolroom context to heighten instruction and acquisition. Web logs could be used to widen category hours. Students who have no Internet entree at place could merely download the needed web log paperss ( audio and video files ) . Blogs would let instructors to present new subjects, reappraisal cardinal constructs. Web logs could be made to work aboard text editions. Podcasts could be created in the same manner that lessons would be done in category. Web logs are easy to make and put up but keeping requires much clip and attempt. Teachers need to redesign their instruction content and theoretical accounts. Effective integrating of engineering into the schoolroom would necessitate the instructor to accommodate the acquisition content to the on-line format. Close coaction between instructors of the same content country would greatly assist the instructors to measure the effectivity of the freshly developed content ( Colombo and Colombo, 2007 ) .

Blended Learning

Blended larning an alternate manner of presenting schoolroom instructions. Online content is combined with typical face-to-face constituents ( O’Connor, Mortimer and Bond, 2011 ; Wu and Hwang, 2010 ) . The categories are no longer limited by four walls since educational technological content allows the instructors to go on teaching beyond the traditional schoolroom walls ( Harrington, 2010 ) . Wu and Hwang ( 2010 ) argue that blended acquisition is non limited to geographical barriers and allows the scholar entree to autonomous acquisition. Furthermore, the learning resources can be used more than one time and updating the acquisition stuffs is a really straightforward process. Blended learning ensures standardised content, individualized direction, installations to update and administer content and answerability ( Jethro et al. , 2011 ) . “ Learners have control over the content, larning sequence, gait of acquisition, clip, and, frequently, media, which allows them to orient their experience to run into personal acquisition aims. ( Jethro et al. , 2011 ) ” . Blended learning requires peremptorily that pupils have entree to engineering, are computing machine literate, have good reading accomplishments and are academically able. The pupils require these accomplishments – specially computing machine skills – to get the better of the digital divide ( Harrington, 2010 ) . Attendant fiscal resources have to be invested into the development of quality e-learning content and the proper mode has to be identified in order to make the set educational aims ( O’Connor et al. , 2011 ) . Students are progressively acquiring used to engineering and will, as coevalss go by, necessitate more antiphonal acquisition tools and may even be developing their ain educational content and communities. However, establishments will keep the upper manus for enfranchisement and standard scene ( Craig, 2007 ) .

The Sankore Project


Following the Franco-British Summit held in March 2008, the Gallic authorities established the Diena ( Delegation Interministerielle a l’Education Numerique en Afrique ) . It aims at assisting Africa to accomplish the Education for All ( EFA ) ends through digital authorization. In this regard the Sankore Project is being implemented in several African states including Mauritius. It targets at a qualitative alteration in the schoolroom. Since we are populating in the “ Digital age ” , this digital revolution in the educational sector will convey assorted chances for scholars with different larning manners. The Sankore undertaking will therefore assist to convey cardinal alteration to the current instruction and acquisition procedure. The undertaking is soon being implemented in Std IV schoolrooms.

The Sankore Program involves:

Equiping schools with digital schoolroom

The get downing point of this revolution is the Synergistic Whiteboard ( IWB ) used by the instructor. Through a projector connected to the instructor ‘s laptop, the whiteboard or a simple white wall becomes an synergistic interface that can be used by instructor and pupils. Using a stylus ( electronic pen ) they can compose, wipe out and make texts, illustrations or multimedia resources ( pictures ) or entree to lifes and synergistic exercisings.

Development of digital educational resources

The Sankore Panel at the MIE, besides known as the Learning Factory is in charge of bring forthing e-learning stuffs. In conformity with the digitisation of the STD IV course of study, many synergistic educational resources in the signifier of lessons, games and activities are being developed and produced and all these will be fed in schools in the short and average term.

Supplying authorization and support to teachers The Sankore squad is helping to the professional development of assorted stakeholders who are involved in the undertaking. After the Headmasters, Inspectors and ICT instructors, it is now the bend of the Std IV pedagogues to be trained at assorted developing Centres in their several zones

Official web site: hypertext transfer protocol: // ? page_id=2

Chapter 3- Proposed Methodology

This survey will concentrate really specifically on the Modern College and how it deals with assorted ability pupils in a individual schoolroom. Classs of different degrees will be considered and the different attacks to differentiated acquisition will be considered. Educational engineerings and differentiated teaching-learning patterns will be introduced in these categories and the grade of success of these new methods will be evaluated. This will be done via detecting the pupil at work and puting questionnaires necessitating instructors, parents, pupils and the administrative staff to measure the impact of the new instruction doctrine. Interviews of some of the instructors involved will besides be carried out.

Convenience sampling will be used and the collected informations will be analysed utilizing SPSS.

3.1 – Timeline


Expected Completion Date


March 2012

Literature Review

May 2012


June 2012

Data aggregation

August 2012

Datas Analysis

September 2012


October 2012

Decisions and Recommendations

October 2012

Formating and finishing preliminaries

November 2012

Passing in concluding version

November 2012

Chapter XXX – Mention Section

m143 – Anthony Mitchell, Sue Honore, ( 2007 ) , ” Criteria for successful blended acquisition ” , Industrial and Commercial Training, Vol. 39 Iodine: 3 pp. 143 – 149






m101 – Education Digest: Essential Readings Condensed for Quick Review, v73 n9 p52-54 May 2008


















m163 –


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