E-Discovery Components of E-Teaching And M-Learning: An Overview

E-Discovery Components of E-Teaching And M-Learning: An Overview

Stephen G. Nielit (National Institute of Electronics and Information Technology, India) and Thanuskodi S. (Alagappa University, India)
DOI: 10.4018/978-1-7998-1757-4.ch053
OnDemand PDF Download:
No Current Special Offers


Electronic discovery is the electronic aspect of identifying, collecting and producing electronically stored information (ESI) in response to a request for production in a law suit or investigation.ESI includes, but is not limited to, emails, documents, presentations, databases, voicemail, audio and video files, social media, and web sites. E-Teaching is the teaching students using electronic equipment either directly or indirectly. As well as M-Learning also anytime and anywhere for fixing timings for learning process. M-learning or ‘m'obile learning is defined as “learning across multiple contexts, through social and content interactions, using personal electronic devices”.A form ofdistance education, m-learners use mobile device educational technology at their time convenience.M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning focuses on the mobility of the learner, interacting with portable technologies. This paper deals with some important things about E-Teaching and M-Learning with advantages of both.
Chapter Preview


Teaching is a technique to make understand unknown to known things. Traditionally, there were so many methods adopted in India. Gurukulavasam, Ashram, Temples, etc were the good teaching in the olden days. The teachers were called Guru and mostly saints. Even there were students from rich families and children of kings and so on. Teaching contents will be through hearing and memorizing contents in formofpoems. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. The student stayed as long as s/he wished or until the guru felt that he had taught everything he could teach. All learning was closely linked to nature and to life, and not confined to memorizing some information. There were many stages and subjects related mostly to religious contents and medicine. The teaching methods got changes in the early nineteenth century and later only. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.

In early days the blackboard-and-chalk system within a classroom environment started. After the introduction of paper technology, it was very fast improvement for the contents storage and unlimited use irrespective of race and religion. From paper technology to electronic technology or e-technology (digital form) is a paradigm shift for – in principle - easy access for everybody in the world. E-Teaching methods do not have any boundary for either teacher or students. An attempt has been made to study the availability and usability of ways and means of teaching methods in this e-environment.

The definition e-teaching and m-learning is shown in Table 1.

Table 1.
E-teaching: traditional vs. modern teaching methods
Traditional Teaching MethodsModerately Evolved Teaching Methods
Reading texts and problemsVideo Watching
Formulate questionsAttendance and participation in lectures using interactive whiteboards
Attending lecturesAccounting applications using simple
Writing and reply brief or extensive questions and objective type questionsRole Playing
Solving short or lengthy unstructured problems and casesSimple modelling
Oral presentation of topic and reply to short questions from the audience

Source: Cottel & Millis (1993).

Complete Chapter List

Search this Book: