A History of E-learning: Shift Happened (original) (raw)
Related papers
The international handbook of virtual learning environments
2006
What is virtual reality and how do we conceptualize, create, use, and inquire into learning settings that capture the possibilities of virtual life? The International Handbook of Virtual Learning Environments was developed to explore Virtual Learning Environments (VLE's), and their relationships with digital, in real life and virtual worlds. Three issues are explored and used as organizers for The Handbook. First, a distinction is made between virtual learning and learning virtually. Second, since the focus is on learning, an educational ...
Springer eBooks, 2006
However, the very genesis of e-learning as based on human collaboration in knowledge work and innovation, can be traced to the development of network communication in the late 1960s, with the invention of e-mail and computer conferencing over packet-switched networks in 1971. Historically, these technological innovations introduced an unprecedented opportunity whereby people could communicate and collaborate despite differences in time and place, and they became key to a social, economic, and especially educational paradigmatic shift. The telecommunications revolution both enabled and required fundamentally new forms of societal and economic activity, leading to the knowledge economy. The resultant demands and opportunities impacted and transformed education. The 1980s and 1990s represented a period of intense innovation and expansion in e-learning and networking throughout public schooling as well as in tertiary, professional, workplace, and adult education. The 21st century thus unfolded with new attitudes toward e-learning, and the emergence of new pedagogical models, technological affordances, and mindsets. A paradigm shift became apparent, subtle yet ultimately profound. A fundamental shift in understanding of the very nature of learning and hence the definition, design, and delivery of education characterized the late 1990s and early 21st century, and this shift became civilizational and global as educators and learners worldwide adopted networked e-learning. This chapter addresses that paradigmatic shift. It begins by presenting an overview of the history of online education as a context and framework for understanding the state of the art of e-learning today, especially the use of network technologies for collaborative learning. The chapter outlines how the early pioneers contributed to the educational paradigm change and how the theory and practice of learning has been advanced into new learning theories and models, modes of delivery, instructional roles, instructional designs, and learning processes and outcomes. The goal of the chapter is to provide an overview of the highlights of the early days of e-learning, a sense of the accomplishments, the challenges, and the adventure. The author recognizes that there are many more dots to be added and linked into creating a comprehensive history. I apologize to the many individuals, teams, and projects omitted. Let us keep working at documenting our history. The field and its future deserve it.
[PDF]The case of virtual learning environments
Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational cooperation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.
An exploration of teaching and learning in a virtual world in the context of higher education
Fitzsimons Sabrina an Exploration of Teaching and Learning in a Virtual World in the Context of Higher Education Phd Thesis Dublin City University, 2012
I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work.
Embracing Virtual Learning: A Pathway to Modern Education
2018
Virtual learning, also known as online learning or e-learning, has a rich history dating back to the 1960s, evolving significantly over the decades. This paper provides an overview of its historical background, modes, advantages, limitations, challenges, best practices, emerging trends, and implications for stakeholders. The historical journey of virtual learning highlights its transformation from early computer-based instruction to the integration of advanced technologies such as augmented reality (AR) and virtual reality (VR). The paper discusses various modes of virtual learning, including online courses, webinars, virtual classrooms, and mobile learning, each offering unique advantages and challenges. It outlines the benefits of virtual learning, such as flexibility, accessibility, customization, and global reach, along with the challenges of digital equity, course quality, social interaction, and technological infrastructure. Best practices for virtual learning encompass clear communication, engaging course design, multimedia utilization, regular feedback, and community building. Emerging trends in virtual learning, such as personalized learning, gamification, AR/VR integration, and social collaboration, indicate the transformative potential of virtual learning in education. Finally, the paper explores implications for stakeholders, including educators, learners, institutions, and policymakers, emphasizing the importance of professional development, self-regulation, infrastructure investment, policy development, and regulatory frameworks to ensure the success of virtual learning initiatives. Overall, the paper underscores the need for collaborative efforts and adaptive strategies to harness the benefits of virtual learning while addressing its challenges effectively in the digital age.
Virtual learning environment-Some realities
IRJAES, 2018
A virtual learning environment (VLE) is a set of teaching and learning tools, including computer and the internet, but there are controversies as to the fitness of VLE to mimic the real situation and these controversies have for a long time overwhelmed its justifications; this has made the acceptance of VLE very difficult. This paper is written to address these controversies and this is achieved by surveying some virtual realities. The findings show that VLE in reality, though expensive, is fit to mimic human experts and will economically beneficial in the long run.
The Virtual Classroom: An Enhancement or Replacement to Traditional Education
The processes by which learners learn and teachers teach are about as ever-changing as the seasons. Throughout time, pedagogical researchers have developed new methods for the educational process, but none have been quite as revolutionary or as controversial as e-learning. E-learning, often referred to as distance learning or online learning, provides a platform that facilitates learning through communication without requiring a face-to-face contact in the same space and time (Wahlstedt 1021).
VIRTUAL LEARNING TECHNOLOGY IN VIRTUAL EXISTENCE
"Yosh mutaxassislar" ilmiy-amaliy jurnali., 2023
Annotation: "Virtual learning technology in virtual existence" explores the integration of digital tools, platforms, and simulations in education to create immersive and interactive learning experiences. The article highlights the benefits of virtual learning technology, such as immersive experiences, personalized learning, collaborative opportunities, and safe simulations. It emphasizes the concept of virtual existence, where learners can engage with educational content in augmented reality environments. The article also acknowledges challenges, including access to technology, pedagogical integration, and ethical considerations. Overall, it emphasizes the transformative potential of virtual learning technology in enhancing education while acknowledging the need for careful implementation and addressing associated concerns.
What We Talk About When We Talk About Virtual Learning Environments
The International Review of Research in Open and Distributed Learning
This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014–2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying the research method, the classification of research (macro, meso, or micro), the focus of research (students, instructors, or both), and, where applicable, the specific brand of VLE. Most output on VLEs is found to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries. This article adds to the understanding of VLE research by identifying the most frequent foci of research on VLEs, as well as identifying areas that have been un...