THE TEACHER CHALLENGES TO IMPROVING THE QUALITY OF EDUCATION

BASED ON E-LEARNING

THEORETICAL AND EMPIRICAL FOUNDATION

Maintaining online students to stay involved and registered is a difficult challenge. The
reality is that many students who function well in classrooms are not ready for online learning.
Typical learners have developed classroom learning skills over time. They know how to interact
with the teacher and other students, and they know how to take the test. Online, students need an
expanded set of skills to be successful. The teacher needs a different type of design and teaching
perspective for the online world, different from the classroom, these are two sides of the same
coin. (Martinez 2003) The quality of e-learning can be defined in various ways, reflecting the
diversity and complexity of the systems and processes used in higher education. (Marshall, 2012,
p. 65) The internet as an educational tool offers a global open platform for information storage
and display in text, graphics, audio and video formats and communication tools for synchronous
and asynchronous interactions. (E. Engelbrecht 2003), (Keegan 2000:90). E-learning is widely
recognized as an important means of increasing the accessibility and quality of the teaching-
learning process.(Alexander 2001)(Schoonenber and Theol 1966)(Shraim and Khlaif 2010) E-
learning, online learning, virtual classrooms, and mobile learning (m-learning) evolved from
distance education and struggled to gain recognition and accreditation in general education as a
legitimate provider of high-quality education. (Rajasingham 2009) Therefore, unavailability of
internet access in some tertiary institutions due to recurring bandwidth costs. Inequality of access
to technology is the challenge of the digital divide that exists between students; thus, some of
them cannot afford to buy computers because of the costs relative to the average income of
workers in the country some of the problem is internet connectivity. (Oye, Salleh, and Iahad
2011) This technology has the potential to cause problems at many levels including a teacher at
the school feeling threatened and insecure as a result of the introduction of e-learning. Some
teachers feel their work is threatened by technology and others feel unable to deal with
technological change and consequently feel insecure. Responses range from those who regret the
growth of technology and predict the loss of human interaction with those who see change as a
control mechanism brought by management and reduce their power and autonomy. (Jones and
O’Shea 2004) Designing an e-learning environment for quality professional education is a
challenge for educational designers, because the continued practice of moving online courses can
be surprisingly crippling (Segrave and Holt 2003) Research on student learning experiences in
higher education has focused on student characteristics, such as the learning concepts that they
enter subjects; course context, such as teaching methods; learning context, such as students'
perceptions of the quality of teaching and the amount of work; students' approaches to learning,
what they do and why they approach learning in certain ways; and the quality of their learning
outcomes.(Ellis, Ginns, and Piggott 2009) (Prosser & Trigwell, 1999; Ramsden, 2002). The
teacher needs a plan for e-learning development, a plan that clearly identifies reasons for starting
e-learning development. Without this, faculty tend to "second guess" the reasons for initiatives
that can lead them to go through a significant phase of thinking about learning and what it means
for their students, when they move directly to teaching strategies that they believe will overcome
the problem of e-learning.(Alexander 2001) E-Learning can be real-time or self-paced, also
known as "synchronous" or "asynchronous" learning. (Schoonenber and Theol, 1966) Both
teachers and students can choose more appropriate applications that are flexible in time, on-site,
personalized, reusable, adapted to specific domains and more cost effective. (Webb 1985)
(Fisser, 2001; Pelliccione, 2001) In this context, some educational researchers observe that
student choices are no longer constrained by boundaries and, therefore, pave the way for the
emergence of new virtual education without limits based on internet, distance learning and
educational franchises. (Elango, Gudep, and Selvam, 2008) (Phillips, 2001) E-learning must be
relevant, interactive, project-based, and collaborative while giving learners several choices or
control over their learning. Effective online teaching practices based on a framework of effective
teaching practices in face-to-face teaching in higher education. (Orkin 1996) Effective e-learning
standards can only be established as a result of beneficial collaboration between different
entities, operating in different contexts, with different goals. Only by sharing problems,
solutions, and evaluating various results, the real essence of potential weaknesses and potential
advantages can be assessed. (Cantoni, Cellario, and Porta 2004)
REFERENCES

XAlexander, Shirley. 2001. “E-Learning Developments and Experiences.” Education + Training

43(June 2001):240–48.

Cantoni, Virginio, Massimo Cellario, and Marco Porta. 2004. “Perspectives and Challenges in E-
Learning: Towards Natural Interaction Paradigms.” Journal of Visual Languages and
Computing 15(5):333–45.

E. Engelbrecht. 2003. “A Look at E-Learning Models: Investigating Their Value for Developing
an e-Learning Strategy.” Zitteliana 18(1):22–27.

Elango, Rengasamy, Vijaya Kumar Gudep, and M. Selvam. 2008. “Quality of E-Learning: An
Analysis Based on e-Learners’ Perception of e-Learning.” Electronic Journal of E-
Learning 6(1):31–43.

Ellis, Robert A., Paul Ginns, and Leanne Piggott. 2009. “E-Learning in Higher Education: Some
Key Aspects and Their Relationship to Approaches to Study.” Higher Education Research
and Development 28(3):303–18.

Jones, Norah and John O’Shea. 2004. “Challenging Hierarchies: The Impact of e-Learning.”
Higher Education 48(3):379–95.

Marshall, S. 2012. “Improving the Quality of E-Learning: Lessons from the EMM.” Journal of
Computer Assisted Learning 28(1):65–78.

Martinez, M. 2003. “High Attrition Rates in E-Learning: Challenges, Predictors and Solutions.”
The ELearning Developers Journal (July 14):1–9.

Orkin, F. K. 1996. “Ambulatory Anesthesia: Past, Present, and Future.” Anesthesiology Clinics
of North America 14(4):595–608.

Oye, N. .., Mazleena Salleh, and N. .. Iahad. 2011. “Challenges of E-Learing in Nigerian
University Education Based on the Experience of Developed Countries.” International
Journal of Managing Information Technology 3(2):39–48.

Rajasingham, Lalita. 2009. “Breaking Boundaries: Quality E-Learning for the Global
Knowledge Society.” International Journal of Emerging Technologies in Learning 4(1):58–
65.

Schoonenber, Piet and Summa Theol. 1966. “Presence and the Eucharistic Presence.” English
3(6):93–101.

Segrave, Stephen and Dale Holt. 2003. “Contemporary Learning Environments: Designing e-
 Learning for Education in the Professions.” International Journal of Phytoremediation
24(1):7–24.

Shraim, Khitam and Zuheir Khlaif. 2010. “An E-Learning Approach to Secondary Education in
Palestine: Opportunities and Challenges.” Information Technology for Development
16(3):159–73.

Webb, Robert H. 1985. “Manipulating Laser Light for Ophthalmology.” IEEE Engineering in
Medicine and Biology Magazine 4(4):12–16.