INTRODUCTION TO E-LEARNING UNIT - VIII

UNIT - VIII INTRODUCTION TO E-LEARNING

Elements of e-learning;

1.      e-content,

2.      e-book,

3.      e-tutoring,

4.      e-journal,

5.      e-paper and

6.      e-library

7.      Virtual Classroom and Virtual University

8.      Merits and Limitations of e-learning

9.      Language laboratory- need and operation

10.  Teleconferencing

11.  Video conferencing.

THE CONCEPT OF E- LEARNING

            E-learning is an all – encompassing term generally used to refer to computer – enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs and MP5 players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or websites, discussion boards, collaborative software, e-mail, blogs, wikis, text chat, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.

            E-learning can also refer to educational websites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost effective online training. It has been stated by many in different forms. Some of them are given below.

·         E-Learning is learning on internet time

·         E-learning is the convergence of learning and the internet.

·         E-learning uses the power of networks, primarily those that rely not only on internet technologies but also satellite networks and digital content to enable learning.

·         E-learning is the use of network technology to design, deliver, select, administer and extend learning.

·         E-learning is internet enabled learning. Components include content delivery in multiple formats, management of the learning experience and a networked community of learners, content developers and experts.

Components to be included in e-learning:-

            E-learning can incorporate many elements that make learning new material, a new process or a new programme more fun. Making learning more fun or interesting is what makes it more effective. Id you aren’t pulled into the material, you really aren’t learning as well as you could be. This is what makes e-learning so great for so many types of learning. Obviously, every type of training can’t be turned into e-training, but many can with excellent results. The components that are to be included to make e-learning successful are:

1.      Varying the types of content: Images, sounds and text work together to build memory in several areas of the brain and result in better retention of the material.

2.      Creating interaction that engages the attention: Games, quizzes and even just required manipulation of something on the screen creates more interest, which in turn builds better retention.

3.      Providing immediate feedback: E-learning courses can build in immediate feedback to correct misunderstood material. The more immediate feedback is better, because each step of  learning builds upon the previous step. If no feedback is given, then the next step may be building upon an incorrect interpretation.

4.      Encouraging interaction with other e-learners and an e-instructor: Chat rooms, discussion boards, instant messaging and e-mail all offer effective interaction for e-learners and do a good job of taking the place of classroom discussion. Building an online community significantly influences the success of online programs.

1.      E-CONTENT,

E-content is digital information delivered over network-based electronic devices, i.e., symbols that can be utilized and interpreted by human actors during communication processes, which allow them to share visions and influence each other‟s knowledge, attitudes or behavior(Buchholz Andrea & Zerfass Ansgar. 2005). Towards a broader definition “the design (pedagogical and learning principles used to create the digital intervention) of the subject matter (E.g. Math, Science etc.) in question and the digital delivery mode (Computer, Video etc.) used(NUEPA, 2007)

Specifications using learning and instructional theory to ensure the quality of instruction. There are three learning theories (Cognitism, Constructivism and Behaviourism) support the Instructional Design as backbone. Cognitism envisages the organization of the content, storing and retrieving of the content. Constructivism supports the learner centered holistic approach in e-learning. Behaviorism stresses the reinforcement, retention and transfer of knowledge in the e-Content development.

There are several approaches to explain the design and development processes of content development. Association for Educational and Communication Technology [AECT] which is a professional organization in the educational technology field in the United States, has proclaimed the five stages of instructional design that can be used to develop any learning situations and learning content, that is the ADDIE model to include Analysis, Design, Development, Implementation, and Evaluation (Seels & Richey, 1994). The ADDIE model is a basic model for designing and developing learning courses as well as educational content.

Figure 1 shows the interactive relationships among the stages. [Source: Seels & Richey, 1994. Instructional technology: The definition and domains of the field.]

Dick, Carey, & Carey (2005) also suggest a systematic model for designing instruction and learning content, the so-called Dick and Carey systems approach model for designing instruction. Figure 2 indicates the stages of the model. The Dick and Carey systems approach model is a good guideline for designing instructional units at any educational levels.

2.      E-BOOK,

              An e-Book (short form of electronic book) is an e-text that forms the digital media equivalent of a conventional printed book. E-books are usually read on personal computers or smart phones or dedicated hardware devices known as e-book readers or e-book devices. Many mobile phones can also be used to read e-books.

  Comparison of e-Books with Printed Books

1.  E-book readers are more fragile than paper books and more susceptible to physical damage.

2. E-book readers can malfunction and e-books can be damaged due to faults in hardware or software.

3. E-book readers are more likely to be stolen than paper books.

4. Depending on the device, an e-book may be difficult to read in bright sunlight.

5. Most publishers don’t produce the e-book equivalent of their printed books. In other cases the product quality is lower or it is released later.

6. E-books can be easily hacked through the use of hardware or software modifications and widely disseminated on the Internet and / or other e-book readers, with approval from the author or publisher. This ease of piracy is a significant drawback for publishers.

7. If an e-book device is stolen, lost, or broken beyond repair, all e-books stored on the device may be lost. This can be avoided by backup either on another device or by the e-book provider.

8. There is a loss of tactility and aesthetics of book bindings. Also lot is the ability to very quickly riffle through the pages to search for particular section of to get a sense of the book merely by sight.

9. Screen resolution of reading devices may to lower than actual paper.

10.  Due to the digital rights management reselling or lending out an e-book may have complications.

11.  Some books available as e-book cannot be read on some  e-book readers because they are not supplied in a format those  readers allow.

12.  While printed books remain readable for ages, changing technologies and less durable electronic storage media require e-books to be copied to a new carrier after some years.

13.  E-book reader require various substances to produce and are an environmental hazard as they are non-biodegradable.

14.  Physical discomfort for some users, including eye strain.

15.  More expensive, where as used books are cheaper and most often only a few hundred rupees can be lost for stolen at one time.

16.  A book will never break, but an e-book device can break, and a lot of money can be lost at one time.

17.  One will never read thousands of books really well or over a short period of time, so the high amount held on an e-book reader becomes irrelevant.

18.  A book is safe from electromagnetic pulses and overloads.

19.   A whole paper book is never broken beyond repair, unless entirely burnt or decayed.

Production of e-Books

Some e-books are produced simultaneously with the production of a printed format, as described in electronic publishing, though in many instances they may not be put on-sale until later. Often, e-books are produced from pre-existing hard-copy books, generally by document scanning. Sometimes with the use of robotic books scanners, having the technology to quickly scan books without damaging the original print edition. Scanning a book produces a set of image files, which may be additionally be converted into text format by an OCR programme. Occasionally, as in some e-text projects, a book may be produced by re-entering the text from a keyboard.

3.      E-TUTORING,

               E-tutoring refers to online-tutoring. The word ‘tutor’ is most frequently used “to include, amongst others, academics, faculty, instructors, corporate trainers, animateurs, facilitators, moderators, subject specialist and learning support staff. The term online tutor includes any person undertaking a role to support and enable students to learn online effectively” (Higgison, 2000). Communication is an important mainstay of e-tutoring: technology enables people to learn new things because it gives a range of different ways of communicating to students. There is an impressive amount of online resources that enable e-learning, e.g blog, wiki, social bookmarking, podcasting, audio and video files, interactive games and quizzes, etc. A teacher who directs the studies of a number of students helps them to come up with new strategies for developing learning and studying skilful plannings.

E-tutor’s roles 

E-tutor’s roles and activities are slightly different from those required in a face-to-face class.

“In a telematics-based environment the teacher is more or less just another participant, though very active one and the teachers role as an organiser is greatly emphasised. So in this way it is much more efficient to learn to communicate, and learning is not just a one-way street" (Tammelin, 2000).

·         E-tutors teach, motivate and direct students while maintaining high interest and achievement.

·         They should be able to effectively interact with different populations of students at a variety of academic levels.

·         They guide students to improve their knowledge through media such as email, asynchronous discussion forums or chat rooms.

·         They coach, assess and provide subject-matter expertise: they're experts but also motivators and even technical support people.

·         They bring the subject up to date with online digital resources and make it much more accessible.

According to Berge’s classification (1995) the roles of an online tutor involve four main aspects:

• technical – which involves the technological support; e-tutors have to be ready to resolve technical queries quickly and effectively;

• managerial – e-tutors have to arouse e-learners' participation and autonomy providing clearly tasks and deadlines of the e-tivities; they don’t have to rewrite e-learners' papers but they have to correct them improving their work and their writing skills; they guide students to outline and structure their writing assignments;

• pedagogical – it aims at the educational experience involving students in an active collaboration and it goads them into a deep reflection; e-tutors aspire to establish excellent relationships with e-learners;

• social – it’s linked to an community of learning: e-tutors provide adequate means for social interaction between e-learners, all members are encouraged in contributing to the discussion. A community of learning shares common interests.

Role of Learner

The changed role of tutors necessarily implies a different participation of learners.

·         They are more involved in the matter.

·         They play an active part in the process of e-learning; they're self-motivated with strong planning, organizational and leadership skills.

·         It takes more time: first of all because new competencies have to be learnt and then because new working practises have to be developed if e-tutoring is to be a success. They have to better organize their time in order to respect e-tivity deadlines.

·         E-tutors demand for comments, posts on blogs, assessments, etc. and e-learners always have to be ready to face them. Taking an active role in the e-learning process, e-tutors ask them for explanations of their work. They also have to make clear what skills they need to develop.

·         On Online Writing Laboratory e-learners can submit their papers to an e-tutor, ask for specific feedback and receive their work back with a response. Students request help with written assignments but they also collaborate to an extensive resource library full of links, tips and techniques for improving writing skills.

·         E-learners can share resources not only among the participating members but also among a virtual community of learning.

·         E-tutoring reminds students that making mistakes is one of the ways we learn and progress. E-learning gives the possibility to students to easily go back to their previous post version and correct it in one click.

The core skills of a good tutor are unlikely to change with a different delivery method. The list below (expanded in the Effective Online Tutoring Guidelines, 2002) offers some of the broad skills for e-tutoring:

·                     good organisation

·                     familiarity with the structure of the course

·                     subject expertise

·                     enthusiasm

·                     ability to deploy resources effectively

·                     good relationships with learners

·                     ability to communicate

·                     a flexible approach.

4.      E-JOURNAL

            Electronic journals, also known as ejournals, e-journals, and electronic serials, are scholarly journals or intellectual magazines that can be accessed via electronic transmission. Some journals are 'born digital' in that they are solely published on the web and in a digital format, but most electronic journals originated as print journals, which subsequently evolved to have an electronic version, while still maintaining a print component. As academic research habits have changed in line with the growth of the internet, the e-journal has come to dominate the journals world.

An e-journal closely resembles a print journal in structure: there is a table of contents which lists the articles, and many electronic journals still use a volume/issue model, although some titles now publish on a continuous basis. Online journal articles are a specialized form of electronic document: they have the purpose of providing material for academicresearch and study, and they are formatted approximately like journal articles in traditional printed journals. Often a journal article will be available for download in two formats - as a PDF and in HTML format, although other electronic file types are often supported for supplementary material. Articles are indexed in bibliographic databases, as well as by search engines. E-journals allow new types on content to be included in journals, for example video material, or the data sets on which research has been based.

With the growth and development of the internet, there has been a growth in the number of new journals, especially in those that exist as digital publications only. A subset of these journals exist as Open Access titles, meaning that they are free to access for all, and have Creative Commons licences which permit the reproduction of content in different ways. High quality open access journals are listed in Directory of Open Access Journals. Most however continue to exist as subscription journals, for which libraries, organizations and individuals purchase access.

5.      E-PAPER

            Electronic paper and e-paper are display devices that mimic the appearance of ordinary ink on paper. Unlike conventional backlit flat panel displays that emit light, electronic paper displays reflect light like paper. This may make them more comfortable to read, and provide a wider viewing angle than most light-emitting displays. The contrast ratio in electronic displays available as of 2008 approaches newspaper, and newly developed displays are slightly better. An ideal e-paper display can be read in direct sunlight without the image appearing to fade.

Many electronic paper technologies hold static text and images indefinitely without electricity. Flexible electronic paper uses plastic substrates and plastic electronics for the display backplane. There is ongoing competition among manufacturers to provide full-color ability.

6.E-LIBRARY /DIGITAL LIBRARY

A digital library is a library in which wide range of collections are stored in digital formats as opposed to print, micro form, or other media and accessible by computers. The digital content may be stored locally, or accessed remotely via computer networks. A digital library is an information retrieval system of  digitally stored content.

Emergence of Digital Libraries

In ancient times information stored in palm leaves, were collected and preserved in libraries [e.g. Nalanda Vishwa Vidyalaya in Bihar, Saraswathi mahal Library in Tanjore, etc,].

From 19^thcentury, after the advent of printing machine, information available in the form of printed books, magazines, research journals, documents, diagrams etc. were preserved in libraries and made available for use to the general public.

 In the later of the 20^th century existing information in the print from were transformed into advanced forms such as audio and video tapes, Cassettes, discs, microfilms etc., Libraries were considered as store houses of all types of information. The general public was permitted to make use of library either by visiting the books there or take them home on loan for a short period of time. When the applications of computer expanded its fold on human activities, libraries too came under its spell.

To begin with the catalogue of books available in the library was digitized so that anyone could with the help of his personal computer know whether the information needed by him is available in that particular library or not. This facility provided by libraries is called OPAC (Online Public Access System).

As information started pouring, day by day, books too multiplied in their number. As books and other information compilations required large space for their storage and preservation, space-crunch was felt in crowded libraries in order to overcome this difficulty, publishers soon started to bring out books in C.D ROMs and micro-films. This advanced  technologies enabled us to store vast information(books)in much smaller space; searching for information too became easier; time required for search is also very less; retrieved information could also be easily and quickly copied.

Advancement in information and communication technology and computer application combined together today to bring out a new dimension in information storage. As more number of people in the society today have basic knowledge and skills in handling computer, they store the needed information in their personal computers, copy them in a separate floppy/pendrive whenever required and carry it with ease to anywhere  to go. This trend is becoming increasingly popular and such users often visit the web-sites in the internet, to pick up the information/data they need. Digital libraries are thus born to fulfil the needs of such people who rely on computers and the internet, to get at the information they need.

Today information stored in the digital form are available in web-sites as books, journals, research articles, news, bulletins etc., Those who have the facility of the computer and a proper internet connection can visit or download the information stored in web-sites, by using a proper browser. At present navigators like ‘Internet Explorer’, ‘Netscape Navigator’ etc. are used internationally for browsing. The digital information stored in Web-sites are not only in text form but have also animation, natural and virtual environments, audio and video effects etc. and hence rich in quality. In any field on any topic, one can locate various kinds of information designed and stored as ‘Blogs’ in the websites which could be visited at any time from anywhere.

Thus it could be summarized that digital library  is a storehouse where information needed for users belonging to various fields are digitally stored and made available ‘on-line’ , it is only a wide range of collections and organisations, but also the on-line collection of information is managed by and made accessible to a community of users.

These websites alone which fulfill these two conditions viz.

1. Digital storing of information,

2. Online information is managed and made accessible to a community of users, are called digital libraries; and not all websites.

Advantages of Digital Library

1.      No physical boundary.

2.      The user of  a digital library need not go to the library physically; 3. people from all over the world can gain access to the same information, as long as an internet connection is available.

3.       Round the clock availability of information.

4.       Multiple access: The same resources can be used simultaneously by any number of institutions and patrons.

5.      Information Retrieval: The user is able to use any search term (word, phrase, title, name, subject) to search the entire collection.

6.      Preservation and Conversation: Unlike traditional books, digitized  materials do not fall to degradation due to repeated visit of numerous users of their downloading.

7.      Space: Traditional libraries are limited by storage space; digital libraries have the potential to store much more information, simply because digital information requires very little physical space to contain it. As such the cost of maintain a digital library its much lower than that of  a traditional library.

8.      Maintenance Cost:  A traditional library must spend large sums of money paying for staff, book maintenance, rent for the building and cost of purchasing additional books. Digital libraries do away with these fees. Both type of libraries require cataloguing input to allow users to locate and retrieve material.

9.      Digitized materials are rich as they contain audio, video, and animation.

10.   Large chunck of information could be reached at a single source.

11.   Searching and downloading information take place rapidly in digital libraries.

12.  In downloading information, there is no chance for mistake or confusion to take place.

13.  The most significant aspect of digital library is that the information available are updated and get refined every day.

14.   Added Value: Certain characteristics of objects, primarily the quality of images may be improved, Digitization can enhance legibility and remove visible flaws such as strains and discolouration.

 Demerits of Digital Library

1.      Copyright Confusion: Downloading and disturbing information is very easy but there is no confusion over the copyright owners. Works in digitized library cannot be shared over different periods of time in the manner of  a traditional library. The republication of material on the Web by libraries may require permission from rights holders And there is no conflict of interest between them and publishers  who may wish to create web visions of their content for commercial purposes.

2.      Technological Changes: Technological changes over time and forward migration must be a constant consideration of every library. Migration is a means of transferring an unstable digital object to another more stable format, operating system or programming language. Migration allows the ability to retrieve and display digital objects that are in danger of becoming extinct. This is a rather successful short – term solution for the problem of aging and absolute digital formats, but with ever – changing nature of computer technologies, migration becomes this never ending race to transfer digital objects to new and more stable formats. Migration is also flawed in the sense that when the digital files are being transferred, the new platform may not ne able to capture the full integrity of the original object.

3.      Space required to record pictures and diagrams in the digital formats is more than for the text and consequently involves high cost. Collection of information in a library is a continuous process. If libraries own the responsibility of updating information, digitizing pictures etc., or conserving information through forward migration then confusion results about who is to own the recurring cost of preservation.

4.      Digitizing pictorial information / data is highly expensive.

7.      VIRTUAL CLASSROOM AND VIRTUAL UNIVERSITY

            With the ever-increasing popularity and accessibility of the Internet, it is only natural that the educational community should want to make use of this tremendous resource. Use of the Internet and Web are leading to significant changes in educational models. Effective exploitation of these changes requires adequate attention to understanding the technology, the educational processes and issues, student’s characteristics, etc.

As this use of Internet is increasing, a traditional classroom has shifted to E-Learning. While advancements in communication tools were easily adapted to learning methods, it was the introduction of the personal computer and the development of the Internet that would create the most radical transformation in higher education. Learning by computer can be as easy as communicating with your professor and fellow classmates via email, student utilizing an interactive CD-ROM.

Thus, E-Learning can be defined an approach to facilitate and enhance learning by means of personal computers, CD-ROMs, and the Internet. It may be as simple as that teachers may simply post their material on Internet, students can read it online or can download it for further access.

Since student won’t be in a classroom with professor and classmates,he will need to be capable of independent learning. Instructor will provide him with a syllabus, course documents, and required readings. The interaction between the professor and the student will happen via e-mail, discussion board, forums etc. Since the class doesn’t meet in a physical space at a scheduled time, the student will have to learn independently. He will be responsible for keeping up with the assigned reading and  completing assignments according to the timeline on the syllabus.

The growing popularity of E-Learning has introduced new terms to education, as Virtual Classroom, where student will be present with his professor and fellow learners in a classroom. They will not be present physically in the classroom but connected to the classroom via Internet. Virtual classroom aims to simulate the experience of attending a class over the web. So everyone is able to see other participant virtually.

Concept of Virtual Classroom

Just as the term virtual means a simulation of the real thing, Virtual Classroom is a simulated classroom via Internet, which provides a convenient communication environment for distance learners just like traditional face-to-face classroom. A virtual classroom allows learners to attend a class from anywhere in the world and aims to provides a learning experience that is similar to a real classroom.

When we go to college we have a schedule of lectures, which we must attend. Student must arrive on time, and when he enters the classroom, he finds a teacher, fellow learners, a blackboard or whiteboard, LCD projector, optionally a television screen with videos. Likewise, a Virtual Classroom is a scheduled, online, teacher-led training session where teachers and learners interact together using computers linked to a network such as the Internet.

A virtual classroom enables to bring learners from around the world together online in highly interactive virtual classes while greatly reducing the travel, time, and expense of on-site teaching/training programs. It can be used as a solution for live delivery and interaction that addresses the entire process of creating and managing our teaching-learning process. It facilitates instructor and student in teaching-learning events, such as a seminar, online discussion or a live training for employees in company.

As in traditional classroom, there are professor and fellow learners present with the student; we have many participants present in virtual classroom. They can talk with each other as in the traditional classroom via chat. Similarly presenter uses whiteboard, gives notes/resources, gives presentation as given in traditional one. Thus, virtual classroom can be visualized as a classroom where a lecture or session is conducted using Internet. Now, that we have some idea about virtual classroom, we will discuss some advantages that virtual classroom offers over traditional classroom.

Advantages of Virtual Classroom

Following are some of the advantages of Virtual classroom over traditional classroom model:  

¯  Removal of geographical barriers (Anywhere learning):

A virtual classroom allows learners and teachers to attend a single live training session from any place in the world, provided they have a computer and Internet connection.

¯  Sessions can be recorded

If learners miss a traditional classroom-based training session, they have very little opportunity to engage in the learning experience that took place. A virtual classroom has a facility to record the session so learners or teachers can replay it afterwards. Teachers too get an opportunity to review their own or their colleagues’ performance.

¯  Quicker to organize

Training can be organized more quickly than traditional classroom-based training. Classrooms and projectors do not need to be reserved, materials do not need to be distributed.

The sessions are easier to schedule or reschedule since attendees will not be traveling to the venue of the session.

¯  One to one communication

In a virtual classroom environment, learners can talk to the teacher and to each other, and although this communication is not as rich in a traditional classroom, it still can help learners, since it is one to one.

Due to these advantages, concept of virtual classroom is getting very popular. Since it allows learners to attend sessions from anywhere in world, it is very useful for distant learners and for peoples who cannot meet face to face because of lack of time. Though it gives lots of advantages, it has some pitfalls also. Following section describes some limitations of virtual classroom.

Limitations of Virtual Classroom

Following are some of the limitations of Virtual classroom over Traditional classroom:

? Teachers and students need to become familiar with the tools

o   Teachers and students are familiar with the workings of a traditional classroom, that is, they understand the concepts of hand raising, the whiteboard, assignments, and so forth. With a virtual classroom, all attendees must become familiar with the way the virtual classroom works before virtual classroombased training starts.

? Time dependency for Live Sessions

o   Attending virtual classroom training is restricted to a certain  scheduled time.

? Infrastructure for the participants PC needs to be prepared

o   Virtual classroom sessions need to be scheduled, teachers need to be invited, and participants’ PCs need to be prepared.

? Technical Limitations

o   Technical issues such as bandwidth, speed of the connection or power failure may create problem while presentation is going on.

Different Users of Virtual Classroom

There are different classes of users of virtual classroom based on the roles that they play. When presenter enters in virtual classroom, he has different work to do than participant. Depending on the user type, virtual classroom takes different form for each user. These forms can be categorized depending on the user's role. These roles are as follows:

Presenter (or Administrator)

Participant

Facilities provided by presenter interface to Faculty:

Register new users

Presenter as an administrator has to register new users that will be attending the session.

Create a session

Presenter has to decide the session time, users that will be invited for the session. While creating a session, he can specify the time and users of the particular session.

 Cancel a user registration

If any registered user does not want to attend the session, presenter

cancels his registration.

Conduct Online presentation

As a presenter, he conducts the session for participants. During presentation he performs various activities in the classroom. He can load the presentation slide that will be displayed to

participants.

Share Resources

Presenter can add various resources to the session. It may be a file or just a simple web page link that participant can download at their end.

Conduct Poll

He can create a poll for participants. Also he can chat with participants.

Explain concepts using Whiteboard

He can use whiteboard to explain some of the topic, which may not be able to explain via presentations, or to solve any particular doubt asked by the participant. Facilities provided by participant interface to students:

View online presentation

When a participant joins the session, they can view the presentation, which are conducted by the presenter in the virtual classroom. The presentation may include the PowerPoint presentation slides or it may also include the snap of the whiteboard on which the presenter can explain the concepts to the participants.

Public/Private Chat

The participants can have a conversation with the fellow participants publicly or privately via the chat feature available in the interface, the chat allows the participant to send the instant messages to the participants who are also attending the session. Participants can also send private messages to any of the participant but he is not allowed to send private messages to the presenter but can do so by using the hands up facility, which is explained next.

Virtual classroom Presenter Interface

Raise Hands

Whenever any participant will have any doubt, then he can tell that to presenter by using the hands up facility available in the user interface of the participant, using this feature the participant can interact with the presenter via the private chat.

Give Response to the polls

The participants can answer the polls that are submitted by the presenter by using the “Submit Response” facility provided in the interface. The poll can be of type objective or it may be of Yes/No type. It the particular poll is public then participants can see response for

that particular poll, else it will be kept hidden from the participant. The Only presenter is able to see the response for private poll.

Download Resources

The resources that are been shared by the presenter can be downloaded by the participants at their machine. The resources can be the files which may include course material, e-book’s etc, or it may be also web links which presenter may want the participants should refer.

FEATURES OF VIRTUAL CLASSROOM SESSION

The presenter can create the session in the beginning & will conduct online presentation in the session. The participants can attend this session using the name of the session and view the presentation made by the presenter. In the session of the classroom, various functionalities that will be performed by the users are as follows:

Agenda

o The presenter creates the agenda in the beginning of the session. This agenda specifies an outline of the session.

o The participants can only view the agenda in their main window. The agenda will give him the idea about the topics that will be covered in the session.

Virtual Classroom Participant Interface

Presentation Area

In the presenter interface, the presentation area allows presenter to upload the presentation file. It also allows him to navigate between the slides In the participant window, the  presentation area will display the slide that the presenter is explaining.

Whiteboard

The presenter will be able to write, draw and highlight any particular area on the whiteboard. The white board will be consists of various components such as various shapes, lines, eraser, pointer, etc, using which he will be able explain the particular topic to the participants. The participants can view the whiteboard in their interface, but they will not be allowed to use it (they will not be allowed to make any changes to whiteboard). The changes made by the presenter on the whiteboard will be displayed to the participants.

Shared Resources & Web links

The presenter can share their resources using the load resources facility that will be present in the presenter interface. The resources will be files of type (doc, rtf, pdf) or web links (URL).

The participants can download these shared resources on their machines, also they can refer the given web links using their web browser.

Poll

The presenter can ask the participant any question by using the poll functionality that will be of the objective or yes/no type question. The response of the poll will be public or private. If the response of any particular poll is private then the response will not be shown to the participants, only presenter will be able to see the response. The response will be shown in the vertical bar chart format.

The participant will be able to submit his response to the poll submitted by presenter. Also, he can view the responses of the polls for which presenter has allowed permission to see the response by participants. The private responses will not be shown to the participants

Chat:

The presenter will use the chat functionality to send text messages to the participants. He can send a message to particular participant or to all participants. The participants will be able to send text messages to each other. But, he will not be able to send message to presenter directly. He can do it by using the hands-up facility.

Hands-up:

The presenter interface will consist of hands-up list, which will display the names of the participants, which has raised their hands. Hands-up by participant indicates he has some doubt or question to be discussed with presenter.

Participant will use the hands-up facility if he wants to ask some question or want to talk with presenter. He can use this facility to initiate the conversation with the presenter. After the participant uses the hands up facility, presenter will allow him to have a private chat with him.

Participant list:

In the presenter interface, there will be the list of participants, which will consist of the names of the participants that will be attending the session. If the presenter has to eject any particular participant, then he can use the eject facility that will be available in presenter interface.

In the participant interface, the list of participants will only show the names of the fellow participants that are attending the session.

Virtual University

            A Higher Education institution that does not have a physical presence, but exists in an entirely virtual state, accessible via the Internet.

A virtual university provides higher education programs through electronic media, typically the Internet. Some are bricks-and-mortar institutions that provide online learning as part of their extendeduniversity courses while others solely offer online courses. They are regarded as a form of distance education.

Benefits of Virtual University

1. Choice: An online education provides the opportunity to study more subjects and reach out to programs that are not available in the immediate area.
2. Flexible: Distance learning is much more flexible than traditional styles of classroom education. Students who need to take other classes or work can do classwork whenever they have a free moment instead of being restricted to a rigid schedule.
3. Networking: Students who enroll in classes with online education obtain a wider range of networking opportunities. Instead of being limited to networking in the local area, distance learning enables students to make connections with a more diverse range of people.
4. Pace: Online education enables students to work at their own pace in many circumstances. The requirements are not as strict and typically give a range of due dates when the work needs to be submitted.
5. Scheduling: The schedules for distance learning are more open and allow for students, parents and professionals to take the classes whenever it fits into their schedule. This is beneficial over classroom education that requires students to schedule work and childcare around the class time.
6. Money: Online classes typically cost less than an education in a classroom environment. There are less space limitations and materials required for each student and the savings are passed on from the educational institution to each student.
7. Traveling: A huge advantage to getting an online education is that there is no need to travel to and from class every single day. Someone who doesn’t drive or want to spend money on the costs of public transportation every single day will likely choose to get an online education over the traditional classroom.
8. Selection of Professors: Distance learning enables students to learn from some of the most prestigious professors and guest speakers in each field.
9. No classroom sitting: Sitting in the classroom is not the best way for every student to learn. A student may learn better at his own pace and in a different format than traditional schooling options offer.
10. Effective: Online classes are just as, if not more, effective at teaching students than the traditional classroom style of learning.

8.      MERITS AND LIMITATIONS OF E-LEARNING

                        Some of the significant benefits of e-learning are given below. They are:

·         Convenience and portability

·         Cost and selection

·         Flexibility

·         Higher retention

·         Greater collaboration

·         Global opportunities

Convenience and Portability:

·         Courses are accessible on your schedule

·         Online learning does not require physical attendance

·         Learning is self-paced (not too slow, not too fast)

·         You’re unbound by time courses are available 24x7

·         You’re unbound by place – study at home work or on the road

·         Read materials online or download them for reading later.

Cost and Selection:

·         Choose from a wide range of courses to meet your needs

·         Degree, vocational and certificate programs

·         Continuing Education

·         Individual courses

·         Wide range of prices to fit your budget

·         Go back to school to get a degree, learn a new skill, learn a new craft, or just have fun.

·         From art to zoology you can do it all online in a price range to fit your budget.

Flexibility:

·         Online learning accommodates your preferences and needs its student centred

·         Choose instructors led or self study courses

·         Skip over material you already know and focus on topics you’d like to learn.

·         Use the tools best suited to your learning styles.

Higher Retention:

            Online learning will draw you to topics you like and enjoy. Studies show that because of this and the variety of delivery methods used to reach different types of learners, retention is frequently better than in a traditional classroom.

Greater Collaboration:

            Technology tools make collaboration among students much easier. Since many projects involve collaborative learning, the online environments is far easier (and often more comfortable) to work in since learners don’t have to be face to face.

Global opportunities:

            The global learning community is at your fingertips with online learning. The technologies gives online instructional designers the ability to build tools that take you to resources you may never see in a traditional classroom.

Some of the pitfalls in e-learning:

·         At present e-learning is really expensive with respect to Indian context.

·         Skill based learning through e-learning is little bit difficult.

·         Learning from the desktop is one of the benefits that is better in theory than in practice. Learning complex subjects requires concentration. Most peoples desks are less than optimal for learning.

Suggestions to make e-learning feasible:

            The following ate some of the suggestions to make e-learning feasible.

·         Encourage all the universities to have networking among themselves by providing funds generously

·         Minimize the cost of computers and motivate the learners to purchase computers by offering loans with minimum interest.

·         As internet functioning needs the use of telephone,  telephony should be technologically improved and the Government should make all the local calls free; thereby Internet accessing will become cheaper.

·         Internet facilities should be provided to the rural areas and computer literacy program needs to be conducted in rural areas.

·         Make the knowledge of computer compulsory for all types of recruitments.

·         Develop the habit of reading through computer monitors.

9.      LANGUAGE LABORATORY- NEED AND OPERATION

         The classroom and the Language Laboratory are complementary parts of an effective instructional system. The language lab provides an efficient means of presentation of pattern and other audio lingual drills requiring much repetition. This frees classroom time and students are able to use their lab-acquired fluency for dialogue exploitation, recombination drills cultural studies conversation and other creative (foreign language) exercises. The language lab also helps equip students to express themselves correctly without embarrassment (and have a lot of fun doing so).

Pre-Laboratory Student Preparation.

Student must be informed precisely what is to be learned, hoe it is to be accomplished, and what the utterances mean. Teacher must state the grammatical structure to be learned in the lab, provide an oral demonstration and elicit and inductive conclusion from students regarding the “rule” involved. This must be followed by a live rehearsal of the tape drill so that the audiolingual mechanism will be familiar.

Inductive Preparation

Here, the teacher gives the student organized examples of a new structure, comparing it with a now structure. The comparisons could be in the realm of word order, meaning, and inflection, or any other grammatical structure. This oral presentation is similar to the familiar textbook presentation, except the columns are given orally. Once the new principle has been presented inductively, and the reinforcement has been given, teacher stimulates the laboratory by using a pattern drill in class. (This makes further practice in the lab more effective)

Pattern Drills

in Class Drills tape may be used in class after laboratory preparation to check the effectiveness and to emphasize the importance of such work to class performance. The four-phase pattern drill is easily used this way. Individual responses are alternated with choral responses on each frame of the four-phase drill performed “live” in class as follows:

i.                          The stimulus is given by the teacher. The teacher indicated which student iss to respond individually

ii.                       The individual indicated gives the response.

iii.                     The correct response is given by the teacher

iv.                      All students repeat the correct response in unison.

Echeloned Schedule

The audio-lingual skills are taught first, and the graphic skills last. The written forms of words are withheld until the student has good control of the spoken forms. (In secondary schools and in universities, the graphic presentation lags behind audio lingual presentation by only a few days.)

Deferment of Printed Materials

Direct association of (foreign language) utterances with situation or concrete object is desirable, while reliance upon printed material should be avoided. Initially, maximum use must be made of visual aids, sketches, movement acting, gesticulation, and other ways of making the situation vivid without written aids. Printed material in the laboratory are not encourage, for the reason that tapes use sound as the primary vehicle of teaching; printed form of what is heard may negate their usefulness. (Workbooks, when concerned with phonemic discrimination drills, true-false statements, comprehension test and dictation are useful in the lab)

 Listening Practice

Student must NOT be asked to “listen and repeat”. They must be made keenly aware of the differences between the new sounds and “similar” sound in their native language before any attempt is made at pronunciation. Same-Different judge must first be elicited from student have been (using minimal pairs, where appropriate). When student have been given adequate training as critical listeners, the teacher can then ask them to identify the correct “words” etc

Introduction of Pronunciation

Ideally, the student must first hear the sound, and then imitate the sound. But hearing is not as simple as it appears because accurate and discrimination hearing is usually not a habit of most student. Speaking, or imitating the sound heard, is also a complicated matter when some of the sound are absolutely new to the student. (A point of departure is the identification of sounds that will present special teaching problems. Theses are sounds not normally used in their native language.

 Speaking

As soon as the student have learned to identify the new sound correctly, and to discern it from other sound that are close and likely to be confused with it, the hearing phase is 3 momentarily replaced by the speaking phase of instruction. (Student must be given rather specific physiological and/or articulatory information) Good will and sounds to imitate are not enough. If necessary, go from “mouth position” drills, through “sound production” method to “’pronunciation drills.

 Visual Patterns (noun-unit presentation)

A small collection of simple drawings could be used to introduce all the sounds of the language, then to show the structure of short utterances and of complete sentences. (You can do this effectively by starting with say 30 nouns from the first few lessons.) Dialog Method The dialogue method employs a carefully devised conversational exchange as the basis for memorization, structure drill, and question-and-answer drill, recombination of structures into new conversations and ultimate conversion of the material into original conversations by the students. (It has the advantage of incorporating both authentic linguistic and cultural content, of generating interest on the part of the students and furnishing an aid to the memory by means of the continuity and the “props”. A dialogue should be carefully constructed. It must be interesting to the students for whom it is intended. It should have a controlled vocabulary and limited number of structures, and it must be authentic.

Filmstrips and Slides.

Visual aids reinforce the impression made by language, and make an object, situation, or event more memorable to the student. (Professionally prepared filmstrip and slides are available.) An individual picture may always serve as the basis for a large number of questions. It does not really matter how picture is presented. Lots of different questions can be generated.

Sound Films

Motion films (in color with sound tracks) are readily available to the language teacher. When the sound track is not available in the target language, it is possible to prepare a narration in the target language, record it on the tape, and synchronized it for use in the lab. An important feature of the foreign language, teaching films is that they involve the student both passively and actively: the student should be induced to respond, imitate and reply during the performance of the film, not merely watch it passively .

Television

 Most of the advantages of the motion picture pertain also to television. TV makes it possible for many schools to use a set of expensive films, to standardize a curriculum for a while school system, and to make wide use of its most talented teachers. In most cases TV is supplementary to regular school work.

10.  TELECONFERENCING

            Educational teleconferencing can be a valuable medium for distance education. It involves the use of several media and permits interactive group communication by means of two way broadcast.

Three main types of teleconferencing have been identified.

(1)   Audio teleconferencing

(2)   Video teleconferencing

(3)   Computer teleconferencing

Till 1980’s audio teleconferencing was at an experimental stage and was used occasionally. But during the past few years it grew to be a routine part of the delivery strategies of some distance education institutions. It was found that with the use of this means, the communication costs could be reduces and the quality of service to distant learner could be improved without compromising the academic integrity of the programmes. The flexibility and the low capital and operating costs of audio teleconferencing make it a communication means of special interest to institutions serving students who live in small and widely separated communities.

Technical Description of teleconferencing:-

General:

Teleconferencing is an electronic means which can bring together 3 or 4 people in 2 or more locations to discuss or share the use of 2 way and one way video. Both full motion, slow scan, electronic black boards, facsimile, computer graphics, radio, satellite and video text. However, the most essential part of all forms of teleconferencing is a good quality audio to help immediate interaction among the participants for information exchange.

Audio – teleconferencing:

It requires a multi telephone line electronic switch or interconnection device called a bridge to which the user can attach a wide variety of data transmission devices and telephone. The normal practice is to connect device per line into the bridge are the usual handsets, headsets, speakerphones, radio telephones and microphone speaker units (often called conveners).

Equipments and Devices used in Tele-Conferencing

To arrange for  tele-conferencing, equipments and devices like”Multi-Dimensional Visual and Audio Transmission System” ,”Electronic Chalk-Board ”, “Tele-Text System” etc. ,are needed by connecting micro-computers to high power ‘Modem’, information from distant places could be obtained at a great speed of 300 to 1200 “bauds”. ‘Bauds ‘represent the speed with which data are processed or obtained. Other devices required are: Computer Monitor, telephone connection linked to the computer and Electronic Display Board. Through “Audio-Plus” system,”interactive-audio” and “one way video communication” are linked.

Important Devices in the ‘Audio-Plus’ System

(i)         Electronic Chalk-Board

When anything is written or drawn on the electronic chalk-board, it produces minute pressures which are converted into ‘digital information’. When these are transmitted, people at distant places, sitting infront of the  computer  monitor could see te written information in the visual form.

(ii)      Slow Scan Television System

This transmits photographs, individuals, visual materials etc. In the black and white within 15 to 30 seconds to distant places.

(iii)    Electronic over-head Projector

Using this device, pictures and diagrams drawn by the teacher in the classroom could be transmitted to far off places and presented through over-head projector and enable the students to view them  almost instantaneously.

(iv)    Video text system-Tele text

This device helps to transmit information in the form of texts, figures and diagrams in multi colours, to distance places so that people sitting in front of their colour television sets could view them. For transmitting this type of data-base “Central Computer” (control computer) linked to the individual computers of distant learner serves as the basic component of the system.                 

(v)       Fax to Transmit Documents

‘Fax’ helps in transmitting written documents to far off places by scanning the documents and sending the copies of the same through tele-communication.

(vi)    Compressed Video

This device transmits the selected bits of video information to colour television sets  situated at distant places.

In different types of tele-conferencing  different combination of equipments and devices, from among those described above are made use of. One way electronic signal transmission is to be employed, which turns out to be highly expensive. Employing the “Half-duplex” method by making use of telephone cables for electronic signal transmission proves to be economical.

Advantages of teleconferencing:

1.                  Effective support for remote learner: Teleconferencing can be very useful when most of the potential students are widely scattered among committees that are far apart.

2.                  Cost Effectiveness: The cost for starting and operating an audio teleconferencing system is relatively low in comparison with other available method. It requires

·         A relatively quite telephone line

·         Ready accessibility

·         Acceptable local and long distance rate.

3.  Flexible system: The system used can be adjusted quickly to serve large or small group.

4. Familiar instructional mode: The mode of instruction is similar to that of seminar with the instructor being in charge of the discussion and able to stimulate multi location interaction.

5. Easy scheduling adjustment: A scheduling adjustment can be made almost as readily as for the on campus classroom.

6. Multi location access control: Access to the instructional / programmes can be controlled through a limited number of off campus centres.

7. High quality instruction: The quality of the instructional materials can be maintained high because of the need for careful and early preparation.

8. Immediate feedback: The teleconferencing system provides the facility to the learner for immediate feedback and to convey their reactions to the tutors.

11.  VIDEO CONFERENCING.

            A videoconference is a set of interactive telecommunication technologies which allow two or more locations to interact via two-way video and audio transmissions simultaneously. It has also been called 'visual collaboration' and is a type of groupware Videoconferencing first demonstrated in 1968.

Technology

The core technology used in a videoconferencing system is digital compression of audio and video streams in real time. The hardware or software that performs compression is called a codec (coder/decoder). Compression rates of up to 1:500 can be achieved. The resulting digital stream of 1s and 0s is subdivided into labeled packets, which are then transmitted through a digital network of some kind (usually ISDN or IP). The use of audio modems in the transmission line allow for the use of POTS, or the Plain Old Telephone System, in some low-speed applications, such as videotelephony, because they convert the digital pulses to/from analog waves in the audio spectrum range.

The other components required for a videoconferencing system include:

1. Video input : video camera or webcam
2. Video output: computer monitor , television or projector
3. Audio input: microphones, CD/DVD player, cassette player, or any other source of PreAmp audio outlet.
4. Audio output: usually loudspeakers associated with the display device or telephone
5. Data transfer: analog or digital telephone network, LAN or Internet

There are basically two kinds of videoconferencing systems:

1. Dedicated systems have all required components packaged into a single piece of equipment, usually a console with a high quality remote controlled video camera. These cameras can be controlled at a distance to pan left and right, tilt up and down, and zoom. They became known as PTZ cameras. The console contains all electrical interfaces, the control computer, and the software or hardware-based codec. Omnidirectional microphones are connected to the console, as well as a TV monitor with loudspeakers and/or a video projector. There are several types of dedicated videoconferencing devices:

Large group videoconferencings are non-portable, large, more expensive devices used for large rooms and auditoriums.

Small group videoconferencings are non-portable or portable, smaller, less expensive devices used for small meeting rooms.

Individual videoconferencing are usually portable devices, meant for single users, have fixed cameras, microphones and loudspeakers integrated into the console.

2. Desktop systems are add-ons (hardware boards, usually) to normal PCs, transforming them into videoconferencing devices. A range of different cameras and microphones can be used with the board, which contains the necessary codec and transmission interfaces. Most of the desktops systems work with the H.323 standard. Videoconferences carried out via dispersed PCs are also known as e-meetings.

Social and institutional impact

1. Impact on the general public

High speed Internet connectivity has become more widely available at a reasonable cost and the cost of video capture and display technology has decreased. Consequently, personal videoconferencing systems based on a webcam, personal computer system, software compression and broadband Internet connectivity have become affordable to the general public.

Deaf, hard-of-hearing and mute individuals have a particular interest in the development of affordable high-quality videoconferencing as a means of communicating with each other in sign language. Unlike Video Relay Service, which is intended to support communication between a caller using sign language and another party using spoken language, videoconferencing can be used between two signers.

2. Impact on education

Videoconferencing provides students with the opportunity to learn by participating in two-way communication forums. Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise isolated educational facilities. Students from diverse communities and backgrounds can come together to learn about one another, although language barriers will continue to persist. Such students are able to explore, communicate, analyze and share information and ideas with one another. Through videoconferencing students can visit other parts of the world to speak with their peers, and visit museums and educational facilities. Such virtual field trips can provide enriched learning opportunities to students, especially those in geographically isolated locations, and to the economically disadvantaged. Small schools can use these technologies to pool resources and provide courses, such as in foreign languages, which could not otherwise be offered.

A few examples of benefits that videoconferencing can provide in campus environments include:

Ø faculty members keeping in touch with classes while attending conferences;

Ø guest lecturers brought int classes from other institutions;

Ø researchers collaborating with colleagues at other institutions on a regular basis without loss of time due to travel;

Ø schools with multiple campuses collaborating and sharing professors;

Ø faculty members participating in thesis defenses at other institutions;

Ø administrators on tight schedules collaborating on budget preparation from different parts of campus;

Ø faculty committee auditioning scholarship candidates;

Ø researchers answering questions about grant proposals from agencies or review committees;

Ø student interviews with an employers in other cities, and

Ø teleseminars.

3. Impact on medicine and health

Videoconferencing is a highly useful technology for real-time telemedicine and telenursing applications, such as diagnosis, consulting, transmission of medical images, etc... With videoconferencing, patients may contact nurses and physicians in emergency or routine situations; physicians and other paramedical professionals can discuss cases across large distances. Rural areas can use this technology for diagnostic purposes, thus saving lives and making more efficient use of health care money.

4. Impact on business

Videoconferencing can enable individuals in distant locations to participate in meetings on short notice, with time and money savings. Technology such as VoIP can be used in conjunction with desktop videoconferencing to enable low-cost face-to-face business meetings without leaving the desk, especially for businesses with widespread offices. The technology is also used for telecommuting, in which employees work from home.

5. Impact on law

videoconferencing has allowed testimony to be used for an individual who is unable or prefers not to attend the physical legal settings, or would be subjected to severe psychological stress in doing

6. Impact on media relations

Press videoconferencing permits international press conferences via videoconferencing over the Internet. Journalists can participate on an international press conference from any location, without leaving their offices or countries. They need only be seated by a computer connected to the Internet in order to ask their questions to the speaker.

Uses of Video conferencing

Video conferencing can be used in a host of different environments, which is one of the reasons the technology is so popular. General uses for video conferencing include business meetings, educational training or instruction and collaboration among health officials or other representatives. Thus far video conferencing has been used in the following fields:

- Telemedicine                        - Surveillance

- Telecommunicatio                - Security

- Education                             - Emergency Response

Advantages

Video conferencing is a way of conducting personal or business communication without traveling. The video allows you to see the person that you are talking with so that you can communicate more effectively

1. Convenience

Instead of traveling to far away places or trying to fit a meeting into everyone's schedule where traveling is involved, video conferencing can be done any time of the day or night.

2. Share Documents

PowerPoint and other documents can be shared through video conferencing. Whiteboards can be used to allow everyone to share their thoughts in one place during the conference.

3. Access Other Computers

While video conferencing, one computer can be set up to allow everyone to see the screen, which makes it easy to explain details.

4. Cost

The cost of video conferencing equipment could be more than what someone wants to pay for the service. However, it is often cheaper in the end than what travel costs may be.

5. Face-to-Face Contact

When you use video conferencing, you don't have the eye contact that you would if you were in the same room with the people you are talking with. You can't see everyone's reaction or watch their movements when talking.

6. Video Interference

When using video conferencing, you can lose the connection if a power outage occurs or if your signal is not strong. Sometimes you will have a crisp and clear picture that may become fuzzy or freeze. This can cause problems if the conference is important and time sensitive.

Disadvantages

1. Equipments are too costly. So it is not affordable by all.

2. Signal latency: The information transport of digital signals in many steps needs time

3.Appearance Consciousness: A second psychological problem with videoconferencing is being on camera,

4. Lack of eye contact

The advantages and disadvantages of video conferencing have to be weighed against your purpose and whether there will be something valuable lost through this technology that you don't want to give up.