E-Learning and Desired Learning Outcomes

Abstract

A “net generation” of computer literate and computer sophisticated students are arriving at the gates of primary, secondary and tertiary institutions. The commensurate ability of faculty is now in question. The revolutionary socio-cultural transformations created by elearning in the manner knowledge is generated, organized, retrieved, managed and purveyed across the different geographical, political, socio-economic and cultural boundaries must be thoroughly considered for any advancement in pedagogics. Proposals have been forthcoming to reform teaching and learning and make it compatible with the new competitive information and communication technologies environment. The architecture, diversity and apparent contradictions between these proposals render the public policy dialog scattered and confused. Within this context this chapter considers the identity, variety and destiny in productive e-learning with specific reference to desired learning outcomes and introduces the idea of a ‘virtual space’ delineated by two dimensions—‘learning experience, namely, face to face intervention’ and ‘geographical space”. These lay out the contours of the emerging intellectual landscape by placing past practices as well as present proposals on the same conceptual plane. The current approach to universal education continues to be bound by the self-imposed limitations of past regulations and that a heterogeneous universal educational policy is likely to be more suited to the new e-learning environment. Undoubtedly, effective learning through e-learning has become an issue of major discussions. As a result a set of vocabulary associated with lifelong learning is being developed to accommodate learning outcomes associated with e-learning. Having identified issues surrounding productive e-learning, desired learning outcomes are then presented. The two questions bearing on educational institutions are: how will these changes affect the institutions’ academic mission and conduct? And secondly, how would institutions react to these changes? Finally, student motivation in terms of hierarchy of needs is considered in the light learning outcomes.