E-learning, the integration of technology into the classroom, augments students' learning today in a multitude of innovative, exciting, challenging and sometimes controversial ways. In a broad sense, e-learning includes all forms of education aided by technology including learning that is completely independent of mediation (e.g. full online learning) to anything that involves any form of technology. 1 (There are variations in spelling used for the term including elearning, Elearning, and eLearning, and all are considered acceptable.)
Schools both private and public struggle with the integration of e-learning into the classroom, assessing various programs' practicality, teachers' ability to integrate technology with other curricula, budget, the effects on students knowledge retention, appeal vs. true value and a wealth of other considerations. Educators themselves have a wide range of opinions on the value of e-learning across the spectrum from dismissing it as distraction to entertaining the possibility of virtual learning as a complete replacement for all instruction.
E-learning yesterday, today and tomorrow
Initially, e-learning was the augmentation of lessons with the use of (for example) CD-Roms and Internet research but e-learning has moved from that autocratic pedagogical model toward a latter-day focus on Computer Supported Collaborative Learning (CSCL). Like social media, CSCL hinges on social interaction, focusing on the shared development of knowledge by integrating chat, blogging, video, Facebook, Second Life, electronic Role Playing Games (RPGs) and any of the other myriad electronic and online tools to augment communication and learning together. Like many things digital, e-learning has a fluid definition subject to change at any time.
As SMART boards become standard in classrooms, as students are able to interact with the Internet through a variety of channels from their desks (laptops, iPads, smartphones, the hot electronic device of the week), as the Internet of Things dawns and the ongoing disintegration of the real/virtual distinction continues, the possibilities of e-learning seem to be quickly outgrowing schools', budgets', teachers' and curricula's abilities to adapt and keep up.
E-learning problems and issues faced
We have heard from students themselves who cite the limitations of learning with "no face to face support from my teachers or peers." Teachers need to learn to manage the student experience and technology's integration with learning, no small task and a process not easily summarized.
E-learning is still being investigated in private schools and in public schools (e.g. Ontario).
Today, almost all schools integrate electronic learning to one degree or another, although actual implementations of e-learning vary widely from one school to another. The schools below offer distance learning with the heavy aid of an e-learning component.
1 OECD (2005) E-Learning in Tertiary Education: Where Do We Stand? Paris: OECD
