POST 2: Thing #2 - Thoughts about Web 2.0 ... The Future

As the evolution of education matures k-12 education must address the effects of eLearning (web 2.0 tools) on the curriculum, student development, and institution integrity. For example at most high schools the traditional methods of instruction are exhausting efforts to engage students in the learning process while enters of higher education are turning to new innovative instructional methods to encourage students to learn. From web 2.0 tools to Distance Education, education is reaching out to faculty to develop curriculum and instructional methods that represents the changing face of education and incorporates the technological advances of the 21st century.

As society enters the 21st century it is the responsibility of educators to adapt to the changes of society, to the advancement of technology, and to the evolution of teaching strategies to incorporate innovative teaching methods in curriculum delivery. One of the greatest evolutionary advances affecting higher education is the emergence of eLearning as a primary instructional delivery method preferred by higher education instructors and students. According to John Chambers of Cisco Systems the next big killer application for the Internet is going to be education and education over the Internet is going to be so big it is going to make e-mail look like a rounding error (Chambers, 2002). The evolution of higher education is just beginning and it is now the responsibility of colleges and universities to establish a framework to incorporate eLearning in all curriculum areas. Brick and mortar no longer confine classrooms or students, and technology allows faculty members to explore new horizons with their dated and stagnant curriculum. eLearning and the World Wide Web are changing perspectives, attitudes, and learning environments that are altering the educational landscape. Educators must now embrace the future and line up for the training, the tools, and the knowledge that will not only define the future of their students but also the future of eLearning education.

When one examines the principles of eLearning and the impact of innovative technologies on education, one must explore the origins and foundations of eLearning. Rapid changes in technology are having a massive impact not only on students in the K-12 environment, but also on students of higher education. eLearning has become an estimated $23 billion dollar industry that is revolutionizing how educators teach and how students learn and has become the instructional medium of choice of many in higher education. eLearning offers a new innovative approach to teaching and enhances traditional face-to-face classroom courses. Not to mention that eLearning is cost effective and in some occasions replaces “traditional” face to face course offerings. eLearning is the use of network technology to design, deliver, select, administer, support, and extend learning (Masie, 2001) and is used to create and establish new methods of instructional delivery. These new methods have become a definite catalyst for change in regards to how teachers are teaching (Cavanaugh & Girod, 2001) and were demanded by the technological savvy students of the 21st century. eLearning is the use of online, digital, or televised instruction that expand the classroom beyond a physical classroom and typical instructor, thus expanding and revolutionizing instructional content and learning experiences in higher education.

eLearning is different from traditional instructional approaches for many reasons. First of all, curriculum design and development reflects the changing priorities with disciplines and a continuous curriculum redesign becomes increasingly necessary. eLearning allows instructors to manage these changes in priorities, growth, and information while engaging student learning. The use of the Internet and digital technologies to create experiences that educate are a flexible innovative approach to adapt to the changing demands of students. Through the ages education has consisted of physically bringing together students who are provided knowledge in a “traditional” face-to-face content heavy instructional delivery method. Today, due largely to technology, the digital age is changing how curriculum is delivered, as well as how educators view the roles of learners and the roles of instructors. eLearning seems to teach students at a faster rate increasing student comprehension and retention and it can save money by reducing the facility cost for institution and the travel and time considerations for students and faculty members (Horton, 2002). eLearning is allowing students and faculty to explore an era of flexibility that allows a collaborative unit to develop that is immersed in the content rather than the college experience.

The increase in eLearning on college and university campuses have increased exponentially in the last couple of years, for institutions are offering more and more web-enabled, web-enhanced, and online courses. The original emergence of eLearning was a result of the Internet and the emergence of technology platforms that encouraged and made distance education possible, but now eLearning has evolved and is requested by both students and faculty. It is estimated that fully online-distance education is growing in excess of 40 percent annually, with approximately 350,000 students generating $1.75 billion in tuition revenues alone (Gallagher, 2002). Universities and colleges are rapidly adopting eLearning strategies simply for economic fulfillment and curriculum necessity. Institutions are beginning to recognize that in order to have a quality and successful eLearning program one must have a clear institutional vision with a high level of administrative and student support as well as the reliable technical infrastructure. Once the foundation is in place what remains is the actual use of eLearning as a teaching tool in the classroom.

Creating active and useful learning environments is our goal and educators must teach our students the skills necessary to survive in the ever-changing academic environment (Cudiner, Shelley, Harmon, & Oskar, 2000). eLearning allows educators to progress into the 21st century and prepare themselves and their students for the technological age that is upon us. Educators must take an active role in determining how to effectively embrace this coming age and address the issues in and out of their classrooms (Ariza, Knee, Richard, & Ridge, 2000). eLearning is changing how we work and how we think, and educators are tasked with the responsibility of creating units, lessons and activities that will mirror the real world and seamlessly blend the use of technology with their content and curriculum. Educators are becoming even more creative with the integration of technology in our daily curriculum with the use of online and eLearning resources. The glory or the advantages of eLearning has yet to be fully accepted, but with the introduction of other forms of technology in our classrooms, eLearning is becoming a seamless resource and tool (Cavanaugh & Girod, 2001).

Several institutions across the nation have initiated eLearning programs with great success, but along the way they also learned some important lessons. Institutions that have had success with eLearning recognize fully that eLearning programs first of all require an institutional focus, a high level of administrative and student support, and undoubtedly reliable technical infrastructure. Bismarch State College in North Dakota had a vision to incorporate an online program into their university. Due to demographical trends and a reduction in the amount of “traditional” students ages 18-20 years old the university had to create programs to increase enrollment. Bismarch State College responded to this growing concern by establishing web-based distance education coursed to help grow enrollment (Gallagher, 2002). Bismarch researched their student body, conducted surveys, and analyzed their curriculum to determine the best solution and formula for integrating eLearning into their overall curriculum and degree plans. Through proper planning and program execution Bismarch was able to prepare students for careers in the energy-related fields that are crucial for the North Dakota area. Since the first online classes in the fall of 1998, Bismarch has grown to 85 online courses with nearly 750 students currently enrolled in online education. The key challenges in creating such an impressive program was with developing the program infrastructure from the colleges policy, existing technology, and available student services. In addition students and faculty members needed to be trained to successfully implement eLearning into their curriculum. Lastly, Bismarch had to establish the technology infrastructure and technical staff to support this project (Gallagher, 2002). Throughout this entire project it was imperative for Bismarch College to maintain it’s perspective and vision, for it was strategic planning that made this program a success. Bismarch College’s President, Dr. Donna Thigpen, stated, “Historically, colleges look at the past to forecast the future. Instead, we looked at the trend lines and asked -- What is going to happen? What trends will impact the institution? Which positive trends can we make work for us, and which negative trends can we mitigate (Gallagher, 2002)?” Bismarch College provided the framework and the determination needed to lead and guide other institution into the 21st century vision of learning.

Another institution that is making great strides in the expansion of it’s eLearning program is the University of Wyoming. Unlike Bismarch College’s local challenge, the University of Wyoming not only wanted to expand it’s enrollment, but it would like to expand it’s enrollment inside the state of Wyoming and beyond. The University of Wyoming designed a program to offer web-based programs from nursing to instructional technology and was determined to make their program a success. From the early initiation of the program the online course offering have grown 700% (Gallagher, 2002) and total more than 3000 students for the year of 2002. The goals of the University of Wyoming was not only to expand enrollment and it’s reach, but also to answer critical questions as to “How students can be reached and degrees be delivered in this new medium?” The University of Wyoming and many other colleges and universities simply replay that they are delivering the instruction in the manner requested and demanded by students. eLearning allows students and faculty members to explore uncharted waters and to discover new horizons and knowledge. These two examples are merely the tip of the iceberg in regards to institutions engaging in powerful successful eLearning programs.

Everyone agrees that eLearning is necessary in today’s society and university makeup, but unfortunately educators have yet to draw a consensus as to how to design and manage curriculum in an online and distance ed environment. Even though one model is more effective in one area or for one university, it does not necessary mean that it will be for another. Universities and faculty members of the academia community must organize to plan and to execute a model to integrate eLearning into the Higher Educational curriculum, for not only is technology ready for this expansion, but also the students of universities are changing. Education must adapt to the changing society and bridge the technological gap of students and faculty members to connect the converging rivers of education. So what are you going to do? What and how are you going to use 23 things to bridge the technological gap?