Can e-learning replace classroom learning ?

STUDY 2

Introduction

A study done by the University of Maryland and the University of Arizona has shown that:

  • E-learning is more effective than traditional classroom learning through a teacher.

In this study, the statistics compiled have affirmed this theory as follows:

Study #1

Traditionnal classes Online classes
Study #1 61.60% 72.53%

Study #2

Traditionnal classes Online classes
Study #2 47.34% 68.28%

In the post-study questionnaires, most students in the online groups reported having enjoyed the multimedia presentation in the virtual classroom and were satisfied with the self-learning learning process. They also felt that sufficient interactivity and flexibility were essential for an online learning environment.

In a traditional classroom, learning is very instructor-oriented and sequential. Although many instructors encourage students to ask questions during lectures, for a variety of reasons, many students do not ask or ask for rehearsals in the classroom, even if they have difficulty understanding lectures. , and they do not have the opportunity to relearn the content of the conference.

In contrast, a virtual environment emphasizes learner-centered activity and interactivity. When a student does not understand a specific concept, he or she can choose a particular content to review until it is fully understood.

Conclusion

Their survey shows that Internet and multimedia technologies are reshaping the way knowledge is provided and that online learning is becoming a real alternative to traditional classroom learning.

The results were consistent: test scores for students who participated in online classroom conferencing were significantly higher than those for students in traditional class groups.

As shown in the table, e-learning groups have significantly outperformed traditional class groups as measured by test scores.

Document:

COMMUNICATIONS OF THE ACM May 2004/Vol. 47, No. 5

Sources:

  1. Dongsong Zhang (zhangd@umbc.edu) is an assistant professor in the Department of Information Systems, University of Maryland, Baltimore County.
  2. Leon Zhao (lzhao@bpa.arizona.edu) is an associate professor in the Department of Management Information Systems, The University of Arizona, Tucson.
  3. Lina Zhou (zhoul@umbc.edu) is an assistant professor in the Department of Information Systems, University of Maryland, Baltimore County.
  4. Jay F. Nunamaker Jr. (jnunamaker@cmi.arizona.edu) is Regents’ & Soldwedel Professor in the Department of Management Information Systems, The University of Arizona, Tucson.

References:

  1. Fallah, M.H., How, W.J., and Ubell, R. Blind scores in a graduate test: Conventional compared with Web-based outcomes. ALN Magazine 4, 2 (2000).
  2. Hara, N. and Kling, R. Students’ distress with a Web-based distance education course: an ethnographic study of participants’ experiences. Information, Communication and Society 3, 4 (2000), 557–579.
  3. Hiltz, S.R. and Turoff, M. What makes learning networks effective? Commun. ACM 45, 4 (Sept. 2002), 56–59.
  4. Hiltz, S.R. and Wellman, B. Asynchronous learning networks as a virtual classroom. Commun. ACM 40, 9 (1997), 44–49.
  5. Kumar, A., Kumar, P., and Basu, S.C., Student perceptions of virtual education: An exploratory study. In Proceedings of 2001 Information Resources Management Association International Conference (Toronto, Ontario, Canada, 2001), Idea Group Publishing, 400–403.
  6. Latchman, H.A., Salzmann, C., Gillet, D., and Bouzekri, H. Information technology enhanced learning in distance and conventional education. IEEE Transactions on Education 42, 4 (1999), 247–254.
  7. Maki, R.H., Maki, W.S., Patterson, M., and Whittaker, P.D. Evaluation of a Web-based introductory psychology course: learning and satisfaction in online versus lecture courses. Behavior Research Methods, Instruments, and Computers 32, 2 (2000), 230–239.
  8. Morales, C., Cory, C., and Bozell, D. A comparative efficiency study between a live lecture and a Web-based live-switched multi-camera streaming video distance learning instructional unit. In Proceedings of 2001 Information Resources Management Association International Conference (Toronto, Ontario, Canada, 2001), 63–66.
  9. Piccoli, G., Ahmad, R., and Ives, B. Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly 25, 4 (2001), 401–426.
  10. Shea, R.H. E-learning today—As an industry shakes out, the survivors offer no-frills education for grown-ups. U.S. News & World Report. October 28, 2002.
  11. Zhang, D. Virtual Mentor and Media Structuralization Theory, Ph.D. Dissertation, The University of Arizona, Tucson, Arizona (2002).