E-learning is a ‘one-size-fits-all’ solution, education is not!

Uncertainty remains, currently, as to whether classroom or e-learning programmes will be implemented when the Fall Semester begins across the Sultanate in the matter of just a few short weeks.

There is no doubt, there was no other option than to deliver teaching and learning online for the balance of the Spring Semester, and all of Summer. The global education sector was in something of a ‘cleft stick,’ and faced only two genuine options at that time.

Classroom learning was not an option due to the dangers to health and society, while a complete suspension of studies was considered unwieldy due to the administrative and academic issues surrounding partial programme delivery, assessment, fees paid and so on. E-learning was the most viable alternative, allowing a continuation of programmes, assessment, and marking to allow progress in, or completion of courses and even degrees.

However, e-learning is not for everyone. Some teachers and lecturers had difficulty in getting their course content delivered due to their lack of experience, and in many cases lack of confidence in online delivery, and when a teacher lacks confidence, how do you think learners respond? With a lack of confidence of course. Teachers instil belief from within their own beliefs and certainties, and their complete engagement with learners, so online platforms create difficulties in the oversight of group, or communicative learning, and even more so in the identification and support of disengaged students.

Students have difficulties with change, and the transition from a traditional classroom, a hand held education experience where listening, responses, note-taking and enquiry is behaviourally quite passive, to the web experience where they must respond more directly and instinctively, ‘in the moment,’ is not always easy.

Time management and motivation are related issues. Many students get caught up in the learning experience of the classroom, as it is often like a vortex that draws you in, with the interaction and enthusiasm from around you to stimulate the learning experience.

E-learning however demands a positive, even aggressive mindset, so that if you have questions you can get them asked and answered. Clarity and confusion are at the opposite ends of the spectrum, most particularly as a learner, and it is here that the learner conundrum lies.

If they are in a classroom, they can nudge the student next to them for clarity or ask the question. Online it just is not so simple.

There also needs to be a greater commitment to further study and research with e-learning, and more effective time management skills, which is not always easy in the home environment.

Of course, not everyone is comfortable with online learning from the perspective of computer literacy and language, not everyone has a home computer, and not everyone has appropriate Internet connections for teaching, or learning.

Initially, e-learning poses psychological, behavioural, or cultural threats to students, but in the end, only positive attitudes can develop capability, and enhance results. E-learning, until it becomes technologically responsive to every learner’s individual needs, possible in a more futuristic environment.

For today, in the here and now, e-learning is still a ‘one-size-fits-all’ solution, like it or not.

Initially, e-learning poses psychological, behavioural, or cultural threats to students, but in the end, only positive attitudes can develop capability, and enhance results