Submitted by: Mohammed Osman, Mohannad, Maie, Amira

SUDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY

For the module RBO880 (E-learning)

Date: January 2003

Introduction:

Interactive media are not a substitute for all face-to-face learning, but used in the right way, they are a valuable complementary resource, e learning considered to be one of interactive methods.

E Learning refers to the utilization of various electronic media to fully or partially deliver a learning experience. Typically, e Learning utilizes one or more computer-mediated formats such as CD ROM or the web. However, other formats are often used including video (tape or DVD), videoconference, audio (tape or CD), and audio conference.

E-learning also refers to the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance (Rosenberg 2001).

E-learning can be CD-ROM-based, Network-based, Intranet-based or Internet-based. It can include text, video, audio, animation and virtual environments. It can be a very rich learning experience that can even surpass the level of training you might experience in a crowded classroom. It is self-paced, hands-on learning.

E- learning can suffer from many of the same pitfalls as classroom training, such as boring slides, monotonous speech, and little opportunity for interaction. The beauty of e learning, however, is that new software allows the creation of very effective learning environments that can engulf you in the material.

Advantages of web based learning:

Flexibility.
Accessibility.
Enhanced learning experience.
Shared learning experience.

Through out this study, we will treat various aspects includes, literature survey where we will treat :

Levels of learning.
Benefits of learning.
The psychology of learning.
How e learning improve retention.
e-learning elements that beat out the classroom scene
we will also talk about study perspective, study methodology, study procedure, study instruments, findings, conclusions and recommendations.

The finding of this study is:

Almanar high secondary school considered to be ready for web based learning.

Background:

E- learning allows you to learn anywhere and usually at any time, as long as you have a properly configured computer, or Cell phones allow you to communicate any time and usually anywhere, as long as you have a properly configured phone. But Our study is that, do we in Sudan ready for this type of learning, this represented by Sudanese high secondary school ”Almanar high secondary school”. This study done in educational field ”schools” including teacher, administrators, and computer experts to Investigate to what extend they are ready for web-based learning.

We are encouraged to do such investigation because there are so many institutes knew less about this kind of interactive learning, while others knew little but not dealing with.

Literature survey

Through this study we will talk about:

The psychology of learning.
Levels of learning.
Benefits of learning.
How e learning improve retention.
E-learning elements that beat out the classroom scene

The Psychology of Learning:

learning requires attention. In order to be effective, training has to grab that attention and hold it. Unfortunately, the neural systems in the brain that control attention and store information as memory get tired very quickly (in minutes). They need to rest every three to five minutes, or else they become much less responsive. They recover pretty quickly, but training has to work with this quick fatigue/boredom pattern in order for the person to learn efficiently. In other words, those neurons will seek other stimulation usually not in the form of the presented training.

Levels of E learning:

E-learning falls into four categories, they are:

Knowledge databases: these databases are the most basic form of e learning. Some of them on software sites offering indexed explanations and guidance for software questions, along with step-by-step instructions for performing specific tasks.

Online support: Online support comes in the form of forums, chat rooms, online bulletin boards, e-mail, or live instant-messaging support. Online support offers the opportunity for more specific questions and answers, as well as more immediate answers

Asynchronous training: This is e learning in the more traditional sense of the word. It involves self-paced learning, either CD-ROM-based, Network-based, Intranet-based or Internet-based. It may include access to instructors through online bulletin boards, online discussion groups and e-mail. Or, it may be totally self-contained with links to reference materials in place of a live instructor.

Synchronous training: Synchronous training is done in real-time with a live instructor facilitating the training. Everyone logs in at a set time and can communicate directly with the instructor and with each other.

Benefits of E- learning:

E- learning has definite benefits over traditional classroom training. While the most obvious are the flexibility and the cost savings from not having to travel or spend excess time away from work, there are also others that might not be so obvious. For example:

It's less expensive to produce.
It's self-paced - Most e-learning programs can be taken when needed.
It moves faster - According to an article by Jennifer Salopek in "Training and Development Magazine," e-learning courses progress up to 50 percent faster than traditional courses. This is partly because the individualized approach allows learners to skip material they already know and understand and move onto the issues they need training on.
It provides a consistent message - E-learning eliminates the problems associated with different instructors teaching slightly different material on the same subject.
It can work from any location and any time - E-learners can go through training sessions from anywhere, usually at anytime.
It can be updated easily and quickly - Online e-learning sessions are especially easy to keep up-to-date because the updated materials are simply uploaded to a server.
It can lead to increased retention and a stronger grasp on the subject - This is because of the many elements that are combined in e-learning to reinforce the message, such as video, audio, quizzes, interaction, etc.
It can be easily managed for large groups of students.

How E-learning Can Improve Retention:

training incorporate many elements such as interaction, imagery and feedback.

E-learning can incorporate many elements that make learning new material, a new process or a new program more fun. Making learning more fun -- or interesting -- is what makes it more effective. If you aren't pulled into the material, you really aren't learning as well as you could be. The keys to successful e learning include:

Varying the types of content - Images, sounds and text work together to build memory in several areas of the brain and result in better retention of the material.

Creating interaction that engages the attention - Games, quizzes creates more interest, which in turn builds better retention.

Providing immediate feedback - E-learning courses can build in immediate feedback to correct misunderstood material.

Encouraging interaction with other e-learners and an e-instructor - Chat rooms, discussion boards, instant messaging and e-mail all offer effective interaction for e-learners, and do a good job of taking the place of classroom discussion.

Self-paced

E-learning lets you go through the course at your own pace. This helps avoid missed information in situations where you either have to leave the course for an outside emergency or you just don't catch what the instructor said. This self-paced element is one of the things that make e learning so effective.

Interactive

Another element that e learning offers is interactivity. This type of interactivity can be in the form of simply clicking on appropriate responses Interactive games based on the training message are also very effective at improving learning.

Motivating

Being motivated to learn is half the battle. Knowing the course you are taking is going to have some "fun" elements like video, audio, animation and the "gaming" scenarios we mentioned above creates more interest and curiosity in learning. This, too, leads to better retention and faster learning.

Other motivating factors with e-learning are the conveniences that it offers, such as being able to go through the course any time and anywhere (almost).

Other e-learning elements that beat out the classroom scene

Besides the bigger issues like interaction, control of the pace, and motivation, e-learning can readily put to use the information that researchers have been studying for the past 30 or more years. These studies have identified things that can greatly affect memory and recall. Some of the key research found significant improvements in recall when:

Using colors and specific color combinations.
Combining images with words.
Combining sounds (or voice or music) with images.
Using multiple types of media.
Using layouts that flow with the natural movement of the eye.

Assessment and evaluation issues:

“Assessing the efficacy of online teaching with the Constructivist On-Line Learning Environment Survey” Taylor (2000).

Discussed “the development of a questionnaire - the Constructivist On-Line Learning Environment Survey (COLLES)”. That they were designed to support the use of the World Wide Web (the Web) for teaching in higher education, especially for postgraduate professional development programs for which social constructivism is a key pedagogical referent.

Study Perspective:

This is qualitative study to investigate the readiness of Almanar high secondary school.

this study was done according to the following aspects:

formal knowledge and learning resources.
Learning networks.
Contact, administration and assessment.
Information management skills.

Creative and skilled use of e learning resources can shift the model of learning from:

Stage 1 - Replacement (Using online technology to do the same task as before); and
Stage 2 - Enhancement (using online technology to enhance what you did before) to :
Stage 3 - Transformation (using online technology to do what you couldn't do before).

Study descriptions:

this qualitative study that done to investigate the readiness of Almanar high secondary school, for web based learning.

Target population analysis:

this study exposed 28 sole.

Physical characteristics: 2 headmasters, 6 administrators, and 20 teachers.

Average age: 29-58 years old.

Qualifications: Bachelor in education-various fields( education-arts-science-and languages).

Experience: 14 sole dealing with computer while 13 want to gain computer skills.

just one of 28 sole don't like computer any way.

average of hours accessing to computer is 1-5 hours, and internet half -3 three hours.

are of study:

Institution name: Almanar high secondary school for both girls and boys.

Geographical position: school located 5 km south to the center of Khartoum.

It is private school, established in 1995, the first group graduated in 1999 at the same time the school

obtained the first class over Sudan high schools.

there are 30 teachers with different specializations in school.

each school having headmaster and 3 administrators.

number of students is: 304 students-male-broken up into 8 classes, 38 student per class.

440 students-female-broken up into 11 classes, 40 student per each class.

there are tow computer specialized for administrative work.

The study goes as follow:

The checklist designed to be answered by 28 sole, the area of study exposed Almanar high secondary school, for both girls and boys

The checklist answered by headmasters ,teachers, and administrators.

answering this checklist would be through checking yes or no and make an explanation for non answers.

Some of teachers agree and attracted by computer and internet, while others confused by the illiteracy of computer itself. and they have some desire to learn computer skills.

Research matrix:

the main question of this study is:

"Is Almanar high secondary school ready for web - based learning"

the investigation of this study done through two instruments, they are:

checklists:

They are ordinary type in testing and investigation, the following table explains the questions asked through this study, the answer of this checklist must be through yes and no answers, if else an explanation added to the answer:

Table No (1): The check list:

NO	Questions
1	Do you have a PC at home?
2	Do you use computer in school?
3	Do you have an e-mail?
4	Do you use chatting rooms?
5	Do you use internet in searching?
6	Do you use internet in messaging
7	Are you attracted to internet?
8	Are you accessing to internet in side school?
9	Are you dealing with educational software?
10	Are you believe in the usefulness of previous sites?
11	Do you visit an educational sites in internet?
12	Do you like the previous sites?
13	Are you agree with web based learning?
14	Can you dispense using internet?

Interview:

This is another instrument done to investigate the readiness of Almanar high secondary school for web based learning.

this done with the holder and headmaster of Almanar school, he is at age of 53 years old having PhD in physics.

he have personal pc at home and work, he used to access daily to internet, and the favorite sites for him are scientific journals.

currently he is planning to establish computer labs and qualifying teachers and administrator in computer skills.

the questions of interview includes:

Number of:

Teachers : 30.
Administrators: 3 per school.
Classes: 8 for boys and 11 for girls.
Students: 304 male and 440 female.
Computers: 2 per school.
Labs of computer: non.

are you planning to build complete lab in the school? yes.

what are the functions of computers in schools: administration and researches.

Findings:

The most important findings that achieved depending on the results of checklists and interview is as follow:

Table No (2): The check list result:

NO	Questions	No of "Yes" answers	%
NO	Questions	28 sole	%
1	Do you have a PC at home?	11	39.3
2	Do you use computer in school?	8	28.6
3	Do you have an e-mail	7	25
4	Do you use chatting rooms	0	0
5	Do you use internet in searching?	11	39.3
6	Are you use internet in messaging?	9	32
7	Are you attracted to internet?	24	85.7
8	Are you accessing to internet in side school?	8	28.6
9	Are you dealing with educational software?	6	21.4
10	Are you believe in the usefulness of previous sites?	6	21.4
11	Do you visit an educational sites in internet?	15	53.6
12	Do you like the previous sites?	14	50
13	Are you agree with web based learning?	27	96.4
14	Can you dispense using internet?	18	64.3

Conclusions

When the above findings are considered the following conclusions can be made.

Conclusions:

accordingly to the above findings, the study achieves the following conclusions:

As main conclusion, Almanar high secondary school considered to be READY for web-based learning
Although teachers and schools' design ready for web based learning, but there are some obstacles prevent application of this program such as finance and time.
Almanar high school goes towards this modern, and developed type of learning.
There is head for bases of web based learning such as internet, and computer.

Recommendations

Based the table below shows the recommendations that raised from the conclusions we recommend with:

this study of investigating the readiness of schools for web based learning must be done with another specialized institutions as ministry of education, universities, and so on.
define the lacks that prevent spreading of web based learning and find the solutions.
another and developed study must be done stressing on economical status for individuals and organizations and their psychological readiness.
special recommendation to the sides of specialization that:

The development of countries based on the development of education, so as to ensure this, there must be

some concentration on the bases of web based learning.

From the above tale it can be seen that the most important recommendations relate to

importance of coming studies defining and solving problems that face web based learning.

Thank you very much, with our best wishes

Researchers...,

References & Resources:

Taylor, P. and Maor, D. (2000). Assessing the efficiency of online teaching with the Constructivist On-Line Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology available at: http://cleo.murdoch.edu.au/confs/tlf/tlf2000/taylor.htmlhttp://computer.howstuffworks.com/elearning1.htm

E learning studies

The Theory Series - a four-pack of the ATM, LANE, MPOA and PNNI CD-ROMs

this page last updated: 14 January 2004 available at:

http://www.marconi.com/html/education/elearning.htm

Jackie Rafferty December 2003 (adapted from Rafferty J and Waldman J, 2003 Building capacity for e-learning for the social work degree, DH) available at

http://www.swap.ac.uk/Elearning/Introduction.asp

http://www.icr.ac.uk/ieu/e-learning/elearning.htm