COMPUTER AND INTERNET ACCESS

COMPUTER AND INTERNET ACCESS

The advent of the personal computer and the Internet has inevitably changed the way we live. These technologies, as well as others, have altered the method in which people work, communicate, shop, and even learn. Distance education, a form of education traditionally associated with correspondence courses, has benefited greatly from the new technological devices of the 21st century. Today, communication tools such as e-mail, satellite connections, and video conferencing software have provided educators with the tools to provide synchronous as well as asynchronous communication with their students.

At the post-secondary level, distance education has grown tremendously. Online courses, which may or may not provide teacher-student interaction, are becoming the most common form of distance education at the postsecondary level. According to a study conducted by the Sloan Consortium, approximately 90% of all public institutions offer online courses. In many of these online courses, instructors have simply placed their traditional course information on a website, failing to consider the interaction needed to facilitate learning. Lectures in the form of transcripts or PowerPoint presentations are often used without considering the various learning styles of different students.

 Research has shown that students who take online courses are extremely concerned about teacher-student interaction. Students want to receive continuous feedback from their instructors in an online 2 setting. They also want their instructor to be accessible when they have a problem or concern. Because many online instructors and students face the aforementioned problems, numerous institutions are choosing the concept of web-based or hybrid courses to address the various issues surrounding distance learning. In web-based courses, many of the techniques such as placing assignments on a website and using chat rooms are incorporated as a supplement to learning. In this type of course, class attendance is still required. In hybrid courses, instruction is not totally online. Periodically, students physically attend class. These alternatives allow for face-to-face student-teacher interaction while taking advantage of technology. To assist in the delivery of web-based and online courses, many institutions and educators have adopted electronic-learning (e-learning) systems.

 E-learning systems provide educators with an easy method to manage course content and student interaction on the web. These courseware packages can be utilized in a totally online setting or as an enhancement to traditional classroom learning. While many institutions have implemented e-learning software packages such as WebCT and Blackboard, limited attention has been given to the perceptions of students concerning these systems. Although research has shown that students are receptive to the idea of online learning, few studies have been conducted concerning whether students embrace the concept of using e-learning systems within a classroom setting.

In addition to the concern of student acceptance of e-learning systems, technological access and computer use seem to be a major hurdle for educators to overcome. Many students who would like to take advantage of the many benefits of e-learning are unable to do so or find it difficult because of limited technological resources. In many instances, the underlying reason for this problem involves the socioeconomic status of an individual, resulting in the digital divide. The digital divide is the gap between those who have access to computers and the Internet and those who do not. The digital divide is the gap between those who have access to computers and the Internet and those who do not.

BY

KIMATI ELITRUDAH. BAPRM 42582