Introduction

You have studied in Course 2 and also in Course 4 about the concept and process of learning in
detail and must be aware of the principles and theories of human learning. You would have
observed that in the recent past two major developments have taken place in the way we teach
and the students learn. The developments in Information and Communication Technology (ICT)
have influenced every walk of our lives including education. More and more technological options
are available for both teachers and students to choose from and make teaching and learning more
effective. As a result educators are turning to technology to help meet the ever-increasing needs
of the student population. This is a fact that ICT has given rise to new ways of imparting education
at all the levels. Nevertheless you may agree that ICT itself is not the answer of all the problems
education is confronted with. It is the creative use of technology that can enhance the capacity of
students to acquire knowledge, skills and value system. Efforts are also being made to effectively
design learning experienceslmaterials to facilitate higher learning. Various models of instructional
design are being worked upon towards this end. We have to understand the concept of e-learning
in the light of these two developments. Here we shall discuss the concept and design of e-learning
in this Unit. We shall also e x a ~ i n ewhether e-learning facilitates integration of study habitslskills
of the students and improves learning environment. We shall also discuss the potential of e-
learning, effective e-learning strategies, and e-learning management system. We shall only touch
upon e-learning management system (e-LMS) as this topic will be discussed in detail in Unit 4,
Block 3 of this Course. We hope that you will find the discussion in this Unit interesting and useful
in making your teaching learning more effective so that the students can optimally utilize the
learning experiences and materials.
E-learning has made in-roads in India. Some educational institutions and business houses are
offering training through e-learning system. Several multinational products are also available through
Indian tie-ups.

'9 Learning outcomes

After going through this Unit, you should be able to:

explain the concept of e-learning;

relate e-learning with the principles and theories of classroom-based teaching and learning;

describe the strengths and limitations of e-learning:

explain e-learning strategies;

describe the various aspects of designing e-learning materials; and

explain e-learning management system (e-LMS)

 E-Learning: Concept and Design

From conventional learning to e-learning: the concept

As a teacher or teacher educator, you will agree that ICT is transforming the concept as well as
process of teaching and learning, shifting the focus from the teacher to the learner and from
teaching to learning. The ICT can empower students in directing their own learning, learning at
their pace in an interactive online tutorial and constructing their own knowledge using various
electronic devices and software. Thus the control of learning shifts from the teacher to the
learner and from the trainer to the trainee. These developments force us to rethink about the
nature of teaching and learning and examine the learning theories and principles, which you must
have studied in B. Ed., but perhaps could not often put into practice. E-learning provides opportunities
to design learning materials based on the principles and theories of learning.
Let us now understand the concept of e-learning. Many scholars have studied the concept of e-
learning and have tried to define it. E-learning broadly refers to technology-based learning, focused
on web-based delivery methods. E-learning, according to Kruse (2002) is nothing more than using
some form of technology to deliver educational inputs/materials. It is an all inclusive term for
learning contentltraining delivered by a number of means. Besides use of mainframe computers,
floppy diskettes, multimedia CD-ROMs, interactive videodisks, etc., more recently web technology
(with internet and intranet delivery) has become preferredJpopular delivery options in educational
institutions. In near future, we hope, e-learning could also include the concept of M-learning
developed on wireless devices like our cell phone. Some theorists divide e-learning into three
branches: computer-aided instruction (CAI), computer-managed instruction (CMI) and computer-
supported learning resources (CSLR) (Kruse, 2002). CAI includes the portion of the given e-
learning product that provides the instruction such as tutorials, simulations, and exercises. CMI
refers to the testing, record keeping and study guidance functions of an e-learning product. CSLR
includes the communication, database and performance support aspects of e-learning. Though
these branches can be analyzed differently but for us all these refer to parts of the greater whole,
e-learning.
As opposed to the computer-based education, e-learning refers to computer-enhanced or enabled
learning. E-learning is therefore an approach to facilitate and enhance learning through both
computer and communication technology. The marriage between computer and communication
technology enabled us the use of internet, e-mail. discussion forum, collaborative team learning
system, on-line deliberation software, learning management system/software and so on. Thus we
can say that the term e-learning refers to technology-based learning, focusing on web-based delivery
method.
E-learning has direct link with open distance learning (ODL) system. According to Molyneux
(2006) e-learning may also be used to suit ODL through the use of WAN (Wide Area Networks)
and may also be considered to be a form of flexible learning where just-in-time learning is possible.
The learner can pursue his h e r study despite being away from the institution. Some experts
therefore define e-learning as distance learning augmented by computer communication technology
(Gupta, 2002). The Open and Distance Learning Quality Council, UK defined e-learning as the
effective learning process created by combining digitally delivered content with learning support
and services. In this definition you will find that four terms have been used. They are: effective
Icclrnilzg, (there are many types of learning but some may not be effective), combining (judicious
combination of ICT and pedagogjl that facilitates learning); it is the combination that makes the
difference, not thsindividual parts, digitally deliv~r-edcontent (through CDs, cell phones, intranet
and internet, it normally excluded paper-based materials) and slipport rprvicrs (that is the learning
support provided by tutors, counselors, instructors or course coordinators). You will see that e-
Instructional Inputs

learning includes all possible media and methods to impart quality education as per the capability
and requirementslneeds of the learners.
E-learning, according to Paulsen (2003) has been defined as interactive learning in which the
learning input/experiencelcontentis available online and provides automatic feedback to the learner's
learning activities. Online communication with real teachers may or may not be included but the
focus of e-learning is usually more on learning content than on communication between learners
and teachers. E-learning covers a wide set of applications and processes such as web-based
learning, computer-based learning, virtual classroom, digital learning. . It includes delivery of content
via internet, intranet (LAN I WAN), audio and videocassettes, satellite broadcast, interactive
television, CD-ROM, etc.

E-learning versus classroom-based learning

To effectively utilize e-learning, we need to thoroughly understand the process of classroom
learninglteaching so that the effective classroom practices can be built in the e-learning system.
Such clarity will also help us understand the underlying concept of e-learning. Many even today
consider classroom teaching-learning as most sought after way of teaching and learning.

E-learning environment can be seen as a learning environment which is similar and also different
from the conventional classroom- based learning environment. In classroom-based learning, the
learner works on content presented by the teacher, prepares homework, and receives learning
inputs through the presentations by teachers and fellow learners. She has easy access to content
(lectures, homework, etc.), teacher, and peer group as resources for his learning. She gets
opportunities to synchronous as well as asynchronous interaction with teachers and peer group.
The performance of the learner is assessed through various techniques of evaluation, such as
examinations, homework, learner's presentations (individual and group, participation in various
scholastic and co-scholastic activities, etc). The learner gets administrative and academic support
from the teachers and the institutions such as relating to information, registration, library resources,
remedial teaching, etc. for she gets ample opportunities to be in contact with teachers. If you
closely examine these aspects of classroom-based learning, you will find that access to teachers
and peer group and interaction among them, which play an important role in the learning process,
are prevalent in the conventional teaching-learning process. These aspects of classroom-learning-
teaching become the challenges for e-learning providers. However, conventional classrooms cannot
provide the same sort of opportunities that real world experiences can afford. Through some
teachers may be to take advantage of field trips occasionally. Similarly, individual1 group-based
project work also needs to be undertaken for facilitating learning.
Let us now see as to how these aspects are taken care of in e-learning. E-learning is exclusively
learner-centred process in which the learner is in the control of the learning experience. In e-
learning technologies are available as per the learner's needs. She gets a variety of learning
opportunities for discussion, collaboration, interaction, and multimedia capacity. Thus learners are
active partners in the learning process.

In e-learning, we develop learner-oriented self-learning materials on CD or retrievable through the

web. The material is delivered through the web. The learner browses through the material by
applying studylreading skills. She works on exercises1assignmentsand submits them to the institution
electronically for assessment by the invisible teacherltutor; and the queries of the learners are
addressed by the teacher in off-line mode (Gupta, 2002). In e-learning we have online learning
sessions (virtual classroom), in which queries and questions can be raised through various modes
of technology, including e-mail. The learner can answer the question(s) raised in the learning
 E-Learning: Concept and Design

materials without physically moving out of the workplace. Thus e-learning incorporates all the
desirable features of conventional teaching-learning process. The principles of effective learning
are followed in designing and developing e-learning materials so that the student can learn
independently by interacting with contentllearning experiences presented through ICTs.
E-learning draws upon constructivist theory of learning. According to this view, learning is more
effective when it takes place within the context of realistic setting in which the learners are clear
about the reasons for learning. To provide such experiences in classroom situation is difficult in
most of the cases.

Terms associated with e-learning

LVe shall briefly discuss some of the commonly used terms as they describe e-learning quite
closely: You can read more about these terms in other Units of this Course. Here each of these
terms has a specific meaning related to the context of e-learning.
Distance leaming/education: This is a popular term used for all types of learning, including e-
learning or distance education which is a system or: a process that connects learners with teachers
who are in different locations. Multiple and multi media approaches, such as fate-to-face tutorial/
counselling, printed self-learning materials, audio-video components, teleconferencing, internet
computer, etc. are used in distance education to deliver or (more specifically) to transact, content,
and bridge the physicallspatial distance between the students and the teacherslinstitutions. The
learners get an opportunity to interact with content, tutors, counsellors and peers through various
means of communication. Distance learning is a flexi system of education where the learners can
pursue their studies as per their capacity and needs without dislocating themselves from their work
place.
Online education: Online is yet another term, which is very popular these days and is closely
associated with e-learning. Online education allows learning through electronic mediation. Course
materials, assignments, reference materials, contact sessions, etc., are accessed through the use
of computers and different means of telecommunications. Online education provides freedom1
flexibility in study virtually at any location and at any pace that can accommodate their other
personal, social and official/business commitments. Online learning environment permits a full
range of interactive methodologies based on effective instructional design. Online courses are
conducted through internet allowing the students to receive and submit course work and interact,
predominantly in synchronous communication, with fellow students and teachers through networked
computer. You will notice here that all possible information and communication technologies are
used in implementing and receiving online courses. Through a range of online learning technologies,
we can engage in synchronous and asynchronous interaction across space, time and pace.
Computer-aided instruction: In CAI computer performs all the functions of teacher in providing
direction, practice, revision, testing, and diagnostic teaching. The students learn by interacting
with learning materials presented through computer: either stand-alone or networked. CAI also
provides flexibility to the student to learn at his pace and as per hisher needs.
Krtual leaming: It includes all the academic programmes that are delivered using a variety of
ICTs. The term virtual learning is quite popular all over the world these days. Most often it is used
interchangeably with open distance learning, networked learning, web-based learning, computer-
enabled learning, etc (Farrel, 1999). Virtual learning creates an environment, not in fact but in
effect, which provides all learning support to the student at hisher place, be it the workplace,
multimedia learning centre or home
Instructional Inputs

Blended learning: Blended learning may mean different things to different people. The term is
used to indicate the combination of synchronous/asynchronous self-study with traditional classroom-
based-face to face teaching. It also involves a wide range of traditional and e-learning delivery
modes.

It must be understood that not every e-learning resource, usage or provision is exclusively e-
learning. Effective e-learning is a blend of methods. Advances in technology has allowed for
growth of collaborative web-based learning opportunities. In blended learning, asynchronous
(technologies such as discussion boards, e-mail, etc where the learner can participate whenever
time allows) and synchronous (technologies such as chat sessions, virtual classroom/laboratory/
meeting where the learner participates in time) activities can be organized with the help of
technology.
Digilal educnlion or web-based kanzii~g(R'BL): WRL is a computer-based learning in which
the learning material is presented on pages accessible through World Wide Web (www). Typical
media used are text, graphics, animation, audio and video. The terms on-line courses and WBL
are some~imesused interchangeably.

Strengths and limitations of e-learning

Strengths
E-learning is as an efficient and effective means of learning in view of its ease of access and
pace. Tt is a flexible system of learning in which the student can pursue study at his pace and
convenience: any time, any place and any pace. Study materials are made available to the learners
through TCTs. One of the important advantages of e-learning is that the courseware provides
hyperlinks to related sites and materials and thus makes a vast educational resource accessible to
the students. E-learning creates a virtual learning environment, which makes the entire teaching-
learning process interactive and user-friendly. The supporters of e-learning make several significant
claims about the potential of e-learning system, some of these are as follows:

E-learning saves time without diluting learning benefits.

It minimizes travel costs.

It provides on the job learning and training.

It can meet the needs of geographically dispersed learners.

It provides consistent course delivery.

It can offer highly individualized learning I training.

Tt helps learners achieve higher learning outcomes over traditional teaching.

It is more cost effective way of learning and training.

Many studies have shown that students learn faster with multimedia, they more accurately recall
what they learnt over a longer period of time, and they are better able to transfer what they have
learnt to actual performance (e.g., tlall, 1995, Fletcher, 1990; Hemphil, 1997). Fletcher (1990)
after carefully reviewing over forty independent studies found that technology-based training yielded
a time saving of 35-40 percent over traditional classroom teaching while obtaining equivalent or
better gains in retention and transfer of learning. Hemphil (1997) found that technology- based
 E-Learning: Concept and Design

training saves time without negatively affecting effectiveness of learning. None of the studies
reported a decrease in learning effectiveness in terms of learning retention and transfer.

An efficient e-learning systemlsystem provides the learners with learning environment that has
high degree of flexibility. In order to realize this, e-learning system is equipped with such functions
as letting learners themselves choose appropriate learning content and understand correctly their
level of progress and achievement for each learning content (Tsukahara, Seki & Okamoto, 2006).
E-learning environment integrates learning history and learning content/information to control
learner's learning. In the age of information revolution. e-learning system seems more effective. It
is adaptive to the changes in the body of knowledge. Developments in society can be quickly
incorporated in the system and presented before the learners.

Limitations
E-learning, however, has several disadvantages as well. Many e-learning courseware developers
focus on the delivery of content, and not on the learning process. The students need learning
support services which usually are absent in e-learning system. Some critics of e-learning argue
that in view of lack of face-to-face interaction with a teacher e-learning is not pedagogically sound
mode of learning. We may however agree that mediated interaction can be built in through the
various ICTs and the student can resolve his queries through synchronous1 asynchronous
communication.

In e-learning, acquiring knowledge and skills is left entirely on the initiative and capability of the
student. The success of learning thus depends on the motivational level of the student. In other
words only highly motivated learners can effectively learn through e-learning system. Moreover,
the social impact of peer group in learning and personal development is also lacking in e-learning.

It needs to be mentioned that all aspects of skill development can not be covered using e-learning
techniques. For examples, topics that require development of sensory motor skills, like driving a
vehicle, conduct of an experiment, surgical operations, etc. are difficult to develop using e-learning
techniques. Nevertheless, e-learning can help in reducing the time required in classroodlaboratory
for practical activitieslexperiments and hence the demand o n ~ t h ephysical resources; as the
theoreticaVexplanatory part can be pre-delivered through the e-learning.

While discussing the problems of existing e-learning setups Choo and Gay (2006) stated that the
measurement of the success of such a system does not reveal the satisfaction of the learners and
the teachers. The environment and cultural background of learners and teachers are often neglected
and not understood. Support and time for implementing effective e-learning system is often
underestimated. Training may not be effective for non-IT learners. Because of these problems
many portals get reduced to mere depository site from where learners download traditional notes
prepared by teachers. Besides, cost in preparation of e-learning material by specialized institutions
is usually high which many learners (or institutions) are not able to afford.

E-learning strategy
E-Learning has grown at a tremendous pace. Its parameters or criteria of success have. however,
yet, to be developed and are to be made acceptable to educatorsltrainers. For making the e-
learning system work well in various contexts and levels, you may like to consider the following
points while planning to implement e-learning strategy:
Instructional l n ~ u t s

Clarity of objectives
E-learning system must deal with the problems of the students. It should be linked with the overall
objectives of the courselstudy so that the impact of e-learning can be assessed clearly. E-learning
should not be implemented for the sake of learning, it should help the student shape his personality
with desired knowledge base, skills and value system. We should keep in mind that an e-learning
is not a panacea for all the problems of education, it should be supported by other modeslmedia,
including face-to-face guided instruction (please refer to the term blended learning).

Team mode
There are two major aspects of e-learning: hardware and software. To prepare effective e-learning
course material we have to involve a team of experts with specialization in ICT, instructional
design and subject area. The experts should be involved from the beginning so that they work as ,
a unified force and contribute according to the need of the e-learning courseware. Besides these
two, the third component is the implementation/delivery environment. The team members have to
ensure as to what is required at the receiving end to optimally use the system. Collaboration
among the various departments associated with designing, developing, producing and implementing
e-learning course is crucial for the entire system.

Paradigm shift
As discussed in this Unit, in e-learning the locus of control shifts from the teacher to the learner.
The experts involved in designing e-learning courses need to understand the role as a facilitator
and convert teacher-oriented teaching to interactive online courses. They need to have patience
while designing effective e-learning course, for it requires more time, efforts and energy. We
should interact with students to understand as well as address their needs. They should also
provide more examples, illustrations, case studies, assignments, etc. to make the learning process
interesting as well as effective.

New methods of learning

We should keep abreast of the developments in ICT, pedagogy and the subject so that more
innovative strategies of learning can be adopted. We need to provide insight to the students, motivate
them, and summarize discussion from time to time. We should organize synchronouslasynchronous
discussions with the students. To sum up, we have to be resourceful enough to help students
create and construct knowledge based on their experiences and needs.

Assessment techniques
Assessment of students' performance forms the basis for the systematic acquisition of feedback
on the use, worth and impact of programmes and process in relation to its intended outcomes. It
includes both formative and-summative assessment, through which we try to see whether the
students are able to integrate e-learning strategy with their learninglstudy skills and improve their
learning. Based on the feedback on their performance the students improve their knowledge base,
skills and behaviour. This information helps us to find the system to deliver the best results.
Through asskssment we make an attempt to assess whether innovations, processes, and products
are being integrated into teaching learning and their implications. Assessment is an on going
process, which is carried out as part of the post-implementation phase. Through this exercise we
come to know as to how e-learning could increase knowledge and skills of the learners.
 E-Learning: Concept and Design

Designing e-learning
The concept
One of the biggest challenges faced by e-learning experts is the lack of relevant e-content in the
digitized or electronic form. Gupta (2006) argues that management of content, making it available
to a number of learners, understanding the intellectual issues of the content and finding out the
most relevant learning content to be in line with the course objectives are some of the challenges
that need to be addressed. He further argues that there is a need to develop standardstcriteria
based on which the relevant e-learning content can be developed. In addition, guidelines need to
be prepared to help the policy planners and practitioners to evaluate the quality content, in order to
ensure that it meets the pre-defined course objectives.
The instructional design to develop e-learning combines learning theories, e-learning experience,
technological innovation and visualization. Learning theories have significant bearing on instructional
design. Instructional design optimizesthe learning outcomes while learning theories are the backbone
of any instructional design.
E-learning materials can come in different profiles (external appearance) and formats and there
are numerous examples, styles and designs available in the literature and on the Internet. However,
many of them may not necessarily offer great learning experiences, therefore you should try to
develop your own e-learning materials suited to your learners and the contentJobjectives.
We should clearly understand that ICT should support the pedagogy (the teaching-learning process)
and not the other way round. We have to empower the learners through the e-learning material to
take control of their own learning so that their learning becomes self-directed and self-motivated.

.# Regarding implications for designing e-learning materials Becta, 2006 suggest that:
Learners should know why they are learning something and what they can expect to achieve
once they have completed the learning experience. That is, they should know the aims and
objectives of e-learning materials.
The materials should be appropriate to the learning and training needs of the learners.
The matefials should be motivating and interactive: exciting the learner into wanting to learn.
The assessment of learning should directly involve the learner.

Instructional design process

The instructional design depends on the theories and principles of learning. The e-learning system
is process-oriented, encouraging learners to reflect on and evaluate their own learning experiences.
It is based around a series of diverse activities, providing a scaffold of learning (Attwell, 2005). As
such the programme is highly structured but is learner-oriented; learners' own experiences provide
them raw materials for learning. Attwell suggests the following steps for developing of e-learning
based on the seven challenges of e-learning design. Let us discuss these steps in brief:
Defining objectives
One of the keys of successful instructional design is the beginning, which should start with clarity
of learning outcomes in terms of knowledge, skills and behaviours. The objectives should be
realistic, and of course, challenging for the learners. The objectives should be specified with the
Instructional Inputs

Basing e-learning on learners' own experiences

The first challenge before all of us is that e-learning should be based on the experiences of the
learners where the outcomes are reflected and self-evaluation of those experiences is possible.
You should therefore have sound knowledge of the learning characteristics and needs of the
learners. You have to have fair idea about their pre-requisites and experiences, their attitudes
towards the course content, their learninglstudy skills, etc., so that the learning materials are designed
around these factors. In other words,'we should know the extent of prior experiences with the
content for most learners who take e-learning courses. By doing so we can make learning input
relevant and context-specific.

Learning environment
Think about the ways and means to develop a powerful learning environment so that e-learning
does not become boring and monotonous. The learning experienceslcontent should be based on
real life situations and should be supported by examples, illustrations, case studies, diagrams, games,
animation and so on. Relevant activities to help learners' master knowledge and skills, and to
allow them to demonstrate the extent to which they have mastered the knowledge and the skills,
should be included in the materials. The video component can provide learning material multimedia
form. Only those learning experiences should be selected which can make learning challenging
and make students think on their own. The learner should control the process of learning so that sl
he gets intrinsic reinforcement, which can sustain their motivation in acquiring knowledge and
skills. The role of teacher in this situation should be innovating and reflecting on the problem
formulation and problem solving strategies.

Supporting e-learning
The e-learning system should support individual learners who come from different social, economic,
cultural and educational backgrounds, and who have diffedng learning styles. The e-learning material
should be flexible to allow learners to engage in different ways. The fact is that one format may
not suit all learners. The learning opportunities need to be self-paced to fit in with the schedules of
learners and allow them to progress at different speeds depending on their learning needs and the
availability of time.
Developing dynamic and sustainable content
The e-learning content should support a dynamic development process. It should incorporate
change and adopt emerging learningltrainingneeds and ideas. The revision, adaptation and extension
should be a continuous process. The feedback from the learners should be part of the learning
input to be offered in future courses.
Recording, validating, and presenting learning
E-learning system should have mechanism to validate the content vis-8-vis the courses of other
institutions1countries so that the learners can use knowledge gained in their career. The academic
achievement and reflection on learning should be recorded and accredited to the learner's account.
Some learners pursue their study for knowledge sake while some of them want to develop expertise
in a particular subject area so that they can professionally grow. Based on their knowledge, skills,
and behaviours developed as a result of going through the e-learning materials the learners could
be awarded a certificate, diploma or degree depending on the presenting learning inputs.
 E-Learning: Concept and Design

Developing flexible modes of delivery

As we know, the learners come from different backgrounds, and hence have different learning
styles and strategies. Some may wish to provide purely online learning, with or without teacher
support. Others learners may prefer to use the e-learning materials as support for face-to-face
contact. So the e-learning materials should be developed in such a way that these can be
implemented through different modes of delivery and hence satisfy the needs of the individual
learners.

E-learning management systems (e-LMS)

E-learning management system is a broad term, which is used for a wide range of systems that
organize and provide access to online learning services for students, teachers, and educational
administrators. These services usually include access control, provision of learning content,
communication tools and administration of learners. We have discussed in this Unit that we have
to transform the principles and strategies of classroom-based learning to suit the requirements of
the e-learning process. We therefore have to devise a new set of learning management system to
ensure that the e-learning process is able to facilitate acquisition of knowledge, value system, and
skills aimed at by the course designer. In other words, the e-learning management system should
support the students at every stage of their learning and assessment. Learning platform is a term
often used for e-learning. E-learning management system is electronic environment that enables
the delivery, management and administration of a range of learning activities, services, content and
data. The e-learning management system can provide for cost sawing, control over educational
activities, improvement in the speed and effectiveness of educational process and improvement in
communication among learners. The emerging view with the educational institutions seems to be
that an e-learning management system is a critical tool in the management and development of
human resources and a mechanism for improving the status of learning and training process.
The institution providing e-learning requires managing the entire learning process. The value
proposition of an e-LMS is cost efficient learning administration. An e-LMS takes a centralized,
operational approach to learning (Stacey, 2001). LMS is basically web-based programme that is
used to enroll students, assign and launch courses and track student's progress and test score. e-
LMS starts with the registration of the learners to various academic programmes and monitor their
progress in a systemic way so that the students are facilitated in their learning. e-LMS manages
the learning process used repeatedly for different set of students in different situations. The e-
LMS ensures that the e-learning material is delivered to the learners and movement of submission
and assessment of assignments are monitored. The institution has to ensure effective integration
of all elements: human and physical resources, associated with e-learning. e-LMS performs the
following functions (Stacey, 2001):

Schedules and register learners into online and offline courses.

Keeps learner profile data.

Launches e-learning courses.

Tracks learner progress through the course.

Manages classroom-based learning.

Provides learning administrators with ability to manage resources including labs and classroom
(resource management).
Instructional Inputs

Supports learner collaboration.

Creates test questions and administers the test.

Reports performancellearning.

Builds interconnectivity with virtual classroom.

Learning content management system (LCMS)

Some educators use the term Learning Content Management System (LCMS) as a close cousin
of LMS (Kruse, 2002). An LCMS manages and delivers personalized content reducing the learner's
time to acquire proficiency in learning /training, thus resulting in increased organizationalproductivity.
LCMS is primarily responsible for creating, managing, mkntaining, delivering and tracking web-
based content, An LCMS is meant for content developers, instructional designers, and learning
managers providing primary management of learning content. It perfoms the following functions
(Stacey, 2001):
Content creation tools

Workflow tools to manage content development process

.-
Learning object repository ;
z
Organizing reusable content

Content reuse and adaptive individualized learning path based on learning objects

Asynchronous collaborative learning including discussion groups

Testing and certification

Reporting of results

Delivery of content in multiple formats (online, print, CD-ROM, etc.)

Proving content navigational control (look and feel)

Interconnectivity with virtual classroom, LMS, learning enterprises, etc.

Based on the functions listed above we can say that LMS and LCMS complement each other. An
LMS and LCMS can be integrated and information from the two systems can be exchanged. In
addition both the LMS and the LCMS can interconnect with other enterprise applications making
e-learning an integral part of the whole enterprise.

Summary
E-Learning refers to technology-enabled, web-based delivery methods. It is an approach to facilitate
and enhance learning through both computer and communication technology. E-learning environment
is different from conventional classroom-based learning. The learners get synchronous and
asynchronous feedback. The performance of the learners is assessed through homework,
examination, their participation in activities/project work, etc.
 E-Learning: Concept and Design

Terms like distance learning, online education, computer-aided instruction,virtual learning, digital
learning, etc. are associated with e-learning. Like any mode of learning, e-learning has strengths
and limitations. Success of e-learning depends, to a great extent, on the motivational level and
learning skills of the learners. To make e-learning environment attractive, we use effective learning
strategies suited to the needs of the learners.
Learning theories, e-learning experience, technological innovations and visualization support in
designing e-learning. The instructionaldesign process starts with understandingthe learners, defining
objectives, creating powerful learning environment, developing dynamic and sustainable content,
etc.
f To ensure that e-learning is s u c c e s s ~ lwe
, have to devise a new set of learning management
1 system. E-learning management is electronic environment that enables the delivery, management
and administration of range of learning activities, services, content and data. Learning content
b
t management system helps in creating, managing, maintaining, delivering and tracking web-based
content. LMS and LCMS complement each other.

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InstructionalInputs

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Questions for critical reflection

1. Differentiate between the terms online learning, computer aided instruction and virtual learning
giving examples.
2. How is e-learning linked to ODLS? What are its limitations?
3. What is instructional design process in e-learning? Explain with examples.