Introduction:

The teaching and learning process have undergone tremendous change due to the
advent of internet. With the existence of networking, finding information has become so
convenient because the internet functions like a virtual library, providing various types of
information the users. At the 2005 meeting of the Association for Medical Education in
Europe, for example, at least 104 presentations dealt with various aspects of web-based
learning (WBL).1 But is all this hype warranted? Is WBL really all it is cracked up to be, or is
it just a fad? This article will attempt to answer that question.

The Government of India is keen to use the technological resources in helping its
mission to make Higher Education accessible to all deserving students. In this regard, it has
launched its National Mission on Education through Information and Communication
Technology (NMEICT), which is described separately.

Definition of Web-based Learning:

E-learning definition is often confused with definitions of other terms like online
learning, blended learning, distributed learning, mobile learning, internet-based learning,
technology-based learning, computer-based learning, web-based learning and virtual learning.

Describes the meaning of website as a page that has interesting and unique visual
presentation involving background graphics, logo, font size, menu button and a combination
of colours. Through web pages, information can be accessed simply by clicking the mouse.

The World Wide Web (WWW) is a system that is able to display multimedia
information with a combination of text, image, sound and video [4]. [15] describes that WWW
has made the internet more user friendly when it was able to integrate graphics, text and sound
in an easily accessible page.

Objectives of WBL:

 To develop knowledge of Web Based Learning.

 To develop the concept of Virtual Learning Environment.
 To develop the web-based learning in TVET
History of WBL:

The origin of the internet began during the Cold War circa 1969 in the United States of
America. A network was created to link all the military computers across the US so that in the
event of a nuclear war, the American military equipment can still function. Within 15 years of
the creation of this network, the connected sites are only military and academic sites. In 1972,
there were 40 small networks connected to the ARPAnet. At that time, this network was used
to small send text files among users. Now it is known as E-Mail and widely used. In the 80’s,
these networks were connected commercially. We were able to visit from one network to a
different network and by this time the term “internet” was used.

What is web-based learning:

Web-based learning encompasses all educational interventions that make use of the
internet (or a local intranet). There are currently three broad classifications or configurations
within WBL: tutorials, online discussion groups, and virtual patients. The distinctions between
these configurations are often blurred, and in fact a given WBL intervention might use a
combination of two or three, but the implications for teaching warrant a conceptual, albeit at
times arbitrary, separation.

Virtual patients are computer-based simulations of patient encounters. Depending on

the scenario students might query the computerised ‘patient’ to obtain a history, request
information about the findings of physical examinations, order and interpret laboratory results
and other tests, and/or institute therapy.

It is also worth noting what WBL is not. The internet has found many functions in
medical education in which the primary intent is not an educational intervention designed for
web-based delivery. These include archives of face-to-face lectures (e.g. PowerPoint slides or
videotaped lectures) and course syllabi, online administration of tests and course evaluations,
and administrative communications. While certainly useful, these functions do not constitute
WBL.

Web accessibility is one of the most critical issues facing higher education. Although
new web technologies and online media have been a boon for distance and online teaching,
students and staff with disabilities have become increasingly disadvantaged.
Advantages of web-based learning:

Perhaps the most obvious advantage of WBL is that it overcomes physical distances.
This is the cardinal feature separating WBL from other computer-assisted instructional
methods, and enables WBL to facilitate the teaching of students scattered across different
practice sites in the same city,6 different cities,7 and even different countries.8,9 The result of
distance independence is that learners have the opportunity to participate in the same
instructional activities regardless of physical location.10 For teaching settings in which faculty
expertise varies across sites this can be an important advantage.

Fig: Advantages of Web Based Learning

Web-based learning offers the promise of individualised learning. Learners can be

given greater control over the learning environment by allowing them to select from among
multiple different learning opportunities within a given course and move at their own pace.
Learners struggling to learn a topic can pursue remedial work, those interested in learning more
can do so, and those already familiar with the topic can move quickly to the next. Likewise,
asynchronous communication in an online discussion group allows learners to tailor
participation to their needs; those desiring or requiring more time for study and reflection can
use it.
Disadvantages of web-based learning:

Flexibility in time and location means that the learner using WBL tutorials and virtual
patients is often studying alone, which over time may lead to a perception of social isolation.
Online discussion groups have a distinct social organisation which differs to that of a face-to-
face small group. In an era when teamwork and team learning is increasingly valued, will WBL
build or detract from critical interpersonal relationships and communication skills?
Alternatively, will interactions with a virtual patient satisfactorily mimic a real patient
encounter, and will the associated learning transfer to the bedside?

Offsetting the potential economies of scale are the large up-front costs associated with
developing WBL. While it is a simple matter to convert an existing textbook, syllabus, or
lecture to a web-based format, such conversions rarely if ever constitute effective instruction.

Virtual Learning Environment (VLE):

"Web teaching is all about making connections: connecting your students to one another
and to resources around the world; combining different materials – music, motion, text,
narration – into one presentation; collecting related information from multiple sources… enable
students to make their own connections by offering materials for download and use in their
scholarship or by having them construct web documents as part of their coursework. And this
process of making meaningful connections is at the core of all learning."

Sites devoted to specific topics began aggregating links to these resources in efforts to
capture educator audiences in the late 90s. These concepts were then extended to the Learning
Management System (LMS) and Learning Content Management System (LCMS) as a way for
instructors to organize and provide access to learning materials already available online. These
systems also contain authoring tools that allow pieces of entire courses (including Web-based
teaching materials) to be published online.

A “virtual” learning environment (VLE) or managed learning environment (MLE) is

an all in one teaching and learning software package. A VLE typically combines functions such
as discussion boards, chat rooms, online assessment, tracking of students' use of the web, and
course administration. VLEs act as any other learning environment in that they distribute
information to learners. VLEs can, for example, enable learners to collaborate on projects and
share information. However, the focus of web-based courses must always be on the learner—
technology is not the issue, nor necessarily the answer.

“Newer technologies such as computers and video conferencing are not necessarily
better (or worse) for teaching or learning than older technologies . . . they are just different . . .
The choice of technology should be driven by the needs of the learners and the context in which
we are working, not by its novelty.”

Web-based Learning in TVET:

TVET has not been excluded from the technology explosion in T&L. states that e-
learning can assist learners in obtaining information. E-learning is a T&L process that uses
electronic network (LAN, WAN or Internet) to deliver content, information and serves as a
medium for interaction, has provided examples from electronic media devices used to
implement e-learning which are the internet, intranet, satellite, audio-video tapes interactive tv
and CD rom. According to, e-learning is a combination of electronic technology and
educational elements. state that learning using video streaming is a form of electronic learning
and can be called as e-learning. There are several technical and vocational higher education
institutions that have carried out research on e-learning, which include University Technology
Malaysia, University Tun Hussein Onn Malaysia, Polytechnics and Community Colleges.

Fig: Web-based Learning in TVET

 According to e-learning has been practiced as a mean to diversify existing teaching
method. E-learning has enabled graduates to communicate directly with educators or among
themselves through the internet using services like email, bulletin and discussion/forum
available. Rapid ICT development has given an impact to every aspect of live including
education.

Finding from the research indicate that students accept the use of using the Nicene
website in T&L service as an alternative so that they can conveniently interact with their
lecturers compared to the traditional method. Nevertheless, not all basic problems from the
conventional method can be solved using the Nicene web and email method. Yet, explanations
given by lecturers are understood easier through Nicene web and emails because such
explanations remain in the students’ individual computers. Therefore, using this method, the
lecturer can help a big number of students in any given time.

Incorporating Web Based Learning into Conventional Programmes:

Web based learning in an institution is often integrated with conventional, face to face
teaching. This is normally done via an intranet, which is usually “password protected” and
accessible only to registered users. Thus, it is possible to protect the intellectual property of
online material and to support confidential exchange of communication between students.
Medicine has many examples of online learning, in both the basic sciences and clinical
teaching. As students are usually in large groups for basic science teaching, web-based learning
can be used to provide learning materials to complement conventional programmes and to
enable self-assessment for example, access to anatomical sites and image banks for the teaching
of pathology courses. Web based learning can be useful to support clinical teaching when
learners are geographically dispersed—for example, to learn clinical skills through video
demonstrations.

Traditional Learning Web / E-Learning (using IT)

Teacher-cantered instruction Student Centred Instruction
Single-sense stimulation Multisensory stimulation
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
 Passive learning Active / exploratory / inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision-
making
Isolated, artificial context Authentic, real-world context
Fig: Difference between traditional learning and Web based learning

For and Against Web Based Learning:

When designing web-based programmes (as with any learning programme), the
learners' needs and experience must be taken into account. Appropriate technology and
reasonable computer skills are needed to get the best out of web based or online learning.
Programmes and web pages can be designed to accommodate different technical specifications
and versions of software. It is frustrating for learners, however, if they are trying to work on
the internet with slow access or cannot download images and videos they need. On the other
hand, web-based programmes may, for example, encourage more independent and active
learning and are often an efficient means of delivering course materials. Web based
programmes can enhance teaching and learning by the integration of Information distribution,
communication, interactivity, Geographical Independence, Temporal Independence.

Conclusion:

In conclusion, in the education process, guidance, support and teachings provided at

home is the basic for students to develop and advance. Among the factors that are needed to
enable the country to achieve the aim of creating an advanced nation and able to compete in
globalization are positive attitude and self-confidence toward new technology in TVET.
Careful preparation and positive acceptance must exist in every individual because the use of
computer and internet is thought to be able to assist in creating a sustainable learning
environment that stresses three important elements that are self-paced and self-directed.

Web based learning offers huge opportunities for learning and access to a vast amount
of knowledge and information. The role of teachers is to ensure that the learning environment
provided takes account of learners' needs and ensures that they are effectively prepared and
supported. Online learning has advantages, but web-based learning should not always be
viewed as the method of choice because barriers (such as inadequate equipment) can easily
detract from student learning. The technology must therefore be applied appropriately and not
used simply because it is available and new or because students and teachers have particular
expectations of this means of course delivery.

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