Addressing barriers to e-learning.

http://prezi.com/wqi1mkrwsadd/addressing-barriers-to-online-learning/

What are the possible barriers to e-learning?

Muilenberg and Birch, (2005), reported eight dependent factors: (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. The independent variables they found that significantly affected student ratings included: gender, age, ethnicity, type of learning institution, self-rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed. The results of their study show that the lack of social interaction was the most severe barrier related to the effectiveness of online learning. Dawn, also states that students may find it more difficult to establish relationships and feel a personal connection to the courses they take. She points out that students taking an online course may find it easy to be distracted by Web sites, computer games, cell phones and other types of technology within close reach of the computer.  

The Australian Institute for Social research (2006), reports that 30% of Australian adults in non-metropolitan areas are connected to the internet, as compared to 40% in metropolitan areas. The greatest barriers to online learning were found to be access to technology, costs of equipment and connection, and the lack of plain English usage in manuals, according to Strategy 2000, Access and Equity in Online Learning Project,(quoted from ANTA, 2002:33)

Overcoming the barriers

·      Improved Telephone infrastructure and bandwidth quality.

·      Greater supply of technology infrastructure at lower costs in rural areas.

·      The report quotes the findings of Brennen et al. (2003), who recommended changes in the delivery system to include better preparation of learners, assessment of their readiness to study online and their ICT skills and greater support throughout the course. Interestingly, Takalani, T (2008) also makes this recommendation for Higher Education Learners in South Africa. Takalani also suggests that English lessons be made compulsory to bridge the language gap. In fact, since there is more than one official language in South Africa, Takalani suggests that course content be made available in languages other than English in order to offer equitable access, especially to marginalised groups.

·      Since most remote learners tend to be Indigenous as well, Culturally inclusive teaching needs to be considered to counteract the self-perpetuating patterns also caused by other common factors such as low income, lack of infrastructure, uniformity of language medium in technology being in English, etc.

·      Takalani suggests that a technical helpdesk should be available fulltime for support and should provide speedy delivery service, as delayed responses can hinder the learning process.

·      Teachers need ongoing opportunities to address their own needs in using technology as a teaching tool, by being able to see other teachers using it and being able to share their concerns with other teachers through ongoing dialogue about their experiences, according to Ertmer, P. (1999)

·      Applicability of Progamme Instruction and Design

Ertmer (1999), posits that it is important for teachers to gain technical skills as well as pedagogical knowledge for effective instructional practices that incorporate meaningful uses of technology. Pickett (2009), states that using synchronous as well as asynchronous tools in the online environment provides a maximization of opportunities for adult learners to take full advantage of the online learning process. In order to eliminate barriers instructional designers must add content and design interfaces that contribute to learning outcomes, thus measuring effectiveness in terms of applicability. Designers and teachers need to incorporate multiple and interactive instructional strategies that optimize human learning and intrinsic motivation in terms of autonomy, competence and relatedness to the learning activity. Our ability to provide a dynamic and interactive online learning environment mandates us as educators to continually prepare for changes in the instructional design process that espouses content within context. Pickett (2009) states that the use of constructivist methodology in online instructional design could find new research avenues in learning.

References

Dawn, S. Barriers to Online Learning. Retrieved on 18 Aug 2011, from http://www.ehow.com/list_6116447_barriers-online-learning.html

The Australian Institute for Social Research. University of Australia. (2006). The Digital Divide - Barriers to e-learning. Final Report, presented to Digital Bridge Unit, Science Technology and Innovation Directorate, DFEEST.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47.

Muilenburg, L. Y. and Berge, Z. L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education. 26 (1), 29–48

Takalani, T. (2008). Barriers to e-learning amongst post graduate black students in Higher Education in South Africa. Stellenbosch University.

Pickett, M.C. (2009). Overcoming Technology Barriers in Adult Online Learning with Modular instructional Design. Proceedings of ASBBS. National University. 16(1).