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Introduc)on

What  is  e-­‐Learning?  The term e-learning emerged as a way to explain the integration of electronically supported learning and teaching that may also utilize interactive or media networks as part of the learning process. E-learning applications include learning information or skills via the I n t e r n e t , c o m p u t e r , t h r o u g h d i g i t a l collaboration, and virtual education. The growing interest in e-learning initiatives began in the 1960s when a research study used computers to teach math and reading to elementary students (Suppes, 1971). The findings revealed that the students developed higher-order thinking skills and a working knowledge of basic technology when computers were incorporated as part of the curriculum.

Tavangarian, Leypold, Nolting and Roser (2004) noted that the role of e-learning was to enhance overall development and opportunities for instruction to students. In doing so, other studies (Gulati, 2008; Kiboss & Egerton, 2011; M b a n g w a n a , 2 0 0 8 ) e x p l o r e d h o w electronically-delivered lectures, tutorials, and assessments impacted student learning environments and revealed that these implementations further support the notion of learning and, in many ways, provided additional resources available to the teacher (Tavangarian et al. 2004). According to Advance-Ed.org (1993), the first online accredited high school was created for students who needed individualized learning options. Since then, similar schools models that have continued to develop and have created virtual learning communities where students take core and elective courses with individualized instruction, curriculum, and pacing to reach their academic goals.

Advantages  of  e-­‐LearningA major advantage to e-learning is that the delivery of information can be individualized and according to a student’s pace or led by the instructor through other electronic applications (such as videos, podcasts, recordings, etc.) or the Internet (media applications that allow live streaming, blogging, video sharing, etc.). An added benefit of incorporating e-learning is that

is helps to develop and/or increase interactivity and cognitive development skills for its students in a manner that is specific to each student. A teacher can implement learning plans for students specific to their educational needs to increase academic outcomes. E-learning environments allow for students to be involved in synchronous (learning at the same time with instructor) or asynchronous (learning that can occur within a given time frame through assignments, readings, presentations) learning through the internet (Collins English Dictionary, n.d.).

Two  Countries  A;emp)ng  to  Integrate  e-­‐Learning

The Organization for Economic Cooperation a n d D e v e l o p m e n t ( O E C D ) , a n intergovernmental organization developed among 65 industrialized countries, recently revealed assessment scores f rom the participating countries. Countries (such as Korea, Finland, and China) are highest ranked for their reading, mathematics, and science achievement. Not surprisingly, these countries a re a l so cons ide red to be the mos t technologically developed and have majority access and resources to creating new technologies. Related literature has revealed that the key to becoming and sustaining an industrialized country is in the investment of education and future technologies (Darling-Hammond, 2010; Stiglitz, 2003; Zhao, 2007). In this model, education serves as an equalizer for opportunities for countries to become globally-competitive and e-learning then becomes the primary means to improving the educational aims of such countries.

There have been two major international initiatives that aim to expand digital learning resources to developing countries. The WorLD Program was established in 1997 by the World Bank Institute (WBI) and works in 15 developing countries in continental Africa, Latin America, and the Middle East (Cossa & Cronje, 2004). The program offers training programs to equip teachers on ways to integrate e-learning in the classrooms. A second program called Acacia was also developed in 1997 by the International Development Research Centre

(IDRC) to support networking projects in rural parts of Africa that had limited connectivity to the internet (Cossa & Cronje, 2004). Both of these programs work toward the goal of providing financial support, networking resources, and professional development and training in various countries.

This section is a comprehensive review of two case studies in Mozambique and Chile. The use of e-learning helps to aide each county in a specific goal. In Mozambique, e-learning is used at the secondary school level as a means to implement computer-based learning in diverse locales. In Chile, however, e-learning is used in higher education all to provide more learning opportunities and flexibility to health professionals so that the country can reduce poverty levels. The following sections provide greater detail about the implementation of e-learning to their country’s outlook.

RESEARCH BRIEFFa

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Lakia ScottUniversity of North Carolina at Charlotte

E-­‐Learning  as  the  Educational  Equalizer  for  Developing  Nations

“A major advantage to e-learning is that

the delivery of information can be individualized and

according to a student’s pace or led

by the instructor through other

electronic applications (such as

videos, podcasts, recordings, etc.) or the Internet (media

applications that allow live streaming,

blogging, video sharing, etc.)”

2

MozambiqueA longitudinal study conducted in Mozambique secondary schools sought to understand the effectiveness of computer-based learning based on the perspectives of educators from 13 schools. Teachers learned how to become familiar with the computer, use it as a resource tool, and then modi fy ins t ruc t iona l s t r a t eg ies . Mos t documented, was the teacher’s role from being the center of instruction to becoming a facilitator of instruction. Also, implementing different tools, teachers learned to use computer applications for problem-solving and higher-order learning. Towards the later phases, there is a drastic difference in the classroom instructional strategies used; teachers become more collaborative and encourage project-based learning using software and computer applications. Findings of this study concluded that the country’s economic strife continues to hinder the overall mobility of the educational structures that exist. However, e-learning, according to Cossa and Cronje (2004), contributes to the fight against poverty by providing educational opportunities for every student. Secondly, the dissemination of e-learning can accelerate sustainable development in the country by empowering secondary school graduates to continue learning.

ChileIn Chile, there is more discussion on how e-learning can affect higher education in the form of providing its citizens with more access to learning. Banados (2006) discussed e-learning integration to teach English to students at a university in Chile. Using synchronous and asynchronous learning formats, teachers created an interactive multimedia environment that enhanced content delivery and instruction. Students were given collaborative and individual learning tasks that were mainly stimulated through computer software programs in the pilot

phases of the project. Findings of the study concluded that there were drastic improvements to students’ speaking skills and, students performed much higher on assessments used to measure their development in listening, v o c a b u l a r y, r e a d i n g , g r a m m a r , a n d pronunciation. As evidenced in this study, e-learning integration helped to improve student academic outcomes while also providing individualized, interactive instruction and content.

A study conducted by Carabantes, Guerra, and Guillou (2010) reviewed how a distance education program specifically for the public health system was used in Chile. The study reported that e-learning improved flexibility and diversity presented in the trainings which resulted in organizational changes in teaching, program logistics, and how budgets and financial resources were allocated. Participants noted how e-learning allowed them to choose what, where, and when to study; which helped to advance program goals. Additionally, more participants completed their training at faster rates than before. Findings from this study conclude that e-learning promotes flexibility and feasibility in developing countries.

Farcus and Reininger (2010) described how e-learning could be used as a model for distance education in Chile in order to remedy some of the continual issues of that limit the population from continuing education. Farcus and Reininger (2010) discuss how e-learning implementation poses great advantages for Chile’s national development: access, coverage, compatibility, integration, empowerment, and innovation.

Implica)ons

A more assertive lean into constructivist learning will lead to an optimistic future. In all studies,

one of the aims of e-learning integration is to develop or enhance a student’s critical thinking skills. With a constructivist model of teaching, learning is not centered on the teacher, rather, the teacher is a facilitator/collaborator with students as they work together to construct or arrive at meaning. With a differentiated learning environment, high-order skills can become a regular component in such classrooms. As Darling-Hammond (2010) notes, educational equity is a critical factor in creating a nation’s future stability. This sentiment is garnered in the next generation being able to function in a problem-based setting. E-learning integration is a direct tie-in to creating high-order thinking skills.

E-learning initiatives are only as powerful as the resources allocated to sustain them. While a country’s financial resources may limit the access for such interventions, there should be increased aims to find international benefactors that could establish relationships to helping to close the digital divide. WBI and IDRC have worked to create financial resources for these developing nations, but there is still much work to be done.

Allowing teachers to become familiar with e-learning is key. The phrase “you can only take them as far as you have gone” is directly applicable here. There should be ample investment in modeling how e-learning classrooms should be run. As the transition to an e-learning device will yield its own structure in a way, it should be expected that teachers know how to modify curricula and instructional strategies to support this transition.

E-learning as a healing tool for a country. As illustrated in Chile, e-learning immersion can be more than an instructional tool, it has the capacity to improve its citizens’ contributions to socie ty by way of providing f lexible opportunities for learning.

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Suggested  Cita)on:  Sco;,  L.  (2012).  E-­‐Learning  as  the  Educa)onal  Equalizer  for  Developing  Na)ons.  (UERPA  Research  Brief,  December  2012,  No.  1)  Charlo;e,  NC:  University  of  North  Carolina  Charlo;e,  Middle,  Secondary,  K-­‐12  Educa)on,  UNCC  Urban  Educa)on  Research  and  Policy  Collabora)ve.

Submission  Guidelines:  

The  Urban  Educa.on  Research  and  Policy  Collabora.ve  accepts  manuscripts  for  review  and  publica.on  considera.on  for  the  Research  Brief  series.  Submi?ed  manuscripts  should  not  exceed  1,000  words  and  must  conform  to  the  guidelines  outlined  in  the  6th  Edi.on  of  the  Publica0on  Manual  of  the  American  Psychological  Associa0on.  All  manuscripts  will  undergo  a  blind  review  and  refereed  process.  The  review  process  takes  approximately  3-­‐4  weeks.  Manuscripts  can  be  submi?ed  for  review  via  e-­‐mail  to  Dr.  Chance  Lewis  (chance.lewis@uncc.edu).    Correspondence  regarding  this  report  may  be  sent  via  e-­‐mail  to:  Lsco?33@uncc.edu.

References