INTRODUCTION TO E-LEARNING

P. NIRANJAN RAO, M.Tech., MIE, MISTE,

Principal (Retd.),
Department of Technical Education, Andhra Pradesh
HYDERABAD
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1. INTRODUCTION:

Human brain doesn’t process in a linear fashion. Unleashing the mind with highly visual,
interactive technology designed to capture ideas, data and knowledge in a limitless arrangement lends
clarity to any task or project. When one can see the details up close, as well as the big picture in clear
view, he/she can build meaningful, multi-dimensional relationships between information.

E-learning can be defined as individual or group use of electronic mediums that provide access
to online learning tools and resources. These dynamic mediums offer shared community spaces,
support digital communication and collaboration, and link to information sources such as streamed
video, pod casts, web casts, digital libraries, WebPages, and videoconferencing.

E-learning helps in Quickly capturing, organizing and sharing ideas and information in a visual
way that others can quickly build upon; Strengthening organizational memory through active
knowledge sharing and Facilitating greater innovation with unique perspectives on information. It also
gives students the power to brainstorm, think visually and turn complex ideas into colorful concept
maps quickly and easily. Further e-learning -encourages creative thinking in the classroom; enhances
lessons using interactive concept maps and multimedia and engages students with visual learning
techniques

2. TECHNOLOGY AS A TEACHING TOOL:

E-learning is a higher level of learning. Effective use of technology involves considering the
concepts, skills, and issues required for students to learn, selecting technologies to offer related
opportunities for student learning, and implementing strategies for best use.

Technology can be a great addition to the classroom. It is most successful when used to improve
student learning and help students reach their goals. The teacher may get ideas about using different
technologies from a variety of sources, including colleagues who have had success or a particular
resource made available in the college. The range of technologies is great and increases every day.
Ultimately it will be up to the instructor to evaluate the potential effectiveness of a particular technology
for the course and for the students. Technology can benefit learning in following ways:

(i) It enhances the Presentation of a Concept by

• Illustrating procedures, equipment, or situations that students may not have the chance to
experience firsthand
• Helping students visualize problems they will encounter in industry
• Helping students gain access to a wide range of information

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This paper is presented on behalf of Department of Technical Education, Andhra Pradesh, Hyderabad
at the ‘National Knowledge Commission’ (NKC), meeting held at Osmania Engineering College,
Hyderabad on 18-10-2008 for Andhra Pradesh State Higher Education Department officials

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 (ii) It stimulates Learner Participation by

• Reaching students with different learning styles, including visual, auditory, and experiential
learners
• Building community
• Helping students gain experience with a process or skill
• Encouraging students to interact with material
• Facilitating effective teamwork

(iii) It enables Self-Instruction by

• Adding depth to points covered in lecture or demonstration

• Making students free from taking notes

(iv) It extends Information Access by

• Increasing communication among teachers and students

• Emphasizing key points in lab or lecture
• Clarifying lecture, lab, or textbook explanations
• Improving access to educational resources
• Providing feedback

(v) It brings the World into the Classroom by

• Enabling students to interact with authentic data

(vi) It helps in Administrative Tasks by

• Saving instructors' time from instruction and developing relationship with students by
streamlining processes
• Eliminating the need for extensive photocopying and giving students more access to classroom
materials by managing information

3. PRINCIPLES OF ENHANCING LEARNING WITH TECHNOLOGY:

In March 1987, the AAHE (American Association for Higher Education) Bulletin first published
“Seven Principles for Good Practice in Undergraduate Education”. These Principles were created
by Arthur W Chickering and Zelda F Gamson with help from higher education colleagues,
AAHE, and the Education Commission of the States, with support from the Johnson Foundation,
distilled findings from decades of research on the undergraduate experience (1).

Since 1987, new communication and information technologies have become major resources for
teaching and learning in higher education. Keeping this point in view, in their article
"Implementing the Seven Principles: Technology as Lever," in AAHE Bulletin in 1996, Arthur W
Chickering and Stephen C Ehrmann, presented a huge collection of ideas for using technology
to implement the seven principles. (2)

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 They are briefly described below:

(1) Good Practice encourages contact between students and faculty: Frequent student-faculty contact
in and out of class is a most important factor in student motivation and involvement. Faculty
concern helps students get through rough times and keep on working.

Communication technologies that increase access to faculty members, help them share useful
resources, and provide for joint problem solving and shared learning can usefully augment face-to-
face contact in and outside of class meetings. Use email, blogs, wikis, listservs, and chat as a means
of corresponding with individuals and with student groups. Join the class listserv, post your email
on the course website, and offer live chat at certain times in the week.

(2) Good Practice develops reciprocity and cooperation among students: Learning is enhanced when it
is more like a team effort than a solo race. Good learning, like good work, is collaborative and
social, not competitive and isolated. Working with others often increases involvement in learning.
Sharing one’s ideas and responding to others’ improves thinking and deepens understanding.

Study groups, collaborative learning, group problem solving, and discussion of assignments can
all be dramatically strengthened through communication tools that facilitate such activity. The
extent to which computer-based tools encourage spontaneous student collaboration was one of the
earliest surprises about computers. A clear advantage of email for today’s busy commuting students
is that it opens up communication among classmates even when they are not physically together. If
the course is online, student work could be shared in a collaborative workspace or an electronic
portfolio.

(3) Good Practice uses active learning techniques: Learning is not a spectator sport. Students do not
learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and
spitting out answers. They must talk about what they are learning, write reflectively about it, relate
it to past experiences, and apply it to their daily lives. They must make what they learn part of
themselves.

The range of technologies that encourage active learning is staggering. Many fall into one of
three categories: tools and resources for learning by doing, time-delayed exchange, and real-time
conversation. Today, all three usually can be supported with “worldware,” i.e., software (such as
word processors) originally developed for other purposes but now used for instruction, too.
Simulating techniques help students develop insight in designing.

(4) Good Practice gives prompt feedback: Knowing what a student knows and doesn’t know focuses
his learning. In getting started, students need help in assessing their existing knowledge and
competence. Then, in classes, students need frequent opportunities to perform and receive
feedback on their performance. At various points during college, and at its end, students need
chances to reflect on what they have learned, what they still need to know, and how they might
assess themselves.

The ways in which new technologies can provide feedback are many. The
use of email for supporting person-to-person feedback is a simple example.
Computers also have a growing role in recording and analyzing personal and
professional performances. Teachers can use technology to provide critical
observations. Computers can provide rich storage and easy access to student
products and performances. Computers can keep track of early efforts, so
instructors and students can see the extent to which later efforts demonstrate
gains in knowledge, competence, or other valued outcomes.
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 (5) Good Practice emphasizes time on task: Time plus energy equals learning. Learning to
use one’s time well is critical for students and professionals alike. Allocating
realistic amounts of time means effective learning for students and effective
teaching for faculty.

New technologies can dramatically improve time on task for students and
faculty members. The instructor can use technology to “steal students’ idle
time,” attracting them to work on course projects instead of wasting time.
Technology also can increase time on task by making studying more efficient.
Teaching strategies that help students learn at home or work can save hours
otherwise spent commuting to and from campus. Time efficiency also
increases when interactions between instructor and students, and among
students. And students and faculty alike make better use of time when they
can get access to important resources for learning without going to the library.
For faculty members interested in classroom research, computers can record
student participation and interaction and help document student time on task,
especially as related to student performance.

(6) Good Practice communicates high expectations: Expect more and you will get it. High
expectations are important for everyone — for the poorly prepared, for those unwilling to exert
themselves, and for the bright and well motivated. Expecting students to perform well becomes a
self-fulfilling prophecy.

New technologies can communicate high expectations explicitly and efficiently. Significant
real-life problems, conflicting perspectives, or paradoxical data sets can set powerful learning
challenges that drive students to not only acquire information but sharpen their cognitive skills of
analysis, synthesis, application, and evaluation.

(7) Good Practice respects diverse talents and ways of learning. Many roads lead to learning.
Different students bring different talents and styles to college. Brilliant students in a seminar
might be all thumbs in a lab or studio; students rich in hands-on experience may not do so well
with theory. Students need opportunities to show their talents and learn in ways that work for
them. Then they can be pushed to learn in new ways that do not come so easily.

Technological resources can ask for different methods of learning through powerful visuals
and well-organized print; through direct, vicarious, and virtual experiences; and through tasks
requiring analysis, synthesis, and evaluation, with applications to real-life situations

4. TEACHING ON-LINE:

Many faculty members have never taught online, and therefore wonder what they are getting
themselves into. Some teachers may feel that online teaching is a perceived complexity of tasks
associated with developing and delivering an online course, which is too time consuming, technically
challenging. They may fear that the subject content and pedagogy may be side tracked. But, many
experienced online instructors found that discipline content and pedagogy still take center stage in an
online course.

Glenn Gordon Smith, David Ferguson, Mike Caris in their article ‘Teaching College Courses
Online vs. Face-to-Face’ conclude that “Web-based online college courses are a labor-intensive, highly
text-based, intellectually challenging forum which elicits deeper thinking on the part of the students and
which presents more equality between instructor and student. Initial feelings of anonymity not
withstanding, over the course of the semester, one-to-one relationships may be emphasized more in
online classes than in more traditional face-to-face settings” (3) .
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 Let us look at some of the major differences between online and face-to-face courses, and look at
qualities of a good online course.

• Teaching online requires many of the same skills and techniques teachers use in traditional
classes, but there are some differences. In an online course, students access the course materials
over the Web at any time of day or night. Often much of the information students acquire in the
course comes from the class textbook (if one is assigned) and other readings, along with what
they get from library research, Internet resources, CD-ROMs, and other resources.
• Most importantly, students in an online course depend on conferencing software, email, and
other modes of communication for the interaction they have with each other and with the
teacher. This interaction is the core of the course. In an online course, students cannot simply
raise their hand to ask a question as they would in a classroom. Email and conferencing software
more than make up for this, since having to type out a question forces more reflection before
posting it. In addition, students will never miss vital class discussions. They can log on and
access class materials and discussions at virtually any time of day. Finally, the potential for
collaborative work and small-group discussions among students who may never meet face-to-
face is what makes Web-based courses so exciting and so powerful an educational format

A step by step example of what happens in online learning (4) is given below:

1. Students enroll in online course(s) via the college’s registration procedures.

2. Students receive their usernames and passwords allowing them access to the course materials.

3. Each week, for the duration of the course, the instuctor assigns units and materials from the
course Web site, readings from the textbook and other print materials, writing assignments,
group projects, and other activities. Students work on their own time, going over the online
course material from any personal computer with Web access, whether it's at college, at home, at
work, or in the library. They submit completed assignments via email.

4. Students communicate electronically with each other and the several times a week. Of course,
email, voicemail, fax, and telephone are also viable means of communication. Instructors use
many strategies to promote communication online which help ensure student participation and
achieve maximum effectiveness in online discussions.

5. At appropriate times the instructor tests student retention of the material. Many Web-based
courses have short online Self-Tests for each unit that students use to evaluate their own
progress. Also, many textbook companies provide accompanying web quizzes as ancillary
materials to the text. Usually the instructor will assign projects.

6. Students are assessed and graded on a combination of factors – test/quiz scores, individual and
group project grades, homework, participation in class discussions, etc.

Following are the core principles for online learning in engaging learners in an online tutorial.

• Multimedia: Use words and graphics rather than words alone. Pictures help to explain text.
• Contiguity: Place corresponding words and graphics near each another.
• Modality: Present words as speech (audio) rather than onscreen text. Cognitive load is increased
when written text is paired with a vocal narration of the same text.
• Redundancy: Presenting words in both text and audio narration can hurt learning.
• Coherence: Adding interesting material can hurt learning. Avoid extraneous sounds, pictures,
graphics, and words.
• Personalization: Use conversational style and virtual coaches.

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4. SIMPLE RULES FOR SUCCESS OF E-LEARNING : In his famous article, ‘Three Types of
Interaction’, Michael Graham Moore (5) suggests that there are three types of interaction necessary for
successful distance education: 1) learner-content interaction, 2) learner-instructor interaction, and 3)
learner-learner interaction. On-line learning instructors need to ensure that all three forms of interaction
are maximized in their course structure.

The following simple rules can be adopted in making use of the most of technology in developing
the course structure fulfilling Moore’s three types of interaction.

1. Establish Guidelines: Students do better when they know what is expected of them. Take the
time to explain how any technology works and outline the goals for using it. If Web discussions
or online chats are incorporated into the class makes sure that students know what kind of
responses is expected, how often to contribute, and how their responses will be evaluated.

2. Encourage Student Interaction: Use of technology can lead to passive learning, as when
students watch a video or read information off the Web with no follow-up. Engage students with
the material by discussing video presentations in groups or by searching for and summarizing
their own Web research.

3. Vary Technology: If the teacher has just learned a new technology or has a limited amount of
time to develop lesson plans, it may seem like one method will suffice. But because students are
so diverse, different instructional technologies will prevent students from getting bored.

4. Practice: Technology can take some time to master. Class time is at a premium, so don't spend
time fumbling with Internet connections or troubleshooting software. Get up to speed on the
technology outside of class and then practice in the classroom to make sure where to plug
equipment in, how to dim the lights, and how long an activity will realistically take.

5. Have a Backup Plan: Always have backup material on hand and carry a hard copy of lecture
notes rather than relying on PowerPoint slides, prepare a written summary of video the teacher
planned to show, or bring students to the library rather than conducting research online. In some
cases, the teacher might need to have an entirely different lesson plan on hand.

6. Provide Access: Make sure that media-based experiences can be enjoyed by all the students,
including those who are visually or hearing-impaired. Audio components can be presented in text.
Some times the College may be able to provide video description or translate visual material into
braille.

7. Avoid Overuse: Remember that the technology is a tool to learn about course content. Overuse of
technology where it is not needed can slow down and obscure the point. How the technology is
helping the student learn the material is to be properly thought over.

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5. TEACHER’S ROLE IN E-LEARNING: A teacher might be quite comfortable with face-to-face
teaching, but may have fears or confusion around Web-based learning. The transition to a
completely Web-based learning environment may be unimaginable. He/She should consider
talking with distance learning staff at the College for initial guidance and resources. Distance
learning is growing, with an increasing number of courses offering at least some form of online
access to course materials. More and more colleges are adding distance learning options for
students. The materials they use have been formatted for computers and may be helpful to a
novice.

The teacher should have proper knowledge of the various communication aids in e-learning. E-
mail, bulletin boards, instant messaging, chat rooms, and Web course management software like
WebCT or Blackboard etc., can enhance communication among students and instructors and expand
access to learning. In face-to-face classes, online technologies supplement classroom-based learning,
and in hybrid or fully online courses, they replace some or all of it.

A model can be a useful classroom tool when the teacher wants to help students gain experience
with equipment or procedures that are not normally available. Models can be physical constructions, or
they can be computer simulations that ask students to manipulate data or objects. Models of scientific
processes can clarify abstract concepts or bring large-scale operations into focus for student
understanding. Although not all students find models meaningful, use of models is an excellent way to
reach experiential learners, who learn best by focusing on practical application of ideas.

Media (Video and Audio) presentations can enhance lessons by capturing students' attention and
providing visual or auditory examples of subjects discussed in class. Providing a viewing guide or
asking students to pay attention to certain issues will help focus their experience and prevent them from
tuning out. Stop the video at least every five to 10 minutes for discussion, questions, and to reinforce
important points. Try to place copies of video or audio used in class on reserve in the library for
students who missed class or would like to review the materials.

To ensure successful use of these technologies, make sure that all students have access to the
Internet, set up clear guidelines for use, and be prepared to help students who need extra support with
computers. Additionally, have the IT department onboard to troubleshoot any technical difficulties.

The following is the step-by step procedure of making e-lessons:

(a) Before Beginning:

• Check learning repositories (where already some information is stored) to see if there is an
existing tutorial you can adapt. Learning objects are stored in repositories which are essentially
databases that hold a permanent copy of each object and its updates and are searchable on the
Web. Learning objects are digital learning materials that can be used by students online. A
learning object might take the form of an online tutorial, a simulation, or a set of interactive
notes and test questions. Online resources such as streamed video, images, animation files, and
audio, are often imbedded in these tools because they are easy to integrate in the online
environment. The goal of learning objects is to enhance learning through an interactive
multimedia virtual e-learning environment. Objects can be replayed and used over again in a
variety of contexts, such as different courses with related subject matter or by different
instructors.
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 • There are also many examples of Power Points, classroom handouts, and guides on the web as
well. Turn to the work of others as your starting point.
• Test the tutorial idea before beginning to address needs of target population. Invite formal
feedback during and after creation with student focus group.

(b) Selection of Software

• Think various points such as how familiar are the students with technology, what type of
technology best enhances the learning experience of the concepts
• Select appropriate software

( c ) Starting Page

• Give learner options for learning pathways. (e.g. topic, level of difficulty, order)
• Briefly state what you hope students will learn.
• State how long the tutorial will take.

(d) General Layout for Tutorials using Static Web Pages

• Use the same design principles throughout such as placement of navigation buttons.
• Use visual cues to identify tasks for completion. For example, exercises or quizzes can be set off
within a table and labelled with trigger words such as Time for Practice – Test Yourself, etc.
Icons that identify specific actions are also helpful.
• Organize topics in clear sections using white space, colour and boxes.
• Integrate graphs and charts when they can help to clarify ideas and concepts.
• Use a matrix to showcase the differences between databases or search tools.
• Use concept maps to identify relationships visually such as the types of resources on the web or
the concepts in a research question.

(e) Design of Learning Tasks

• Use several practice exercises linked to critical tasks.

• Exercises should require learners to apply knowledge to realistic situations and problems.
• Use interactive exercises. Interactivity requires a response, selection, or strategy by the learner
followed by immediate feedback. (e.g. manipulate variables to see what happens; select an
answer to receive specific outcome; choose a strategy to see if it succeeds or fails).
• Use questions that prompt critical thinking.
• Distribute exercises throughout the lesson rather than keeping them in one place.
• Present directions for activities clearly in the text.
• Place feedback close to questions.
• Place memory prompts and helps near the initial question.
• Include training in self-questioning when e-lessons lack practice exercises.

(f) Quiz Questions

• Require evidence that learning has taken place.

• Use questions to address common misconceptions.
• Use authentic examples linked to specific course or topic of interest.
• Set questions at correct level of difficulty.
• Distribute questions throughout tutorial and keep with content as it is learned.
• Offer the option “I don't know” in multiple choices or scaled questions where appropriate.
• Use self-assessment for personal reflection but problem-based questions to assess learning.

7. STUDENT REQUIREMENTS:
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 The Seven Principles cannot be implemented by technologies alone, or even by faculty alone.
Students need to be more assertive with respect to their own learning. When confronted with teaching
strategies and course requirements that use technologies in ways contrary to the Principles, students
should, if possible, move to alternatives that serve them better. If teaching focuses simply on
memorizing whether delivered by a faculty lecture or computer, students should reach for a different
course, search out additional resources or complementary experiences, establish their own study groups,
or go to the professor for more substantial activities and feedback.

The experience students have with their first online course often determines whether they will
embrace online learning and enroll in subsequent courses. If students are prepared for what to expect,
chances are good they will succeed in the course. If students are unfamiliar with the online learning
environment and receives no preparation before a course begins, they may have difficulty completing
the course.

7.1 CHARACTERISTICS OF STUDENTS:

Before looking at strategies for improving student success, it is necessary to examine some of the
qualities online students should possess. An online student should

• be self-directed and motivated

• have good basic computer skills
• have continual access to a computer with Internet access
• be able to read and write well
• feel comfortable asking questions when they need help
• be inquisitive
• be willing to share his or her experiences with their instructor and fellow students
• have good time management skills
• not need to rely on face-to-face interaction with their instructor or fellow students

7.2 ORIENTING STUDENTS TO ONLINE COURSE:

Orienting students to the online environment at the onset of online course can go a long way in
ensuring students successl. If the students can easily perform the technical steps necessary to connect to
the course, are comfortable with the course interface, and understands how to electronically
communicate with the teacher and other students for discussion and help, their chance of sticking with
the course throughout the semester and successfully completing it is high.

Preparing students for what to expect in online course can ensure they successfully come out in the
first assignment. Here are just a few strategies to consider:

• Allow students’ access to the course site before the course begins so they can familiarize
themselves with at least the syllabus and some sample content.
• List minimum and ideal technical requirements for your course so students can be sure both their
computer and Internet service provider meet course standards.
• Build a browser test site that includes an example of the various types of media the course will
use. This will ensure students have the correct plug-ins or viewers installed on their computer
before they need them.
• Make early contact with each student. A simple welcome e-mail greeting sent to students’
personal e-mail address can help establish good rapport.
• Introduce students to the “help desk” or other departments on campus that can assist them with
technical issues.
• Let students know what they can expect from the teacher. They should know how quickly to
respond to e-mails, how will grades be posted, how will the teacher evaluate course discussion.
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 • Students should be familiarized on a ‘technology hunt’ across the Internet that allows them to
practice technical skills they will need in the course, such as searching for web sites,
downloading files, posting to the discussion board, and so on.

7.3 TIPS FOR INCREASING INTERACTIVITY:

Once the course is started and running, ensuring communication is critical. Here are some
suggestions for increasing interactivity: The teacher should -

• Use a range of interaction activities and mediums, if practical.

• Make the interaction procedure as user-friendly as possible.
• Use thought-provoking open-ended questions and require responses.
• Require group work to stimulate peer interaction.
• Encourage sharing of opinions and experiences.

In his article ‘Eight Ways to Get Students More Engaged in Online Conferences’ Dr. W.R. Klemm
(6) provides the following suggestions for the teacher for preventing non-participation of students:

1) Require participation. (Don't let it be optional. Set aside a portion of the grade allocation for
participation in the online discussions.)
2) Form learning teams. (Helping students learn how to acquire team spirit is important in and of it,
but it also provides students with powerful incentive to become more engaged in online
conference activity.
3) Make the activity interesting. (If it is a discussion topic, make it one that students have a reason
to get engaged in. Appeal to their life experiences, vested interests and ambitions)
4) Everybody has opinions. (The options occur with little thought once they have been formed.)
5) Structure the activity. (Give students guideposts to help them think of things to say that are
academically meaningful.)
6) Require a hand-in assignment (deliverable). (To extend structuring to its logical conclusion, the
teacher should require students to do something besides just express ideas and opinions. They
should produce a deliverable from the conference.)
7) Know what the teacher is looking for and involve himself to help make it happen. (Irrespective
of the specific learning activity, the teacher should know what quality work is and should
intervene as the work is being developed to steer students in the right direction.)
8) Peer grading. (Tell students at the beginning of the conference that at the end of the activity they
will be asked to rate each other on the value of each person's contribution)

8. CARE TO BE TAKEN IN USING HIGH TECHNOLOGY IN E-LEARNING:

In the article on ‘ Technology Changes Quickly But Education Changes Slowly- A Counter-
Intuitive Strategy for Using IT to Improve The Outcomes of Higher Education’ Stephen C. Ehrmann,
(7) observes that “at least three basic problems have dogged most attempts to translate technological
improvements into improvements of programmatic, institutional, or national educational outcomes:

• Confusing one ingredient (technology) with the whole recipe (educational improvement). As a
result, when too much attention is invested in just one ingredient and, when initial improvement
results are disappointing, the response has usually been to buy a newer, better version of the
treasured ingredient while continuing to ignore the rest of the recipe.
• Forgetting that the life span of many new technologies is far shorter than the time it takes to
implement that recipe for improving educational outcomes. Thus, long before outcomes
improve, new technologies begin distracting attention from the “old” improvement agenda.
Worse, course materials and skills developed for (what is now) old technology may not fit the
new technology.

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 • Trying to improve outcomes and save money by using tutorials and other forms self-paced,
branching courseware. It's an educational recipe that has been tried (and failed) with almost
every new technology of the last four decades. ”

He suggested the following Six Strategies for Using Technology to Improve Outcomes on a Large
Scal:

Long-term focus on a direction for educational improvement that several generations of technology can
help to advance;
1. Technology platforms for the long term;
2. Courseware formats for the long term;
3. Longitudinal study to focus attention and guide strategy;
4. Diagnostic studies to guide tactics and reduce costs, stress; and
5. Coalitions that span traditional barriers in order to support the program.
6.

9. INTRODUCTION OF E-LEARNING IN TECHNICAL EDUCATION IN ANDHRA PRADESH:

Introduction of new Communication Technologies in Education is to be done in a systematic

and phased manner. It may take a period of 3 to 5 years to plan and develop the integration between
curriculum and Technology. This requires a dedicated and determined approach.

It is a known fact that in almost all Engineering Colleges and Polytechnics in the State face-to-
face learning is done in class rooms. It is also a reality that majority of the students are not having
internet facilities leave alone individual computer systems of their own. Such students without their own
facilities may be going to internet cafes now and then and not regularly. The short period they are
spending on net is consuming time and money.

Further, many faculty members are not aware of the importance of e-learning and they lack the
knowledge of the application of technology to online learning.

Another important aspect is whether the College Management is ready to allot sufficient funds
to install and maintain the required hardware and provide other facilities.

Keeping the above short comings in view, the following suggestions are made for the
introduction of e-learning in Engineering Colleges and Polytechnics in the State:

1. As the first step, there should be unanimity among the management personnel, faculty
members and other supporting staff for introduction of on-line programming.
2. The College/University/Administrative authorities may identify and select a team of 3 to
4 members from faculty as a guiding team.
3. The team shall
• Obtain a thorough knowledge of various aspects of e-learning by having
interaction with outside experts in the field or by attending relevant training
programme.
• Prepare the action plan and submit to the concerned authorities and obtain
necessary approval and funds.

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 • Procure and install the required hardware and facilities.
• Impart training to other faculty on turn basis in batches
• Guide and assist the staff in preparing e-lessons
4. In the initial stages e-lessons may be prepared as ‘Power point’ presentations to suit the
face-to-face learning.
5. Later the Power point programmes may be improved by incorporating simulations,
videos etc.
6. The students may be given orientation training in using multimedia
7. The College may have an I.T. lab with sufficient number of Systems for student
accessibility and such students, who have no individual system facilities may be allowed
freely for 1 to 2 hours daily at their leisure hours .
8. All the Power point programmes may be kept available for students in I.T. lab.
9. A record with the particulars of students using e-learning facilities may be maintained
by I.T. Lab in charge.

The Department of Technical Education, Andhra Pradesh has introduced e-learning at Diploma
level courses in various Polytechnics in the State from the academic year 2008-09. This is a very
important forward step of integrating technology into classroom teaching and learning. E-lessons are
prepared in Power point and LCD projectors are installed in class rooms. It is heartening to note that the
entire teaching faculty has taken enthusiastic role in preparing the Power point programmes. The
student community are feeling extremely happy with this novel method of teaching. In near future it is
planned to bring the advanced technology in preparing e-lessons.

10. CONCLUSION:

E-learning is an application of latest communication technologies to education, which makes the

student-teacher interaction more realistic. It makes learning better, faster, and cheaper by using self-
paced, interactive courseware. The teacher can obtain and use the latest effects of presentation of
visuals supplementing the text in preparing e-lessons. The Student on the other hand can obtain
information from other sources in the web and gets maximum benefit. It is expected that in near future,
the Technical education in Andhra Pradesh State will completely switch over to e-learning.

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References:

1) Chickering and Gamson article on ‘The Seven Principles of Good Practice in Undergraduate
Education’ (1986) from website www.tltgroup.org/programs/seven. html
2) Implementing the Seven Principles: Technology as Lever by Arthur W. Chickering and Stephen
C. Ehrmann from the website www.tltgroup.org/programs/seven.html
3) ‘Teaching College Courses Online vs Face-to-Face’ by Glenn Gordon Smith, David Ferguson,
Mieke Caris from Website of The Centre for Teaching and Learning, Minnesota Staff Colleges &
Universities
4) From the website of The Centre for Teaching and Learning, Minnesota Staff Colleges &
Universities
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‘Three Types of Interaction’ by Michael Graham Moore. An article in The American Journal of
Distance Education, Vol. 3, No. 2, pp. 1–6 from the website www.elearning-
reviews.org/authors/moore-michael-graham
5) Website of The Centre for Teaching and Learning, Minnesota Staff Colleges & Universities
6) Eight Ways to Get Students More Engaged in Online Conferences DR. W.R. KLEMM from the
Website of THE Journal
7) From the website of www.tltgroup.org/programs/seven.html

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