Abstract
This article reports the experience of an e-Learning pilot project selected by the Educational Technology Unit (EduTech) of the Centre for Academic Development (CAD), University of Botswana (UB). This e-Learning package was designed and delivered in connection with the three-credit course “Issues and Trends in Early Childhood Education” (EPI-642), which is required for the first year of the master’s program in the Department of Primary Education. The course was taught via a flexi-time, gradual, phase-by-phase transition from traditional face-to-face teaching to the electronic medium of an e-Learning lab (called SMART classroom). This course utilized a student centred e-Learning package that retained the learning qualities of traditional teaching, personal guidance, and mentoring, while seeking to enhance students’ research and computer skills.
Highlights
This article reports the experience of an e-Learning pilot project selected by the Educational Technology Unit (EduTech) of the Centre for Academic Development (CAD), University of Botswana (UB)
The author of this article submitted a proposal for design and delivery of a three credit course “Issues and Trends in Early Childhood Education” to first year Department of Primary Education Masters’ students using an e-Learning approach
Most pilot project objectives were achieved. The author found it feasible to design and deliver a mixed-mode, blended, flexitime, student centred course, which in turn provided students with the basic course contents, facilitated the development of research skills empowered them with basic computing skills, and, more significantly, provided them the basis for lifelong learning
Summary
An e-Learning course offers a flexible time and location approach by changing the learning environment. To be successful, such courses require self-motivated and independent learners (Mantyla and Woods, 2001) In this project, most learners in the target group were part-time UB students. They felt that eLearning could result in savings in instructor salaries, and could keep students out of the classroom They felt students could learn anywhere, whenever they wanted, and could save time by studying only what they needed, and could learn at an optimal pace, neither to be held back nor bypassed by the rest of the class. They forgot that learning is a social experience. Institutions are being replaced by “mixed-mode” education systems, which are substantively centred on communication and technology (OECD, 2001)
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