Proceedings of the 3rd National Conference; INDIACo m-2009

Co mputing For Nation Development, February 26 27, 2009

Bharati Vidyapeeths Institute of Co mputer Applications and Management, New Delh i

Role of e-Learning in A Developing Country Like India

Deepshikha Aggarwal
Jagan Institute of Management Studies, Rohini, Delhi 85. E-Mail: [email protected]
ABSTRACT
The life of knowledge and human skills today is shorter than
ever, mounting the pressure to remain up to date with ones
education and training throughout a career. In the age of
globalization and technological revolution, four-year degrees
are just the start of a forty-year continuing education. Life-long
learning is quickly becoming an imperative in todays world.
Electronic learning (or e-Learning or eLearning) is a type of
Technology supported education/learning (TSL) where the
medium of instruction is computer technology[7]. Although elearning has potential in India, adoption has been slow and
will need a major marketing and awareness effort.
In India, globalization has generated a good vibration and life
for education. E-learning technologies have great potential to
spread learning however, the benefits of these technologies
have to reach the rural masses of India, otherwise they will be
one of the causes of the Digital Divide. This paper concentrates
on the Indian education scenario, eLearning content
preparation and presentation tools, application of eLearning to
spread education to the remote areas, pros and cons of
eLearning and future of eLearning in India. A few suggestions
have been made to use e learning for informal and vocational
training, which is highly effective for a developing country like
India where a majority of population is living in rural/ remote
areas and has received almost negligible formal education.
KEYWORDS
e-learn ing, ICT, Virtual classroom, web technology, web
training, distance education, digital divide, online course,
communicat ion technology.
1. INTRODUCTION
E learn ing is defined as acquisition of knowledge and skill
using electronic technologies such as computer and Internetbased courseware and local and wide area networks[1]. Broad
definit ion of the field of using technology to deliver learn ing
and training programs. Typically used to describe med ia such
as CD-ROM, Internet, Intranet, wireless and mobile learning.
Some include Knowledge Management as a form of e-learning.
The term was introduced in 1995 when it was all called
"Internet based Training", then "Web-based Training" (to
clarify that delivery could be on the Inter- or Intra -net), then
"Online Learning" and finally e-learning, adopting the in vogue
use of "e" during the dot com boom. The "e-" breakthrough
enabled the industry to raise hundreds of millions from venture
capitalists who would invest in any industry that started with
this magic letter.
1.1) Types of e- learning

There are fundamentally two types of e-learning: synchronous

training and asynchronous training.
Synchronous, means "at the same time," involves interaction of
participants with an instructor via the Web in real time.
Asynchronous, which means "not at the same time," allo ws the
participant to complete the WBT at his own pace, without live
interaction with the instructor.
A new form of learn ing known as blended learning is
emerging. As the name suggests it is an amalgamation of
synchronous and asynchronous learning methods.
Asynchronous Methods
Embedded learning: Embedded learning is informat ion that is
accessible on a self-help basis, 24/7. It can be delivered to the
place of work, or to mobile learners. Electronic performance
support system (EPSS) is a type of embedded learning. The
advantage is that embedded learning offers learners the
informat ion they need whenever they need it.
Courses: The clear advantage of a self-paced course is
convenience. Participants can get the training they need at any
time. Th is can include just-in-time t rain ing where a participant
gets exact ly the training he or she needs to perform a task.
Discussion groups: A discussion group is a gathering of
conversations that occur over time. They are also called
message boards, bulletin boards and discussion forums.
Discussion groups can be used to support a group of
participants taking the same class or can be used to support
participants performing related tasks. A discussion group is a
very competent way to supply expert answers to a large group
people. A single answer to a common ques tion can help many.
Synchronous Methods
Virtual classroom: Virtual classroom duplicates the features of
a real classroom online. Part icipants interact with each other
and instructors online, instant messaging, chat, audio and video
conferencing etc.
Blended Method: Most companies prefer to use a mix of both
synchronous and asynchronous e-learning methods according
to their requirement[13].
2. SCOPE OF e-LEARNING IN INDIA
Elearn ing can be examined at two levels. The first one is
education and another one is training. For education can be
used at both elementary and higher levels. In train ing it can be
used by companies to train and upgrade their employees. elearning permits the delivery of knowledge and informat ion to
learners at an accelerated pace, opening up new vistas of
knowledge transfer. Early adopters are companies that have
tried to supplement face-to-face meetings, demonstrations,
training classes and lectures with this technology. The
adoption of e-learning in all spheres corporates, schools,

Proceedings of the 3rd National Conference; INDIACo m-2009

universities, etcis lo w at present. The Indian market is not

substantial when compared to the international market. elearning in India has been most successful in the corporate
segment where it is seen as a means of achieving business
goals and motivating employees[12]. A lot of wo rk has to be
done to make e-learn ing successful for education, both formal
and informal and to cultivate faith of people in online degrees
in India apart fro m the ones given by renowned institutions like
IITs[5]. If e-learn ing reaches the remote and rural parts of
India, it would be much faster to educate people. One major
problem faced by India is that almost all highly skilled
professionals are based in bigger cities that deprive the rural
population from getting educated through them. E-learn ing
simp lifies this process by taking the knowledge to masses
provided that theres internet connectivity availab le at some
nearby area. Even in the area of higher education, the supply
and demand are not balanced. Looking at the population, the
available universities are not enough to accommodate all the
people seeking education. At this point distance education
comes in and has already been quite popular. E-learn ing can
play a major ro le even here.
2.1) Advantages of e-Learning
There are a number of advantages of e-learning. First, we are
using state of-the-art technology and instructional strategies.
Cultures can be shared through e-learning. Disabilities can be
accommodated, with or without the knowledge of other
participants. Gender may not be an issue, because in many
situations, gender is unknownor it can be. Because of global
access, the classroom may be the world.
Nothing can replace traditional classroom teaching, but elearning comp lements the process and can help reach out to the
masses[4]. The b iggest advantage of e-learn ing lies in its ability
to cover distances. For an organization that is spread across
mu ltip le locations, traditional training becomes a constraint.
All trainees need to come to a classroom to get trained.
Additionally, the trainees learn ing pace is not addressed as all
trainees are treated as having equal abilities and there is little
flexib ility in terms of timing and completion of the course. The
major advantage is the consistency that e-learning provides. elearning is self-paced, and learning is done at the learners
pace. The content can be repeated until it is understood by the
trainee. It can be made co mpelling and interesting with
mu ltimed ia, and the trainee can be given multiple learn ing
paths depending on his or her needs.
2.2) Disadvantages of E-Learning
Just as a glass may be half full, it may also be half empty.
Which means, there are also disadvantages to e-learning. Class
members with disabilities may be functioning at a disadvantage
for a number of reasons. Some part icipants may be
technologically challenged and are hesitant to participate in
full. Online d iscussions may inhibit class members, o r they
may encourage banter. One of the common disadvantages to elearning is that some students, especially those for whom
English is not their native language, have difficu lty

communicat ing and being understood. Another group of

students may
experience co mputer or technology anxiety, which may in turn
impact their learn ing and their final grades.
3. e-LEARNING CONTENT PREPARATION AND
PRES ENTATION TOOLS
The advent of e-learn ing has been a shock to some people.
Flexib ility is a huge issue. The admin istration may have
courses taught face-to-face, online, or hybridto meet the
needs of the institution, the department, the faculty, and/or the
students. For the faculty, online courses permit them to
mu ltitask and be in two places at one time. And for the
students, they may take classes simu ltaneously at institutions
anywhere in the world. Co mpetit ion is steep for online courses,
especially when many institutions offer the same course and
the transferability fro m one program or institution to another is
fairly uncomp licated. Teaching strategies for online courses do
not necessarily parallel those strategies used in a face-to-face
class. It is paramount that instructors receive adequate training
in using the technology as well as knowing (and using)
strategies which are most appropriate for online learning. Not
only should instructors be trained to use a course management
system, but also it would be beneficial if students received
some type of official training in how to participate in an online
course; this introduction could be in the form of a required
course or perhaps even a tutorial which must be comp leted
satisfactorily prior to registration for an online course. The
technology demands of an online course can create chaos for
faculty and students alike. The institution has an obligation to
provide appropriate technology for the online course. The
students, in turn, have an obligation to meet the min imu m
technology standards established by the institution. Of course, a
dial-up system of interconnect can be a challenge, and faculty
need to determine options that can be readily received by these
users. Technology enabled learning is evolved through a
combination of hardware, software, media delivery system and
communicat ion systems including networking[6].
Desktop, laptop or notepad, palmtop or hand held computers,
electronic blackboard, electronic writing pads, mouse,
trackball, joystick, light pens touch screen, optical mark /
character recognition, bar code reader, digit izing tablet or
digitizers and a cursor (puck) or a pen (stylus), speech or voice
input device, printers, scanners, copiers and faxes are some of
the hardware devices. Softwares includes voice recognition,
hand writ ing recognition, informat ion management programs,
learning packages in removable disks and in hard disks, data
base management and data processing softwares, informat ion
banks (dictionaries, encyclopedias, almanac, references),
digital books, educative games, programmes and languages,
skill Train ing, self learn ing packages, edutainment (education
and entertaining) software's, presentations, word processors,
spreadsheets, designers, audio and video animating and editing
softwares.
Delivery systems includes audio and video conferencing aids,
dishes and antennas for satellite co mmunicat ion, web cameras,

Role of e Learning in a Developing Country Like India

digital v ideo and still cameras, cell phones, speaker phones,

telecommun ication linkages, modem, server, LCD and/or
D.L.P. Projectors. So me co mmunication services include,
telegraph, dialog (telephony, video telephony, telemetry,
teletext, telex, v ideotext, facsimile, v ideo surveillance,
Electronic Meeting Systems (audio, v ideo, groupware,
teleconferencing.), Retrieval (videotext, broad band),
Messaging (voicemail, video mail, electronic mail), etc.
Co mmunicat ion technologies are generally categorized as
asynchronous or synchronous. Asynchronous activities use
technologies such as electronic mail, blogs, wikis, and
discussion boards. Synchronous activities occur in an online
chat session or a virtual classroom or meet ing.
4. CHALLENGES FACED B Y e -LEARNING IN INDIA
Majority of population staying in rural areas and making them
aware about the concept of elearn ing is a major challenge. Lack
of infrastructure in terms of connectivity, availab ility of
Internet, etc. is another issue. The government is taking various
measures to improve the communication systems and new
technologies like 3G in the teleco m space have already started
to be implemented to make things better.
Social Imp lications of E-Learning are another segment of study
that is very important to be understood for the success of elearning in India. The social imp lications of e-learn ing may be
categorized into the following types of issues: cultural, gender,
lifestyle, geographical, religious/spiritual, literacy, disabilit ies,
and digital divide[9]. W ithin the cultural issues category are
content, mu ltimed ia, writing styles, writ ing structures, Web
design, and participant roles. Some content, although crucial to
the course, may be either unacceptable or unfavorable with
certain members of the class. If facult ies are aware of a
sensitive component of the discussion or material covered, how
can that faculty member lead the class to include or exclude the
materials? Even writing styles can impact the process of
holding an online course. The students and instructor need to
know the rules of the road of written assignments. And, what
participant roles are expected and/or tolerated; and, if the
expectations are not met, who is responsible for keep ing
discussions and homework on track? Gender issues continue to
be a part of class, even though people are separated by miles
and even continents. Possibly it is the instructors responsibility
to monitor facilitation and rotate leadership roles in groups to
assure gender neutralization. Any behavior issues must be
addressed and corrected immed iately. Lifestyle differences take
on any number of forms, and the instructor will need to be on
guard to assure equal treatment of class members, regardless of
their respective lifestyles and preferences. In some situations
the students themselves will take on this monitoring role, while
in other situations the instructor must step in. The different
strokes for different folks adage must be maintained
preferably with a min imu m of disruption to the entire class.
Geographical issues and differences make be very apparent,
especially when we are looking at a global perspective. For
example, if a chat room activ ity is to take place, all impacted
time zones need to be accommodated.

Within this category would also fall the insensitive locale

jokes. And even the technology issue of Internet access needs
to be considered. In some co mmun ities, dial-up access is the
only possible means of interconnect; there are no alternatives.
Relig ious and spiritual considerations must be addressed and
honored. Perhaps it would be unwise for an instructor to
require work be done on certain days, given that these days
may be religious days for some religions; suggest, perhaps, a
block of time when activities might be assigned. A sensitivity
to religions is critical. Literacy should be a given for an
online course, but it cannot be overlooked. Regard less of the
level of the course, there will very possibly be people who lack
certain skills (or at least could use improvement): reading,
writing, informat ion, and keying (typing) are skills which are
necessary but may need imp roving. Dis abilities must not be
overlooked. The Digital Div ide is the last category within these
social imp lications to be discussed in this presentation and
paper. Regardless of how the term digital divide is defined, it
means there is a gap, whether this difference is between general
and minority groups, men and women, persons with disabilit ies
and the remainder of the population, young and older members
of the class. It comes down to differences those without
something (whatever this something happens to be) and those
without it. Accessibility to technology and the training to use
this technology will help reduce the digital divide, the gap
between the haves and the have-nots.
5. FUTUR E OF e -LEARNING IN INDIA
India has a major ro le to play in the international e-learning
services industry. It is already one of the leading IT service
provider countries, and it is now aiming to achieve the same
position in the IT enabled services. The presence of world-class
educational infrastructure and training professionals enables it
to be one of the leading e-learning services providers in the
world. On the domestic front, the government and private
sectors have taken many e-learning init iatives. Though these
initiat ives have been met with a lot of enthusiasm and user
acceptance, their commercial viability is still under
consideration. The government has been taking some proactive
measures in a regulatory and financial capacity to boost the elearning environ ment in India. Funds have been
invested in setting up Internet kios ks in rural areas for the
purpose of communication, which can be used for e learning
initiat ive as well and can help in providing informal and
vocational training as well as formal education. The main
strengths of the Indian e-learn ing services industry are:
English speaking, highly qualified and techno savvy
manpower
Safe Electronic Environ ment Official recognition for
Dig ital Signatures and E-transactions
Lower costs of human capital when compared to
developed countries
Strong and buoyant domestic education industry that
facilitates up-gradation of skills and introduction of
new products
5.1) Future Trends in e-learning

Proceedings of the 3rd National Conference; INDIACo m-2009

Business-to-employee initiat ives will address e-learning :

Co mpanies can build B2E intranets or corporate portals to
conduct business with employees, and provide them selfservice for access to benefits, forms and information. B2E
capabilit ies will beco me increasingly important tools for
recruit ment, retention, and employee-relationship management.
Also will reduce cost, save time for the company.
e-learn ing will extend to customers: CRM init iatives might
include customer education. Co mpanies can use e-learning to
introduce new products, educate customers in self-service
techniques, and compare co mpetitors products and services
Simu lation, gaming and interactivity will enrich e -learning:
Research shows that student understanding and retention
improves when they learn by experience. Technologies such as
collaboration, interactivity, modeling, simulat ions, virtual
reality interfaces and gaming will help students experience the
skill while being taught.
There will never be enough of the right skills: Along with
technologies and business practices, some skills are changing
so quickly that theyre outdated within a few months of
introduction. In addition, the number and range of skills
required of the average employee is increasing.
CONCLUS ION
In a market such as India where the concept is still new, one
crucial element that will make a d ifference in generating a good
response is marketing. Th is not only holds true for segments
such as government and education, but for the corporate sector
as well. Experts are of the view that there needs to be a mindset
for the adoption of e-learning. The other point is content. If
content providers are giving off-the-shelf content, there should
be scope for customization since each organization has its own
needs. Regions without university education can access
universities in other regions via the Web, a solution much
cheaper than building university infrastructure. In
underdeveloped countries, e-learning can raise the level of
education, literacy and economic development. This is
especially true for countries where technical education is
expensive, opportunities are limited, and economic d isparities
exist. However, one of the problems with e-learning in India is
the lack o f course content, especially outside the mainstream
focus areas of IT education, Eng lish-language content, and
tutorial-like courses. There will be high demand for people who
can develop multi-lingual courseware that addresses various
topics[2]. The social implications of online learn ing center
around one primary requirement that students need to feel a
part of the class, regardless of where they are located
physically or geographically. The missing of connection to
the other students in the class and with the institution can
impact the success of an online student. Bottom line: the Indian
market is still young, but it will continue to adopt the concept
of e-learning in order to meet its communicat ion needs and
seize business opportunities.

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Grade: Knowledge for a New Century,
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