Emerging E-Learning Technology (ELT) in Open Distance Learning (ODL): The Contemporary Issues in Higher Education Context

Emerging E-Learning Technology (ELT) in Open Distance Learning (ODL): The Contemporary Issues in Higher Education Context

C. Baskaran (Alagappa University, India)
Copyright: © 2018 |Pages: 13
DOI: 10.4018/978-1-5225-5146-1.ch012
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Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of providing access to learning for those who are geographically distant. During the last two decades, the relevant literature shows that various authors and researchers use inconsistent definitions of distance education and distance learning. As computers became involved in the delivery of education, a proposed definition identifies the delivery of instructional materials, using both print and electronic media.
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Student-Centered Learning

Education has relied mainly on instructor centered approaches, in which knowledge is delivered one-way from instructors to learners. The face of education, however, is changing. A typical example is the change from instructor-centered learning to student-centered learning.A primary feature of student-centered learning is constructivist learning. In constructivist learning, teachers are encouraged to help their students gain abetter understanding of provided information and workout new ideasor transform old ideas using such information. Therefore, constructivist learning is learner focused and learner-centered, with individual learners being viewed as constructors of knowledge Constructivist learning should involve six different factors:

  • 1.

    A problem to be solved,

  • 2.

    A related case,

  • 3.

    A solution and relevant information,

  • 4.

    A cognitive tool,

  • 5.

    A conversation and cooperative system for exchange of information and ideas, and

  • 6.

    A Social/contextual Support system


Co-Operative Learning

Cooperative learning is an instructional approach in which learners work together in small groups to achieve shared learning goals . This approach invites group members to reach outcomes besetting and working towards a common goal, and it puts emphasis on cooperative evaluation of these outcomes. While learners are all on an equal footing, great emphasis is placed on the responsibility of individuals. Produced results should be beneficial to all members of the group and group members are encouraged to take collective responsibility for the results. These features differentiate cooperative learning from other common instructional practices.

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