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On line learning
On line learning, also referred to as eLearning, refers to the use of information and
communication technologies (ICT) and electronic media in education. On line learning is
broadly inclusive of all forms of education technology in teaching and learning. The on line
aspect however must be there to complete the whole process, if internet is not involved then
the education process cannot be referred to as e learning. All this technologies work together
to develop a form of education, which mean students don’t get to see eye to eye, either with
the lecturer or with his fellow students (Singh, 2005). Digital cultures and E-learning is aimed
at learning technologists, teachers and people with general interest in the education sector
who aims to deepen their understanding of what it is to learn at teach in the digital age.
Online identity within online classrooms compels students to re-evaluate their
concepts of classroom environments. With the invention online classrooms, there has
been a transformation in this sector, and their no longer exists the traditional-face-face
communications. This communications are in the forms of computer screens, and students are
nowadays not defined by their visual characteristics, unless they make them known. There
are pros and cons to each side, the same way there are defining factors that effect this sector
either positively or negatively. In traditional setting, students are visually able to link with the
teacher who is with them in the same room with them. During the teaching lessons, questions
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may arise, and clarification can be provided immediately. Students are able to establish face-
to-face recognition depending with the locations and conveniences. For socially or timid
awkward, the ability to extend and form relationship via personal contact may hold little
appeal (Singh, 2005).
Gender
A study was conducted to determine whether level of learning and gender co
relate with one another, it was, however, established that males generally have higher
levels of affect as compared to female students in classroom settings where teachers use
no technology, whereas female students reported higher levels initial effect than their
male counterparts, in classroom scenario where the teacher applied the use of technology
(Calhoun, 1999). However it was also determined, that across gender, continuous use
of technology would lead to a point of minimal returns, whereby technology becomes a
distraction, and students’ motivation to learn course materials reduces. Demographic survey
indicates that male students have an upper hand garnering around 62% (Lam et al, 2011).
Race
The idea that racial discrimination, based on socio-economic stratification, could
be linked with the realm of e-learning, has never been substantiated. However researcher
(Calhoun, 1999), elaborated that 49 percent of e-learners are of European descent, which
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means that “white” or “Caucasian”. To investigate the digital divide, between those
areas with no access to the technology and those areas with no technology, governments
of industrialized countries, have constituted laws that seek to strengthen their overall
Information Communication and Technology infrastructure, with focus on e-learning, had
availed for state-run schools top have facilities (Lam et al, 2011).
Classroom setting
The nature of eLearning encompasses the use of internet and a platform such as a
website where students do get to interact on a face-to-face basis, unlike the traditional setting
where teacher had contact with the students, and so did the students. This type of setting has
had both pros and cons on the students. In traditional setting you find that student are able
to interact socially, and share ideas, form groups together and participate in other physical
activities, this is however not possible with the on line setting, meaning students do not get to
exercise the social parts of their lives. This has it downfalls on the students, since the social
engagements are used to make education efficient in schools (Singh et al, 2005).
Education is not all about getting good grades, but acquiring the experience
that comes along with it. Skills that accompany education are, presentations skills,
communications skills and other work related skills such as team work that will ensure that
you are effective in the workplace (Calhoun, 1999). However, such skills are not easily
achievable on an online setting, there is no way such skills can be acquired by students
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learning on an online platform. Online platform is limited on the amount of services it offers
and therefore can produce successful students who attained good grades but lack skills to
show of them.
Age
Younger people have a faster perceptual learning than older people (Kozol, 1992).
This input can, however be factored in by designing materials with considerations of the
varying ages. (Lam et al, 2011), on his description about e-learning users, argued that middle-
age people account for the largest part of the educational approach’s audience, with about 80
percent of them belonging to the lower 45 years age bracket.
Culture
Each and every schools has their own culture, just like at workplace each
organisation. An example of a school culture would be the dressing code, in terms of
uniform, and how to interchange them with various days, or sports days might as well to form
part of the school culture. However, unlike the traditional setting, the online system cannot
facilitate such a culture, meaning students do get know one another beyond their username in
the online classrooms and their profile pictures. An online learning platform can never have
a culture that is associated with a particular institution that offer these services, and therefore
you can conclude that it degrades students of these special feeling and activity (Kozol, 1992).
