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Introduction
UNESCO (2009) has rightly stated that the demand for higher education cannot be met in the developed and developing world without distance or virtual modes of learning which is facilitated by Information and Communication Technologies (ICT). The impact of ICT on trainers, learners, researchers and the entire learned society is tremendous. It is changing the contours of the education delivery system in the world by enhancing access to information for all. It also ensures effective and inclusive education. ICT supports the concept of open learning where the thrust is upon enhanced student access and the development of student autonomy.
Roles Of Ict In Education
ICT can play varied roles in developing an effective learning environment. It acts as a teacher and explains core content concepts and addresses misconceptions. It acts as a stimulant and fosters analytical thinking and interdisciplinary studies. It networks a learner with the peers and experts and develops collaborative atmosphere. It plays the role of a guide and mentor by providing tailor made instructions to meet individual needs. Online learning facilitates learning through digital mode. With the help of multimedia, it enhances effectiveness of teaching-learning and hence proves crucial for early learners, slow learners and differently abled learners. Modern ICT tools not only deliver the content but also replicate formal learning experience via virtual learning. The intention of virtual classrooms is to extend the structure and services that accompany formal education programs from the campus to learners.
ICT also addresses the need of mobile learning. It offers independent space and flexibility that comes from working away from the learning institute or tutor. It makes education accessible to all, irrespective of geographical barriers or resource constraints. Learners from remote areas, working people who want to learn further and update their knowledge and differently-abled students who find travelling an issue of concern - benefit from the mobile learning mode. As per Scott Motlik’s technical evaluation report on “Mobile Learning in Developing Nations”; by comparison, mobile phone technology is widespread, easy to use, and familiar to learners and instructors. (Motlik, 2008). An exploratory study of unsupervised mobile learning in rural India conducted by Anuj Kumar and his colleagues showed a reasonable level of academic learning and motivation among rural children who were voluntarily engaged in mobile learning. (Kumar, 2010). Similarly a study by Douglas Mcconatha, Matt Praul, and Michael J. Lynch, revealed that the use of mobile learning can make a positive and significant difference in the outcome performance than traditional methods of class lectures, notes and reviews (Mcconatha, 2008). Dr. Fahad N. Al-Fahad’s study about students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia, also supported that m learning makes the learners truly engaged learners who are behaviorally, intellectually and emotionally involved in their learning task. (Al-Fahad, 2009).