Implications of digital pedagogies on e-learning design
Education is a fundamental human right and need which must be within reach for anyone around the world. Access to quality education has become more viable since the introduction of e-learning and learning in digital environment. But apart from the ease of access, which itself is an issue for the places around the world where people do not have access to the Internet or even the computer, is online-based education as good as or better than traditional schooling experience? And how can it be improved to deliver the best quality education to people and students in particular?
Having reflected on our lecture with Eva Dakich last week and reading the article “Ulf Daniel Ehlers, (2009),”Web 2.0 – e-learning 2.0 – quality 2.0? Quality for new learning cultures”, Quality Assurance in Education, Vol. 17 Iss: 3 pp. 296 – 314” along with a bit of more research on ‘implications of digital pedagogies on e-learning design’, I came up with the following ideas and thoughts.
E-learning and online-based education is conducive to effective learning in many ways. It is more flexible compared to the traditional system of education: moving from the constraints of physical classroom, students can access the material at a time and place that suits them. They can break up the material into shorter sections, explore them in their favourable order (somehow benefit from a personalized curriculum), study them as often as they want and at their own speed; they can pause the lectures when strained by their limitations of attention span, which at some instances has been reported as low as 10 minutes in the classrooms. BBC news Education
Furthermore, online-based education give the students the benefit of having a one-to-one tutor, which is not technically feasible in the real world and as Stanford professor Daphne Koller jokingly said, it is even better than a tutor since the computer does not get tired of repeating the same thing thousands of times.
Having said the benefits of digital classrooms, one has to corporate essential components in building effective multimedia learning environments for effective teaching and learning. In designing such digital environments, pedagogical elements such interactivity, critical thinking and reflective learning, can be fostered by linking students with teachers and other students by means of Q& A forums, designing questions after each online section(Daphne Koller, 2006), and providing students with feedbacks through technological tools and programs.