E-Learning and Traditional Learning at

¶ … E-Learning and Traditional Learning At its most fundamental level, the acquisition of knowledge in ways that constitute what is commonly understood to be learning is essentially the same irrespective of the manner in which the knowledge is acquired. While traditional brick-and-mortar educational institutions continue to form the backbone of the educational offerings in the United States and most other countries, the transition to e-learning environments has accelerated in recent years and continues to grow in popularity today.

Not only has this transition become especially pronounced in recent years, the fact that it has been taking place for a relatively short period of time makes the study of effective e-learning approaches a timely and valuable enterprise. In fact, the personal computer only became a reality (in the sense that a growing number of people were purchasing them for their homes) in the mid 1980s (Garrison & Anderson 2003).

Today, most people have at least one personal computer as it is the way to get to the Internet and the World Wide Web. Of course, this phenomenon of the Internet is altering education as people can now learn from a distance via online classrooms. E-learning has already made a huge impact on education and society and we have yet to experience the full effect of what doors e-learning can open up to us as a global society.

Despite all the potential that comes along with e-learning, there are still those who are wary of e-learning and skeptical about whether or not it can live up to the potential of traditional learning. Skeptics may believe that e-learning is about gaining information faster, believing that this is where the value lies; however, the value of e-learning is not in gaining the information faster, but rather, its ability to 'facilitate communication and thinking and thereby construct meaning and knowledge (Garrison & Anderson 2003).

Learning is learning no matter how information is imparted and supporters and believers in the efficacy and potential of e-learning believe that there is a problem when one tries to separate e-learning from 'traditional' learning because it assumes that it is some kind of learning that is not real or worthy of simply be called 'learning.' This research will explore the many benefits of e-learning as well as some of its drawbacks and how those drawbacks can be worked on in order to improve the quality of e-learning.

Through a proposed research study, it is hypothesized that e-learning has the potential to be more efficacious when it comes to students' learning because of the fact that multimedia can actually engage students more than simply 'chalk-and-talk' (Nanda 2010) styles of teaching. Problem Statement Despite the amount of information that already exists on the topic of online education vs. traditional educational settings, there are still several areas in the research that are highly inconclusive, and with only a general knowledge of certain factors.

Specifically, the existence -- if any -- of any performance difference between students in online and traditional learning environments has yet to be conclusively determined; though several studies have found no significant difference in performance, the existence of different motivational factors and learning styles as well as the increased engagement of students in online environments seems to suggest that a performance enhancement is available in online educational settings (Daymont & Blau 2008; Liu 2007; Wighting et al. 2008).

The potential for a more effective and performance-enhancing educational experience through the utilization of Internet-based technologies is also indicated by the fact that there is no measurable performance deficit to online classrooms despite the fact that many instructors are not fully utilizing online instructional methods in the most effective manner (Daymont & Blau 2008; Coulter & Ray 2009). With proper instructional techniques, the effects of online education could potentially be altered significantly in a positive direction.

This research will attempt to determine the specific obstacles that still exist to online education and the current best practices for overcoming these obstacles, as demonstrated by a variety of independent and original research studies conducted on the topic. Purpose Statement There are many proponents for traditional learning who are under the impression that traditional learning is the best and most efficient way of learning. Other types of learning are often considered to be less efficient and inferior in most aspects, generally speaking.

However, despite the amount of information that already exists on the topic of online education vs. traditional educational settings, there are still several areas in the research that are highly inconclusive, and with only a general knowledge of certain factors. The biggest challenge is the fact that there is very little research on the existence -- if any -- of any performance difference between online and traditional learning environments.

Though various studies have found no significant difference in performance, the existence of different motivational factors and learning styles as well as the increased engagement of students in online environments seems to suggest that a performance enhancement is available in online educational settings (Daymont & Blau 2008; Liu 2007; Wighting et al. 2008). The idea of instruction technology (beginning with film in the 1920s) created very optimistic predictions of massive improvements in learning (Clark & Mayer 2007). The U.S.

Army conducted the first media comparison study in 1947 to demonstrate instruction delivered by film resulted in improved learning outcomes than traditional classroom or paper-based versions (2007). This study did not support the media superiority perspective and, as aforementioned, research is still rather questionable when it comes to the topic. Therefore, the purpose of this research will be to develop a better understanding of the challenges and advantages of online education so that instructors and students alike can benefit from improved educational settings and procedures.

Though this research will by no means be exhaustive in the area, it will add to the growing body of empirical knowledge surrounding the issue of online education at a time when this method of education delivery is still growing enormously. This research can thus have a far-reaching impact on current educational practices and settings, enabling instructors and administrators to better design online educational programs both as supplements to traditional classrooms and as alternative learning environments for distance learners and other students of the growing online educational community.

Conceptual Framework Various authors talk about e-learning as being unparalleled, explosive, and disruptive (Garrison & Anderson 2003). While some believe that e-learning technology is not only unique, but something that will revolutionize the world, others are not convinced. Regardless of the different discourse on the topic, what has changed is the 'speed and power of communications and the expanded capacity to send, receive, and use information' (Ikenberry 1999; 2003) and the ability to bridge both time and space for the purpose of education (2003).

The fact is that learning is changing whether we like it or not and though there are plenty who claim traditional learning will never be outdone by e-learning, many others think that, 'with its large lecture halls and standardized, objective testing, traditional undergraduate education has taken on an industrial character' (2003). Fundamentally speaking, lecturing is about communicating information not about encouraging critical thinking or even about understanding ideas per se. So the problem is not the access to the information.

Therefore, e-learning's transformative power and ability to add value to education is not based upon access to information (2003). 'What is required, and what e-learning offers, are better ways to process, make sense of, and recreate this information. The current passive-information-transfer approaches of higher education are contrasted with the interactive and constructive potential of e-learning' (2003). The bottom line is that just having an experience is not enough for a person to learn (Watkins 2009). 'Without reflecting upon this experience it may be quickly forgotten or its learning potential lost' (2009).

Ikenberry (1999; Garrison & Anderson 2003) posits that while lifelong learning has become essential, and communication technologies is altering higher education, in most cases, 'the revolution proceeds without any clear vision or master plan' (1999). In order to realize the fullest potential of e-learning as an open but cohesive system, it is necessary that we rethink our pedagogy (2003).

Education is about ideas not facts (2003) and students who are receiving a higher education are not receiving the educational experiences they need in order to develop the vital and self-directed higher education skills required for lifelong learning. The learning outcomes are generally substandard in relation to the demands of the twenty-first century (2003). Zhang, Zhao, Zhou and Nunamaker's (2004) investigation into the efficacy of e-learning showed that the Internet and multimedia technologies are reshaping the way knowledge is delivered, and that e-learning is becoming the most natural alternative to traditional learning.

The potential for a more effective and performance-enhancing educational experience through the utilization of Internet-based technologies is also indicated by the fact that there is no measurable performance deficit to online classrooms despite the fact that many instructors are not fully utilizing online instructional methods in the most effective manner (Daymont & Blau 2008; Coulter & Ray 2009). With proper instructional techniques, the effects of online education could potentially be altered significantly in a positive direction.

This research will attempt to determine the specific obstacles that still exist to online education and the current best practices for overcoming these obstacles, as demonstrated by a variety of independent and original research studies conducted on the topic. Many studies have pointed out that inadequately equipped e-learning systems can result in 'frustration, confusion, and reduced learner interest' (Zhang et al. 2004).

An example of this is the fact that many e-learning course offer only text-based learning materials, which could lead to a student's boredom and disengagement in students, preventing them from gaining a good understanding of a topic (2004). However, multimedia technology is becoming more and more advanced and now e-learning systems are able to incorporate materials in different media such as text, image, sound, and video (2004), all sources of media that can keep students interested and engaged in the material being offered.

Another problem is that some e-learning systems with their multi-media-based systems lack sufficient learner-content interactivity and flexibility because of their passive and unorganized way of presenting instructional content (2004). Under these types of systems, learners have relatively little control over the knowledge structure and the learning process to meet individual needs. For example, it may be ineffective and time-consuming to locate a particular segment or to skip a portion of a three-hour instructional video delivered via the Internet, making interactive learning difficult.

Sometimes a student may want to ask questions about materials and get answers immediately instead of sequentially going through an instructional video to find an answer. But few multimedia-based e-learning systems provide this capability (Zhang et al. 2004). Students with distinct and varying backgrounds do not benefit much from the 'chalk-and-talk' (Nanda 2010). There is some belief that students should have a required background in order to attend traditional learning settings. Many classroom teachers use a mixed approach to 'chalk-and-talk' teaching.

For example, a concept may be given to the class using the talk approach, by giving a definition of something, and then elaborated and example through analogies and metaphors. Teachers oftentimes can then gauge if the students are getting the concept or not. Learning is a highly subjective concept and some students may get the concepts of a 'chalk-and-talk' lecture right away, while others may need concepts presented to them in a more abstract fashion (e.g., a formula or a definition) (2010).

On the flipside, some students may need a picture in order visualize the concept and relate it to the definition or formula (2010). Another issue with e-learning is the challenge to institutions concerning how to manage and organize new technological developments. In many institutions that offer both traditional and e-learning, e-learning is viewed as a completely distinct activity, 'on the periphery of the mainstream classroom teaching, and somewhat esoteric in its organizational needs' (Bates 2005). Because of this mysterious aura surrounding e-learning, distinct departments for e-learning have been established within institutions.

There is much concern over this, however, and the question of whether academic departments should be responsible for all forms of teaching has been raised (2005). Despite concerns over technological developments and how institutions and teachers fare with these new innovations, there is still evidence to suggest that students can really benefit from multimedia e-learning experiences. There is good evidence that supports the belief that relevant visuals promote learning (Clark & Mayer 2007).

The question then comes down to, 'what types of visuals are the most effective for learners and the goals of the instructor?' The details of multimedia instruction are still rife with a plethora of questions and doubts. There are differing opinions when it comes to distinguishing e-learning from traditional learning. Doing so, many argue, 'encourages the view that it is a separate phenomenon' (Fee 2009). In reality, however, learning is learning no matter how information is given and no matter how the learner interprets the information given.

Fee (2009) asserts that e-learning should be subject to the same disciplines and the same measurements as any other type of learning. Some even have issue with the "e" in e-learning, claiming that it should not be used at all, 'as e-learning is just another form of learning, albeit in electronic form' (2009). Despite these opinions, the bottom line is that the term 'e-learning' is used just as 'e-mail' is used to distinguish it from 'snail mail' (2009).

However, it must be noted that this vocabulary that is given to e-learning is part of what mystifies it and sets it so drastically apart (for some) from traditional learning. Research Questions The primary research questions that will be addressed in this research.