E-learning is defined as individualised instruction delivered over public (internet)or private (intranet) computer networks. E-learning is also referred to as online learning, web-based learning (WBL), and virtual classroom (Manochehr, 2006).
E-learning resources classification in related to stages of learning (Mayes & Fooler, 1999; Mayes, 2001)
1. Conceptualisation - coming into contact with new concepts - primary courseware which
present information
2. Construction - building and testing one's knowledge by performing meaningful tasks -
secondary courseware that enable interaction and structuring of material
3. Integration - externalising, performing, and putting into prcatice what has been learnt -
tertiary courseware that enable dialogue and discussion
Laurillard's conversational model (2002) offers 5 ways in which learning resources may be used: narrative (can be downloaded), communicative (can be used for discussion), interactive (can be searched/scanned for bibliographic entries), adaptive (can be edited), and productive (can be used as a basis for re-conceptualisation)
Effectiveness means producing outputs that are relevant to the needs and demand of its client. E-learning effectiveness can be measured from several factors such as:
learning achievements in terms of exams and score, knowledge retention, time on task, learner's satisfaction, recommendation of the program to other learners, anxiety, development cost, operational cost, self-efficacy (one's judgement on his/her ability to perform a task)
The effectiveness is influenced by some factors such as technology, learner (maturity, motivation, previous experiences, computer anxiety), teacher/instructor (teaching style, availability), course content (conceptual, procedural, factual knowledge), student characteristics
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