Abstract:

E-education is the use of electronic educational technology in learning and teaching.

Conceptually, e-learning is broadly synonymous with instructional technology, information and
communication technology(ICT) in education, EdTech, learning technology, multimedia
learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer
managed instruction, computer-based training (CBT), computer-assisted instruction or computeraided instruction (CAI), internet-based training (IBT), flexible learning, web-based training
(WBT), online education, virtual education, virtual learning environments (VLE) (which are also
called learning platforms), m-learning, and digital education.[1] In usage, all of these terms
appear in articles and reviews; the term "e-learning" is used frequently, but is variously and
imprecisely defined and applied.
There are many terms for online education. Some of them are: virtual education, Internet based
education, web-based education, and education via computer-mediated communication. The
Web-edu project uses a definition of online education that is based on Desmond Keegan's (1988)
definition of distance education. Hence, online education is characterized by:
The separation of teachers and learners which distinguishes it from face-to-face education
The influence of an educational organization which distinguishes it from self-study and private
tutoring
The use of a computer network to present or distribute some educational content
The provision of two-way communication via a computer network so that students may benefit
from communication with each other, teachers, and staff

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Objective:
Online education opportunities offered by colleges and universities have grown remarkably,
from almost non-existent 20 years ago to almost universal today. In a review of higher education
distance learning articles published at the end of the 1980s, Maeroff (2002, p. 11) found little
mention of e-learning programs; by 1989 distance learning consisted mainly of courses offered
by correspondence and public television, with some mention of independent study, tutorial
software, and audio tapes. Little more than a decade later the National Center for Education
Statistics (as cited in Gaytan, 2007) noted that 90% of two-year and 89% of four-year public
institutions offered some form of online courses in the 2000-2001 academic year.

To enhance the development of teaching and learning methodology through sharing of

information on the latest pedagogical technique and delivery system for the students.

To upgrade the ICT knowledge and skills in students and lecturers.

To increased usage of ICT in educational management.

To upgrade the maintenance and management of ICT equipment in education institutions.

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Methodology:
While supporters of online education view it as a valuable tool with advantages over traditional
classroom teaching (Gaytan, 2007), such rapid growth in online teaching and learning does not
mean that the method is unopposed. On the contrary, critics question its usefulness; many
believe that it weakens education and shortchanges students (Maeroff, 2002). The controversy
has led to many studies and reviews of the subject; two such papers are Dr. Jorge Gaytans
Visions Shaping the Future of Online Education: Understanding its Historical Evolution,
Implications, and Assumptions and Gene I. Maeroffs Standing in the Middle of a Cyclone:
Online Education Comes of Age. These alternative terms are all linguistically more restrictive
than "educational technology" in that they refer to the use of modern tools, such as computers,
digital technology, electronic media, networked digital devices and associated software and
courseware with learning scenarios, worksheets and interactive exercises that facilitate learning.
However, these alternative names individually emphasize a particular digitization approach,
component or delivery method. Accordingly, each conflates to the broad domain of educational
technology. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in
principle from educational technology.
Scope of the study:
This paper intends to identify and discuss the areas of e-education that are important in
describing the state of the art in e-learning specifically related to the need for systems and actions
supporting the learner and helping him/her to succeed and reach learning goals, whether these
learning goals are set by the institution, employer and/or the learner. The issues discussed in
Output 1 will be used as a foundation for further analyses in the assignment.

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Acknowledgement

In performing my assignment, it's a successful one I had to take the

help and guideline of Internet and friends. I am grateful to Almighty
Allah who gives me sound mind & sound health to accomplish my
assignment. The completion of the report gives me much Pleasure. But
it is not my credit in this endeavor. I would like to thank my gratitude
to my honorable course teacher of Management information system, Mr.
Kartik Chandra Mondal, ASA University of Bangladesh for giving me a
good guideline for assignment.

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Introduction:
There are many terms for online education. Some of them are: virtual education, Internet-based
education, web-based education, and education via computer-mediated communication. Eeducations the collection of teaching and information packages in further education which is
available at any time and any place and are delivered to learners electronically. They contain
units of information, self-testing batteries and tests, which allow a quick self-evaluation for quick
placement. E-learning offers lower level learning goals. Higher order goals like understanding,
reasoning and (moral) judging are more difficult to achieve. They require an individualised
interactive discourse and can hardly be planned.

Definition of online education:

the quasi-permanent separation of teacher and learner throughout the length of the
learning process (this distinguishes it from conventional face-to-face education);

the influence of an educational organization both in the planning and preparation of

learning materials and in the provision of student support services (this distinguishes it
from private study and teach yourself programmes);

the use of technical media print, audio, video or computer to unite teacher and learner
and carry the content of the course;

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the provision of two-way communication so that the student may benefit from or even
initiate dialogue (this distinguishes it from other uses of technology in education); and

The quasi-permanent absence of the learning group throughout the length of the learning
process so that people are usually taught as individuals rather than in groups, with the
possibility of occasional meetings, either face-to-face or by electronic means, for both
didactic and socialization purposes.

If we accept that online education represents a subset of distance education we may define online
education by accepting Keegans definition and changing his points 3 to 4 to:

the use of computers and computer networks to unite teacher and learners and carry the
content of the course;

the provision of two-way communication via computer networks so that the student may
benefit from or even initiate dialogue (this distinguishes it from other uses of technology
in education);
ICT infrastructure

Create awareness
amongst its staff and
students. Many times
resistance is felt because
of ignorance

Network of institutions
Increased Internet
bandwidth
Increased No. of.
Computers
purchase & set up
Information Management
systems admissions, finance,
library, exams, e-Learning

Develop an elearning
Evaluation
Survey tool

BASICS
REQUIREMENTS
OF e-EDUCATION

!. Institutional Policies:
2. Institutions require
Quality Assurance
measures in phases

Training lecturers,
students, Administrators
in Comp Lit, Internet
Tech,e-Platform, THEN
DEVELOP CONTENT

Seek Support Ownership

lecturers, students,
parents, Admn, Govt.

Most proponents of online education would exclude Keegans point five, as collaborative
learning, where students may communicate throughout the length of the learning process is seen
as one of the greatest advantages of online learning relative to previous generations of distance
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education (McConnell 2000). On the other hand, there is good reason to stress that most adult
students need to organise their studies according to demands of work, social life and family
responsibilities. These needs must be balanced against a possible didactic ideal of co-operative
learning. Thus, the flexibility of the institution in adapting course requirements so that students
may organise their learning independent of a study group is important for many online students
(Rekkedal 1999). This does not at all exclude learning methods exploiting the advantages of
being part of a group or learning community.

Distance education and distance learning

As defined by Keegan (1996) are well-established concepts. The distance learner is a person
who, for some reason, will not or cannot take part in educational programmes that require
presence at certain times or places. Terms such as e-learning and also m-learning have
entered the scene more recently. To us, learning is an activity or process and shown as a change
in a persons perceptions, attitudes or cognitive or physical skills. It cannot be electronic (if
that is what e-learning is supposed to stand for (?)). The terms e-learning and d-learning deserve
to be analysed. For instance, the term, e-learning, seems often to be used to convince users that
some supernatural things happens with your brain when you place yourself in front of a
computer screen. However, in the real world this miracle is very unlikely to happen, as learning
in is mainly hard work. Most examples of e-learning programmes seem to be extremely costly to
develop and most often covers low-level knowledge and facts based on a simplistic view of what
learning is (see e.g. Dichanz 2001 E-learning, a linguistic, psychological and pedagogical
analysis of a misleading term).
Key Features of online education:
Each key feature of the online CTTE Education program corresponds to one or more of the
Carnegie recommendations for effective professional practice doctoral programs

A clear focus on the scholarship of teaching

The identification of a signature pedagogy to guide the work

Grounding students work in their own educational contexts to create authentic

laboratories of practice

New capstone/dissertation experiences in which doctoral students can work together to

produce outstanding demonstrations of their proficiency

The CTTE program faculty members define signature pedagogy as the salient pervasive teaching
practices within this program. Assumptions about teaching and learning that undergird the CTTE
pedagogy are:
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1. Learning is a recursive, long-term, collaborative and social process that happens within
Communities of Practice. These are groups of people who share a concern or passion for
something they do and learn to do it better as they interact regularly (Wenger, 2006, from
http://ewenter.com/theory/index.htm). Students will join communities of practice such as
online communities, inquiry groups, and summer seminars.
2. Learning is driven by inquiry.
3. Teaching is a complex endeavor that requires the development and application of
conceptual and practical tools.
4. Effective teaching and learning is highly context dependent.
5. Developing the capacity to address the most pressing problems of practice today requires
a commitment to equity for all children.

Possible advantages of online education:

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Convenience and flexibility

1. Schedule Flexibility: Students can access their course at any time, from anywhere they
can log on, in most cases. This means that parents, working students, and professionals
on the move have the option of attending classes no matter their work schedule. Students
only need a computer and Internet access to take online classes.
2. Ease of accessibility: Courseware can be accessible for students when they need it.
Students can review lectures, discussions, explanations, and comments. Individuals can
also share notes with each other to help facilitate community learning.
3. Range of options: Students may be able to choose from a wider breadth of degree
programs. Some online colleges develop and offer degree programs that might not yet be
available through nearby public or private institutions.
4. Students control study time: On-campus courses are typically scheduled in a more rigid
format, with shorter classes running 50 minutes, and others running longer. Night classes
may last for nearly three hours. One of the benefits of online education is that students
may not have to sit for long periods of time. Lessons can be paused when needed, and
notes read at will.

Student enrichment
1. Chance for interaction: Online courses may be less intimidating than the brick-andmortar classroom setting, and could help to increase student interaction. By allowing
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everyone to have a voice, shared ideas grow diverse as well. Students can also think
longer about what they want to say and add their comments when ready. In a traditional
classroom, the conversation could have moved past the point where the student may be
willing to comment.

FOCUS ON QUALITY EDUCATION AS OUTPUT

Virtual verse Physical Environments

INPUT
PROCESS
OUTPUT
E-learning

Face to face
learning

Teacher
training

Quality Education

Infrastructure
Student
Teacher motivation
& attitudes

learning

Student motivation
& attitudes

Q. of programmes
Availability of materials

2. Online communications: Instructors can be more approachable in the online setting.

Students may feel more comfortable talking openly with their teachers through online
chats, emails, and newsgroup discussions rather than face-to-face. Online correspondence
also cuts out having to wait for office hours that may not be convenient for either party.
3. Time to absorb material: Positive results are reported for students enrolled in online
classes, according to a study by the U.S. Department of Education: "on average, students
in online learning conditions performed modestly better than those receiving face-to-face
instruction." Using over 1,000 empirical studies, the DOE found that time was the
additive that helped students perform better. The report noted benefits in studies in which
online learners spent more time on task than students in the face-to-face condition.
Cost-effective choices
1. Money saving option: Students may be able to save money by not having to physically
attend classes. Online courses may help individuals cut down or eliminate costs of
transportation, babysitting, and other expenses incurred by attending classes in a
traditional setting.

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2. No more expensive textbooks: Some web-based classes may not require physical
textbooks, as reading materials may be available either through the school's own library
or their partnerships with e-libraries and other digital publishers. E-textbooks might offer
substantial savings for students, adding up to hundreds of dollars a year.

Opportunities for convenience, cost-effectiveness, and student enrichment are just some of the
variables that have contributed to online learning's growth. Distance education has gained steam
in these areas, and advocates are continuously looking to improve upon these as well as other
facets of the experience.
One concern is the lack of face-to-face interaction with the instructor and fellow classmates.
Students may experience a disconnect with the rest of the classroom, but schools are proactively
looking into ways to alleviate the issue. The adoption of video conferencing technologies, and
even free-to-use group chats, for example, can help students interface with teachers and other
students.
Another worry is that online degree programs are viewed as less optimal instruction for students,
with no real standards to regulate the curriculum. However, online instruction is subject to
academic scrutiny like on-campus schooling. Accrediting bodies exist to review and accredit
online institutions as well as traditional colleges and programs. It's always a good idea to check
that a school has been reviewed by an approved accreditation organization.
Student plagiarism and dishonesty are areas of concern as well. Some critics feel that it is easier
to plagiarize or share answers because of reduced surveillance and increased connectivity.
Institutions have begun to find ways to fight against these concerns with technologies to tackle
cheating, like Turnitin and iThenticate.
Distance education has come a long way since its beginnings, and more advancements are likely
to come. Advocates are finding ways to tighten up the perceived shortcomings of e-learning, and

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new technological developments continue to add to the advantages that online learning may offer
for students.
Possible cooperation on e-education:

Universities in ACD member countries are encouraged to develop their web-based

learning. This would enable them to be hyper-linked to each other through the use of
internet. Students from the various institutions would be able to share information and the
scope of learning will be widened in terms of sharing global knowledge.

e-education Components
Computers,
mobile
Technologies

Sharing
information
online &
offline

Testing
modules
online

e-Learning
Components

Learning
Administration
Systems/backend

Capacity
building
(literacy/eTechnologies)

Graphic/multimedia
productions (Cdroms,
DVDs etc) - Simulators

Learning
Management
Systems
(proprietary or
open source)

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Research and Development (R&D) could be enhanced by streaming the research findings
through the internet so that analysis and modification can be discussed by various
universities in ACD member countries without requiring researcher to move from one
institutions to another, thus reducing the cost in R&D.

A proper information highway should be developed and hyper-linked so that e-education

could be implemented amongst universities in the ACD member countries. In this
respect, a common homepage could developed as an e-education portal for ACD
members.

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Online Education Systems and Integration of Them

Online education systems are here defined as all systems that support online education. In the
following, this paper discusses two alternative models for online education systems developed in
the web-Edu project. The models are:
The Jigsaw model for online education systems
The Hub model for online education systems
Both models show that several online education systems should be integrated and exchange data
and this need for integration increases when online education systems grow from small scale to
large-scale systems. Kaplan-Leiserson touches upon the need for integration in an attempt to
define an integrated learning system:
ILS (integrated learning system): A complete software, hardware, and network system used for
instruction. In addition to providing curriculum and lessons organized by level, an ILS usually
includes a number of tools such as assessments, record keeping, report writing, and user
information files that help to identify learning needs, monitor progress, and maintain student
records.

1
1

Lesson Plans with clear objectives

Teachers
Resources

e-Course Outlines

Activities

Assignments

Online Tutorials

Questions and quizes

e-Calendar

Multimedia Objects

9
Internet Resources
1
10 Symbols
11 Pictorials
12

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Digital Journals

Recommendation:

By reducing the time taken away from the office, removing travel costs and doing away
with printed materials, online learning helps you to save money and increase workplace
productivity. It also means your staff will be happier and focused.
Many face to face courses only operate within normal office hours. By allowing staff to
complete the course when and where they like you can make sure disruptions to your
busy working schedule are minimized. This also means that your staff will be happier
because they don't need to travel to specific training centers, and if they have important
work to catch up on mandatory training can be done outside of office hours in exchange
for lieu time. Most of our courses have an average learning time, and our CPD approved
courses allow learners to print out certificates of proof.
Perhaps the most important aspect of using computers for training is that it with a well
implemented Learning Management System (LMS) makes it easy to track and prove
progress for your staff and learners
Not everybody feels comfortable learning in a large group, especially if they find
something hard to understand that co-workers have no problem with. E-learning allows
each individual to tackle the subject at their own pace, with interactive tasks being set in
place to ensure a thorough understanding throughout each module.
Conclusion:
Quite simply, e-education is electronic learning, and typically this means using a
computer to deliver part, or all of a course whether it's in a school, part of your
mandatory business training or a full distance learning course. In the early days it
received a bad press, as many people thought bringing computers into the classroom
would remove that human element that some learners need, but as time has progressed
technology has developed, and now we embrace smartphones and tablets in the
classroom and office, as well as using a wealth of interactive designs that makes distance
learning not only engaging for the users, but valuable as a lesson delivery medium.
Building partnerships with quality training providers, and combining this with a
dedicated experienced technical team and support staff, Virtual College provides the
perfect blended learning environment, offering anyone the chance to take their online
training to the next level.
There are several benefits to e-learning whether you choose to use it on its own, or to
enhance your existing in house training. We've listed a few below, but for more
information on how your business can save time and money you can call today and speak
to one of our Ilkley based support team.

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