E-Learning, the Possibilities of Replacing Traditional Learning Essay

E-Learning, the Possibilities of Replacing Traditional Learning - Essay Example This type of learning is also delivered via multimedia programmes that use text, graphics, video conferencing, and animations to better engage the learner, beneficial for auditory and visual learners as well (Takiya, Archbold & Berge, 2005). Traditional learning generally involves one or more instructors in an environment that promotes physical or auditory interaction with an instructor in the pursuit of knowledge sharing. E-learning, theoretically, provides this same function allowing for students in multiple environments to glean important knowledge using technology as the medium and replacing the physical interactivity between instructor and learner. As technology continues to improve, more and more colleges, businesses and universities are promoting new e-learning possibilities as a means to save on costs and improve the learning process. However, it is unclear as to whether e-learning maintains the same quality outcomes of traditional learning as the research evidence conflicts in relation to results of this type of learning. ... red it a vital tool for staff training, whilst 54 percent already had an e-learning programme in place or were considering developing and launching e-learning in the next year (isoph.com). This is a high volume of real-time environments that believe in the quality and integrity of these systems to achieve their learning goals. One benefit of e-learning is the self-paced functionality of the educational materials. Students or employees who learn via technology rather than in traditional format are able to schedule their own working times so as not to conflict with lifestyle needs. What this produces is more flexibility and also improves the level to which slower learners impede the progress of other students in a typical classroom environment. â€Å"Advanced learners are allowed to speed through or bypass instruction that is redundant while novices slow their own progress through content† (Kruse, 2009, p.1). What this theoretically produces is much less disruption to other stud ents and eliminates frustration with fellow learners (Kruse). In a typical environment, more gifted students often feel this frustration when content and progress is slowed by redundant learning efforts. In the United States, the state of Maine established e-learning in middle schools that reached over 42,000 students and included 5,000 instructors. When surveyed, more than 80 percent of educators believed it created more engaged students who produced higher quality learning outcomes (Intel, 2009). In Malaysia, e-learning programmes measured in 10 primary and secondary schools reported 85 percent of teachers believed it created a more collaborative and innovative learning environment when implemented in the classroom (Intel). According to Lowes (2005) students demand certain criteria when learning