How eLearning Is Changing Student

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December 17, 2021 Career

Since the advent of the MOOC era, little attention has been paid to how information technology affects higher education. Higher education institutions are actively represented in the market of mass online courses, but so far the educational community has little data not on individual eLearning phenomena, but on the strategic importance of eLearning specifically in higher education institutions.

This question served as the basis for a study conducted by the European University Association which was designed to outline a general picture of the level of implementation of innovative technologies in higher education and to predict future IT trends in education. In other words, simply to understand what is now working and what is not so in this still new and exciting direction of eLearning.

Key Results

With very few exceptions, almost all European institutions are using eLearning technologies such as the scheduling calculator in their work.

91% of institutions surveyed use a blended learning model (where material and practice can be studied both on-site and at home); 82% of institutions offer online courses.

Some of the trends are the co-production of courses by different institutions, as well as online courses with degree opportunities. A great many institutions offer their students to take an online exam even if the subject was taught in the traditional way.

The Reach of eLearning Technology Within Universities

Although almost all of the universities surveyed indicated that they use eLearning in some form, its prevalence varies greatly by academic discipline. Only a third of the universities surveyed cover all or almost all students in their departments with eLearning.

The most popular disciplines for eLearning application are business and management, pedagogy, engineering and technology disciplines. eLearning is extremely rarely used in the fields of law and art.

Thus, we can say that modern technological initiatives are generated by each department and local enthusiasts individually, and only then can spread to the entire university. How fast this happens, and whether it happens at all, depends on the administrative apparatus, the management model, and the amount of resources.

eLearning Infrastructure

To ensure the success of the educational process, universities need a reliable infrastructure.

More than 80% of the universities surveyed indicated the use of appropriate software for creating courses, online repositories for teaching material, electronic systems and tools for the management of the educational process; as well as the availability of online student portals (both at the institutional and departmental level).

Almost all higher education institutions provide their students with internal e-mail, Wi-Fi access, computer rooms, and access to an online library.

Also, 80% of the universities surveyed provide student software licenses, access to catalogs of online courses and course materials, and use of social media. 65% report the possibility of online examinations, and another 9% plan to implement such a feature in their work.

A significant proportion of respondents note the support provided to students and teachers in eLearning.

The Implementation of eLearning Technologies Almost Does Not Depend on the Focus of the University

Contrary to expectations, it turned out that technical and open universities are not always leading in the implementation of IT and digital technologies in the learning process.

Although there are quite surprising differences in how and to what extent individual institutions of the same focus and in the same country embody the technology of eLearning in their work. It is not yet very clear why this is the case: perhaps the reason is different additional funding, the difference in teaching and student teaching, and the emphasis on certain disciplines.

Nevertheless, the fact remains that most European universities, regardless of country and focus, are actively using eLearning technology and are working to create a unified internal university strategy.

Advantages and Problems of Electronic Learning

The surveyed universities did not express any doubts about the value of e-learning. Three quarters of the respondents recognize that eLearning changes the approach to learning and teaching, and 87% see it as a catalyst for future changes in teaching methods. Among other positive features of eLearning is its potential in mass education (“It allows you to give the material to more students, and encourages them to work together”). Only 8% of respondents are not sure about the value of eLearning in general.

Nevertheless, opinions differ about individual types of eLearning. 45% of respondents either deny the benefits of the flipped classroom or are not sure about them. About half of the respondents either believe that eLearning does not improve the quality of education, or are not sure about it (with a clear bias toward doubt rather than denial). The reason for this split may be the relative novelty of this approach to learning; respondents also note that many factors are necessary for successful implementation of eLearning – time to implement (76%), budget (43%), and the passion of the teaching staff.

General Conclusions

Overall, it is surprising that such different HEIs from such different European countries (249 HEIs from 38 countries) have approximately the same motives for developing eLearning. First of all, it is the efficient use of class time and flexibility of the learning process.

Also, the results of the study remind us that digital technology is not the only and not enough way to improve the quality of education. Change must take place not only in the technological sector, but also in the social and mental sector. eLearning is not a panacea, but only part of an integrated educational system whose realization requires resources, dedicated teachers, and time to develop.