By Jane Kinanu Kiugu
While technology has been advancing at a rapid pace, e-learning has not only adapted as an alternative to in-person learning, but has fundamentally revolutionized the education system. The COVID-19 pandemic brought forth the necessity of online platforms for learning which not only highlighted the weaknesses of traditional educational systems, but also showcased the endless opportunities that online education has to offer. Differently from the common model which is often constrained to a certain place, time, or teaching style, e-learning has no boundaries as it offers customized courses and instructions that can be accessed from anywhere in the world. Studies conducted over the past five years have consistently demonstrated that well-structured e-learning environments can, at the very least, foster equal engagement, knowledge retention, and academic performance when compared to teaching in person, and in some cases, outdo it entirely (Bond et al., 2021; Rasheed et al., 2020). E-learning is fundamentally becoming an educational requirement in today’s world, where narrowing digital divides alongside rapid advancements in educational technologies, showcase that e-learning is not only the future of education but is in fact an essential necessity.
E-learning improves academic
performance and enhance learning outcomes by providing tailored and interactive
learning experiences (Gupta et al., 2024). Conversely, Barrot et al (2021)
highlights that digital learning, or any form of online learning do not
guarantee improved academic performance. In this case, their reasoning revolves
around a plethora of students lacking motivation, focus, and comprehension
crucial for online learning. Admittedly, the lack of motivation or digital
skills can decrease the academic performance of some learners.
Moreover, there are instances of
performance delays amongst some of the learners. One critical thing to note is
that when students move to e-learning, their interaction is not constrained by
tribal, national, physical disability borders. They can interact on a wide
scale even with those who do not have access to e-learning facilities. Muridzi
and Dhlywayo (2023) notes that e-learning system provides flexibility as well
as ease of access enabling students to retrieve learning resources at any time
and from any location which is particularly beneficial for developing
countries.
UNESCO (2021) mentions that some
students do not have equal access to technology such as computers or reliable
internet which deepens the educational gap while hindering access to education.
Even with these disparities inhibiting access, there is no need to sit idle and
wait for the perfect conditions to arise. Just because something is unequally
accessible does not mean we should not do something to aid the development.
There is need to begin the search and in due time we will be able to reach the
majority of learners. Once established, the level of flexibility and
accessibility within e-learning systems is remarkable.
Alyoussef (2023) underscores that
e-learning has a positive perception as students, in general, tend to be
satisfied with e-learning systems that are user-friendly and allow self-paced
progression. In a more recent article by
Day et al (2021), it was found that many report dissatisfactions with
e-learning due to a feeling of isolation, lack of interaction, and low
engagement. Online instruction was often criticized for its poor quality
relative to the in-person experience. Students are human beings and there is a
need for social engagement not only in education but in every facet of their
existence. E-learning offers an abundance of interactive engagement, provided
students have the necessary tools and structures. The tools and structures
provide concentration for students to focus on their electronic learning
activities without a lot of physical distractions.
Schwerter and Richter (2024) stresses
the fact that e-learning encourages self-directed and regulated forms of study
as it enables learners to structure their time, set targets, and pursue them to
the end. Arguably, Pokhrel and Chhetri (2021) highlight that self-directed
learning through e-learning platforms requires a high level of discipline,
which numerous students, particularly younger ones, struggle to develop. Such
forms of e-learning require heightened control over personal devices.
E-learning is designed to help
students acquire particular range of skills which they can use later in life.
Trusting students allows them the chance to grow as well as try out other
available options of learning. In his statement, Chenari et al. (2024) argues
that E-learning contributes to preserving the educational processes and systems
even in the face of disruption by a crisis like pandemics, for example, COVID-19.
While it is true that e-learning offered solutions to continued education
during times of crisis, it also revealed severe gaps in readiness, systems, and
the overall quality of education. As a result, educators and institutions faced
an overwhelming onslaught of expectations, leading to disorganized results (Assunção
Flores & Gago, 2020). Although the lack of preparedness exposed by
e-learning during COVID-19 was startling, one must appreciate the fact that
accessibility determines how emergent situations are dealt with.
Those who had access to technology
such as smartphones managed to advance their learning. This has led to the
foundation of what we now refer to globally as e-learning activities. This shows that traditional classroom settings
seem inadequate when compared to the versatility and integration offered,
making e-learning more useful and effective. As such, e-learning is a
formidable form of education that fulfills the necessity for modern education
to adapt to the world today and global changes.
In summary, the flexibility,
customization, and global accessibility of e-learning has fundamentally
transformed the methods through which information is taught and absorbed.
E-learning is here to stay as it has shown itself to be an effective response
to educational needs during a crisis and, as emerging research suggests,
growing learner satisfaction validates its efficacy. With the advancement of
educational institutions, adopting e-learning is no longer a choice of
strategic advantage, but rather a necessity for fairness and innovation within
educational systems.
References
Alyoussef, I. Y. (2023).
Acceptance of e-learning in higher education: The role of task
technology fit
with the information systems success model. Heliyon, 9(3).
https://doi.org/10.1016/j.heliyon.2023.e13751
Assunção Flores, M., & Gago, M. (2020).
Teacher education in times of COVID-19 pandemic in
Portugal:
national, institutional and pedagogical responses. Journal of Education
for Teaching, 46(4), 507-516. https://doi.org/10.1080/02607476.2020.1799709
Barrot, J. S., Llenares, I. I., & Del Rosario, L.
S. (2021). Students’ online learning challenges
during the
pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26,
7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Chenari, M. U., Sarvestani, M. S., Azarkhavarani, A.
R., Izadi, S., & Cirella, G. T. (2024).
Enhancing
e-learning in higher education: Lessons learned from the pandemic. Education and Information Technologies, 29(1),
123–140. https://doi.org/10.1177/20427530241268433
Day, T., Chang, I. C. C., Chung, C. K. L., Doolittle,
W. E., Housel, J., & McDaniel, P. N. (2021).
The immediate
impact of COVID-19 on postsecondary teaching and learning. The
Professional Geographer, 73(1), 1-13.
https://doi.org/10.1080/00330124.2020.1823864
Gupta, S., Pandey, S., Sahoo, S., & Pandey, C. S.
(2024). The impact of e-learning on academic
performance,
achievement, and creativity. International
Journal of Information and Learning Technology, 41(3), 217–229.
https://doi.org/10.1108/IJILT-07-2023-0117
Muridzi, G. & Dhliwayo, S. (2023). Online learning
as a strategy for improving the performance
of university
students in developing countries. International
Journal of Academic Studies in Technology and Education, 3(1), 45–60.
https://doi.org/10.55549/ijaste.24
Pokhrel, S., & Chhetri, R. (2021). A systematic literature
review on teaching and learning in the
higher education
context during the COVID-19 pandemic. Higher
Education for the Future, 8(1), 133–141.
https://doi.org/10.1177/2347631120983481
Schwerter, M., & Richter, T. (2024). How
e-learning affects test results and the impact of
individual
achievement goals on learning patterns. International
Journal of Educational Technology in Higher Education, 21(1), 15.
https://doi.org/10.1186/s41239-024-00488-9
UNESCO. (2021). Global
education monitoring report 2021/2: Non-state actors in education.
https://unesdoc.unesco.org/ark:/48223/pf0000379875
Comments
Post a Comment