The importance of E-Learning for Key Stage 4 students
E-learning is a general term for using computer technology to promote teaching and learning. In his book E-Learning Skills, Alan Clarke suggests that e-learning refers to, a wide range of techniques and methods.
It includes the use of technology as part of a conventional or traditional course where learners and teachers may never meet face to face. The ‘technology’ he mentions includes not just computers and the networks that connect them, but also the software such as e-mail, online databases and CD-ROMS, and the peripherals such as video cameras and interactive whiteboards.
Stand-alone computers were introduced into schools in the early 1980s. This form of e-learning was known as Computer Based Training (CBT). Children learn best when information is presented aurally, visually and kinaesthetically and once computers were able to make simple sounds and display graphics, good software could be almost as effective as a teacher in making learning memorable. Although, just like a badly taught classroom-based lesson, poor software or a poor e-learning session could affect the quality and quantity of learning.
E-learning had other advantages too. The same information could be shared in exactly the same way with lots of children, eliminating differences between teachers. Students could explore models and simulations safely (and cheaply) in virtual worlds without fear of failure, and children with special needs were able to use the technology to enhance their learning experience, to help them prepare their work and become more independent.
Between 1989 and the mid 1990s the National Curriculum was gradually phased into UK schools standardising what was taught and when it was taught, including ICT. In 1998 a National Grid for Learning (NGfL) was developed by the government to introduce hardware into schools, train teachers in its usage and help them to integrate ICT into the other curriculum subjects.
Between 1999 and 2002 BECTA surveyed 60 schools to investigate the effect of ICT on GCSE grades the ImpaCT2 study. It questioned students and teachers from all Key Stages about their usage of computers both in school and at home each week. On average, over the core subjects of Mathematics, English and Science only 26% of Key Stage 4 pupils used ICT some weeks. More students used the Internet at home (an average of 33%) but 25% of students surveyed had no Internet access at home. Students from poorer families who couldn’t afford a computer were disadvantaged by needing to book timed slots on computers or by paying for Internet time in cyber cafes. Sometimes there were problems with compatibility between home and school systems and potentially there could be difficulties with computer viruses spreading between home and school, which could be costly and time-consuming to correct.
Although the ImpaCT2 study used only a small sample of schools, and could not be considered typical of all schools, it did conclude that, differences in attainment associated with the greater use of ICT were clearly present in more than a third of all comparisons made between pupils expected and actual scores in National Tests or GCSEs, though these were not huge. ICT usage made the largest difference to scores in GCSE Science and Design and Technology. It made a slight improvement to marks for Geography and Modern Foreign Languages. The report also predicted that the proportion of lessons involving ICT was, likely to rise as teachers gain in knowledge and experience as equipment is made available in more classrooms and as there are improvements in the variety of software available, both on the Internet and CD-ROM.
In 2004 ICT was made a statutory subject alongside Mathematics, English, Science, PE, RE and Citizenship. Also in 2004, BECTA surveyed ICT in secondary schools. On average, schools had 1 computer for every 5 students. Most schools had Internet access and many had broadband. With an increase of the use of the Internet and networks, both at home and school, e-learning expanded to include not just Computer Based Training, but also Web Based Training (WBT).
There are now many CD-ROMs and websites aimed at Key Stage 4 students offering forums, revision pages and listing exam requirements. Some KS4 book publishers have created websites to support their books and worksheets, providing blended learning, joining e-learning with traditional learning.
A typical e-learning site is the BBC Bitesize GCSE website, aimed at Key Stage 4 pupils (http://www.bbc.co.uk/schools/gcsebitesize/). This is an example of asynchronous training which students can access it any time they want, with the right hardware and software, and then work at their own pace.
Like many websites, the BBC site uses colourful graphics and sounds to help make the information memorable and meaningful. The individual pages load quickly, and for users with older browsers, those using slower dial-up modems or who pay for everything they download and view, there is an option to view the site as ‘text’ only. Graphics can be changed further with a link to accessibility help to alter font size, style and colour. In ‘text only’ mode the animated mini learning games are inaccessible.
Lack of interactivity between teacher and learner can be another disadvantage of asynchronous training. In a traditional classroom, students can ask questions and have them answered quickly by the teacher. On the BBC website, users can search an online database to have questions answered with pre-written responses almost immediately, or they can ‘chat’ to each other by posting textual messages on the online message board ‘Onion Street’. If using the message board there is no guarantee when questions will be answered, if at all students can receive immediate feedback each time they complete a series of online test questions, listing not just the student’s responses but by reinforcing the correct answers with further explanations.
An increase in cheaper computer technology and Internet access has seen more students using the World Wide Web not just to explore their own interests but also to revise and research topics for homework. Some GCSE students have been caught using work taken from the Internet and claiming it as their own. Not only is this plagiarism a breach of copyright, but it may have led to some students receiving over inflated grades. This abuse of e-learning is difficult to track and monitor, but some examination boards and schools are now resorting to scanning and comparing students’ work with online and published sources. Checks can be time consuming and sometimes expensive if extra staff need to be drafted in to help check assignments.
Many schools now have not only their own website or homepage on the Internet or an intranet but their own Virtual Learning Environment to bring together information and resources for parents, students and teachers, such as message boards, revision notes and course notes. A few schools and colleges are also beginning to develop a Managed Learning Environment which they can use to monitor online learning, create assessment data and portfolios. These may well be commonplace over the next few years as schools try to make marking and assessment easier.
As technology improves and becomes even more accessible, e-learning could start to shift away from being asynchronous to synchronous training. This type of e-learning is closest to learning in a classroom with a teacher as at a pre-arranged time a tutor meets using computers with their students via Instant Messaging, Internet telephony, audio conferencing or video conferencing. The need to have a timetable makes it more inflexible than asynchronous training. It can also be more expensive than other forms of e-learning such as CD-ROMS or websites in terms of required hardware and staff salaries, but feedback and interaction can be given quickly and easily. One advantage of synchronous training is that the people don’t have to be together in the same building, or even the same country. Perhaps the future of e-learning would truly be education where students regardless of physical and political boundaries, language or culture can learn together.
Tags: cd roms, e-learning, GCSE, ICT, internet, national curriculum, technology, train teachers
