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E-Learning is a Social Tool for E-Commerce at Tertiary Institutions 159 The Virtual Classroom Tiffin & Rajasingham (1995) first used the term “virtual class” to refer to the learning process enabled solely by telecommunications and distinguishes the concept of the virtual class from the “virtual classroom “ proposed by Hiltz (1996) as “…it suggests that the place a virtual class is held is an electronic simulation of conventional classroom” and further described it as the use of computer-mediated communications “…to create electronic analogue of the communications forms that usually occur in a classroom including discussion as well as lectures and tests”. Uys (1999) agreed with Tiffin & Rajasingham, that the virtual class could be described as the process that occurs when teacher, learner, problem and knowledge are joined solely through communication and information technologies for the purpose of learning and teaching. (Piccoli et al. 2001) referred to the virtual class as virtual learning environments (VLEs) and (Wilson, 1996) defined it as “computer-based environments, allowing interactions and encounters with other participants”. Uys (1999) noted that the virtual class is an educational experience of real people in a virtual dimension and that in the virtual class the teaching and learning is performed without the movement of physical objects (e.g., getting students and lecturers into a physical venue). Dede (1996) argued that the virtual classroom has a wider spectrum of peers with whom learners can collaborate than any local region can offer and a broader range of teachers and mentors than any single educational institution can afford. The virtual class as defined by Tiffin & Rajasingham (1995) and Uys (1999) supports the Computer-Student model suggested by Serduikov (2001). The virtual class can be described as a technology-delivered e-learning environment. Electronic Learning The Internet in Tertiary Institutions There is a steady increase in the use of the Internet and the World Wide Web for tertiary education according to Chin et al. (2000). Convenience and flexibility of web-based delivery have attracted many students who are unable to attend traditional classrooms. Sherson (1999) argued that there is a growing need for education institutions to digitize their content and activities. Technology should also be used for developing curriculum and supporting the teacher. The digital revolution is in progress and teachers will need to be encouraged make effective use of digital resources (Sherson, 1999). Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
160 Parker Types of E-Learning Jackson (2001) divided electronic learning into technology-delivered elearning and technology-enhanced e-learning. • Technology-delivered e-learning Technology-delivered e-learning is where the learner audience is never in physical proximity to the instructor and may be delivered via a blend of asynchronous and synchronous technologies. It is also known as “Distance Education,” “Distributed Education” or “Distance Learning.” • Technology-enhanced e-learning Technology-Enhanced e-learning is where the learner audience has the opportunity to meet face-to-face with the instructor. It is a supplement to traditional, on campus learning and replaces materials previously delivered to students as “shrink-wrap” courses. Typically includes online syllabi, bibliographies (often hyperlinked), and faculty backgrounds and instructor-led sessions are live, face-toface in traditional classrooms. The typical technology-enhanced e-learning asynchronous technologies are implemented through either a web editor or an asynchronous course management system. Taylor (2002) agreed with Jackson and stated that e-learning can be used effectively in several different forms. The Aims and Tool Usage of E-Learning It can be used as a stand-alone asynchronous program, or as a synchronous class where all the students are online at the same time, or as an add-on to traditional classroom presentations. With regard to add-on to classroom presentations, elearning could be part of learning delivery systems for most courses; however, not every course is suited for complete online presentation. In a stand-alone asynchronous program, students can access course materials and lessons at any time and at any place. Communication between learner and facilitator is via electronic means and tools such as e-mail and bulletin boards are used. In a synchronous classroom, students access the lessons at the same time and communication between students and facilitator are via Internet Relay Chat (IRC) or I Seek You (ICQ) (Taylor, 2002). Alexander (2001) further argued that using technology in both classroom and distance learning would improve the quality of learning, the access to education and training, reduce the costs of education and improve the cost-effectiveness of education. Copyright © 2003, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited.
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