Abstract
There is no questioning the growth of e-learning in universities around the world. Whether or not we are doing it effectively and meaningfully is where the uncertainty lies. In this chapter, two e-learning researchers from Canada offer their perspective on e-learning in that country. This perspective includes a snapshot of the Canadian e-learning landscape as well as the results of a multi-university research study called the Meaningful E-Learning or MEL project. The authors explore four themes derived from the MEL project and represented by the acronym HIDI (human interaction, IT support, design, and institutional support) in relation to three e-learning scenarios. While each element of HIDI is recognized as important, the criticality of institutional support and design cannot be overemphasized in the pursuit of excellence in e-learning.
TopA Review Of The Literature
A Definition of E-Learning
The definitions of e-learning in the literature are numerous and, at times, confusing. In this chapter, e-learning is understood as learning that may occur outside of the face to face setting and typically involves a variety of learning technologies and teaching approaches (Moore, Dickson-Deane & Galyen, 2011). It is not to be confused with distance learning which, historically, has been defined as geographically distributed learning and, presently, involves online or internet-supported educational strategies. Instead, e-learning has adopted some of the characteristics of both distance learning and online learning and refers to the integration of pedagogy, instructional technology, and the Internet in teaching and learning environments. Based on this definition, e-learning environments may include face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video- and web-conferencing, mobile applications, etc.) are used; blended and web-enhanced learning environments; and fully online learning environments (Salyers, Carter, & Barrett, 2010a; Salyers, Carter, Barrett & Williams, 2010b).
Key Terms in this Chapter
E-Living: This term has been used to described the phenomenon of using Internet applications for a wide spectrum of life tasks including but not limited to socializing, networking, banking, planning vacations, and studying.
Distance Learning: Distance learning is a form of learning historically defined as geographically distributed learning. Today, many distance learning situations involve online or Internet-supported educational strategies.
HIDI: HIDI is an acronym for human interaction (H), IT support (I), design support (D), and institutional support (I). Based on a study called the Meaningful E-Learning project, HIDI is recommended as model for e-learning excellence.
Scaffolding: In learning situations involving scaffolding, the learner is guided progressively from simpler to more complex ideas and applications. In e-learning, scaffolding is particularly important to a successful experience.
Mobile Learning: Mobile learning refers to learning facilitated through handheld devices such as tablets. The iPad has recently caught attention as a tool of mobile learning or m-learning.
Carnegie Unit: This measure, developed in the 1920s, links time on task and time in the classroom to the funds made available to support student learning. So long as this funding model persists, new and different educational experiences will not reach full potential.
E-Learning: E-learning is learning that may occur outside of the face to face setting and typically involves a variety of learning technologies and teaching approaches. It should not be confused with distance learning and online or internet-supported learning although it has, in many cases, adopted some of the characteristics of both. Simply put, e-learning refers to an integration of pedagogy, instructional technology, and the Internet in teaching and learning environments.
ICARE: ICARE is an acronym representing a form of scaffolding for learning. While ICARE can be used in various learning settings, it is particularly useful in e-learning settings and health education contexts. ICARE means Introduction, Connect, Apply, Reflect, and Extend.