Featured Research

from universities, journals, and other organizations

E-learning Can Have Positive Effect On Classroom Learning, Scholar Says

Date:
December 9, 2008
Source:
University of Illinois at Urbana-Champaign
Summary:
Traditional classroom teaching in higher education could learn a thing or two from online teaching, otherwise known as e-learning, according to a professor who studies computer-mediated communication, information exchange and the Internet.

Traditional classroom teaching in higher education could learn a thing or two from online teaching, otherwise known as e-learning, according to a University of Illinois professor who studies computer-mediated communication, information exchange and the Internet.

Related Articles


Caroline Haythornthwaite, a professor in the Graduate School of Library and Information Science, says that the value of e-learning has been underrated at the college level, and that some of its methods and techniques can augment traditional classroom learning.

“Compared to the more traditional educational paradigm – the broadcast model, where knowledge is delivered from professor to student from on-high – e-learning turns teaching and learning into a shared endeavor,” she said.

E-learning is defined as technology-based learning. Lectures, homework, quizzes and exams are delivered almost entirely or completely online. In some instances, no in-person interaction takes place over the length of the course.

A global economy hungry for customized, portable and on-demand educational platforms coupled with the Internet’s rise to dominance as the ubiquitous medium of information delivery means that e-learning is increasingly gaining respect as an innovative and viable pedagogical tool, especially for subjects that require multimedia, collaboration tools (wikis, blogs and course-management systems, for example), and other bandwidth-hungry applications prevalent today.

At Illinois, Haythornthwaite teaches in classrooms real and virtual in the college’s 13-year-old LEEP program, a distance-education program that enables graduate students to complete a master of science in library and information science, a certificate of advanced study or a K-12 library and information science certificate online.

For the current crop of more than 700 students seeking a master’s degree through GSLIS at Illinois, a little more than half are online students.

Haythornthwaite said she enjoys the robust interaction with her online students.

“With the online classes,” she said, “I interact with my students more frequently, dropping into asynchronous discussion daily for a half-hour or an hour. With my traditional classes, I might see them once a week for three hours. If there’s a news article I want my online students to read, I can post it and discussion can begin right away. With my classroom students, if I e-mail them an article on Tuesday and we meet for class on Friday, that’s one of many things we might discuss. The impact isn’t quite as immediate.”

Compared with the traditional, face-to-face classroom learning that centers on instructors dictating content and pedagogy, e-learning is a more learner-friendly alternative, also allowing the role of a teacher to be quite different in an e-learning environment, Haythornthwaite said.

“Since there’s an emphasis on more learner-centric activities than traditional lecture-based classroom learning, the teacher is more of a facilitator in an online classroom,” she said. “Not only does that enhance the collaborative nature of online learning, it also motivates students to be much more engaged and to take more responsibility for what they’re learning.”

However much e-learning may reshape education, Haythornthwaite noted that it’s not necessarily meant to supplant classroom learning, but is more of a supplement to it. She cited the Massachusetts Institute of Technology’s example of putting all of its classroom materials online for non-commercial use in 2001 as an example of how “blended learning” can be created from a mixture of e-learning and classroom interaction.

“No one stopped going to class when all that material was posted,” she said. “It simply changed the delivery method and broadened the scope of knowledge available.”


Story Source:

The above story is based on materials provided by University of Illinois at Urbana-Champaign. Note: Materials may be edited for content and length.


Cite This Page:

University of Illinois at Urbana-Champaign. "E-learning Can Have Positive Effect On Classroom Learning, Scholar Says." ScienceDaily. ScienceDaily, 9 December 2008. <www.sciencedaily.com/releases/2008/12/081209221713.htm>.
University of Illinois at Urbana-Champaign. (2008, December 9). E-learning Can Have Positive Effect On Classroom Learning, Scholar Says. ScienceDaily. Retrieved March 4, 2015 from www.sciencedaily.com/releases/2008/12/081209221713.htm
University of Illinois at Urbana-Champaign. "E-learning Can Have Positive Effect On Classroom Learning, Scholar Says." ScienceDaily. www.sciencedaily.com/releases/2008/12/081209221713.htm (accessed March 4, 2015).

Share This


More From ScienceDaily



More Mind & Brain News

Wednesday, March 4, 2015

Featured Research

from universities, journals, and other organizations


Featured Videos

from AP, Reuters, AFP, and other news services

This Nasal Treatment Could Help Ease Migraine Pain

This Nasal Treatment Could Help Ease Migraine Pain

Newsy (Mar. 2, 2015) Researchers gave lidocaine to 112 patients, and about 88 percent of the subjects said they needed less migraine-relief medicine the next day. Video provided by Newsy
Powered by NewsLook.com
How Facebook Use Can Lead To Depression

How Facebook Use Can Lead To Depression

Newsy (Mar. 1, 2015) Margaret Duffy of the University of Missouri talks about her study on the social network and the envy and depression that Facebook use can cause. Video provided by Newsy
Powered by NewsLook.com
The Best Foods to Battle Stress

The Best Foods to Battle Stress

Buzz60 (Feb. 26, 2015) If you&apos;re dealing with anxiety, there are a few foods that can help. Krystin Goodwin (@krystingoodwin) has the best foods to tame stress. Video provided by Buzz60
Powered by NewsLook.com
Sleeping Too Much Or Too Little Might Increase Stroke Risk

Sleeping Too Much Or Too Little Might Increase Stroke Risk

Newsy (Feb. 26, 2015) People who sleep more than eight hours per night are 45 percent more likely to have a stroke, according to a University of Cambridge study. Video provided by Newsy
Powered by NewsLook.com

Search ScienceDaily

Number of stories in archives: 140,361

Find with keyword(s):
Enter a keyword or phrase to search ScienceDaily for related topics and research stories.

Save/Print:
Share:

Breaking News:

Strange & Offbeat Stories


Health & Medicine

Mind & Brain

Living & Well

In Other News

... from NewsDaily.com

Science News

Health News

Environment News

Technology News



Save/Print:
Share:

Free Subscriptions


Get the latest science news with ScienceDaily's free email newsletters, updated daily and weekly. Or view hourly updated newsfeeds in your RSS reader:

Get Social & Mobile


Keep up to date with the latest news from ScienceDaily via social networks and mobile apps:

Have Feedback?


Tell us what you think of ScienceDaily -- we welcome both positive and negative comments. Have any problems using the site? Questions?
Mobile: iPhone Android Web
Follow: Facebook Twitter Google+
Subscribe: RSS Feeds Email Newsletters
Latest Headlines Health & Medicine Mind & Brain Space & Time Matter & Energy Computers & Math Plants & Animals Earth & Climate Fossils & Ruins