ICT and Education

"If we interpret in terms of ‘e’ as electronic media, the scope of e-Learning can get a vast platform in respect of its concern and long-term effect and coverage."

In this i4d article, Saswati Paik discusses the progress that e-learning has made over the past 15 years - especially since many nations started using and developing e-learning programmes at "different times, energy and potential".

From 1990-99, e-learning - prefexed by "e" for "electronic" and usually a reference to computer-based learning - consisted of standalone CD-ROM training courses. In 1999, the internet arrived and soon brought with it the ability for individuals to have more influence in the development of e-learning. "The ‘move to the web’ brought administrators, instructors, managers, workers and learners together under one umbrella providing a consolidated virtual environment. Therefore, ‘do-it-in-house’ e-Learning concept emerged and many portals were also launched offering some learning processes. In the latter half of 2001 and 2002 the focus of e-Learning has become more accustomed to certain specific trends such as blended learning, Learning Content Management Systems (LCMSs), web collaboration, simulation and learning games, training without trainers for knowledge sharing and informal knowledge exchange. With the increasing speed of life in both developed and developing countries, it is a matter of increasing importance day-by-day."

As an alternative to the conventional definition of e-learning, the author opines that "if we interpret in terms of ‘e’ as electronic media, the scope of e-learning can get a vast platform in respect of its concern and long-term effect and coverage".

"With the advent of the radio broadcasting in the 1920s and ’30s, the use of radio for non-formal education was initiated. After the Second World War, educational radio gained its popularity in the industrially developed nations such as Europe and North America. Later it also spread to the developing countries through the colonial broadcasting. With the development of frequency modulated (FM) radio transmission, the consequent growth of local and community radio stations, the increasing availability of relatively low-cost, portable AM/FM radio receivers etc have paved the way of extending the range and scope of its activities.

As a medium for non-formal education, local and community radio is attractive, available, accessible as well as affordable. Radio talks, documentaries and features, radio drama, music and song, magazine programmes, panel discussions etc all can convey educational messages attractively and because of the attractive audio presentations, it may leave a long-term impression in the people’s mind.

With the advancement of ICT [information and communication development], portable, low cost FM transmitting stations have been developed and digital radio systems that transmit via satellite and/or cellular are being implemented in many parts of the globe. Internet streaming audio software technology has emerged to allow a global audience to listen to news from a distant country. This has provided more scope of utilising radio for community learning in a better way."

The author suggests that "we are at the turning point of ICT where the dead end of traditional education and beginning of technology oriented ‘hi-tech’ education and debatable process of ‘e-learning’ does not have any clear-cut border" and recommends that the best course of action may be to blend various technologies togther rather than rely on one technology alone.

"The Radio Farm Forums was started in Canada in the 1940s. This idea was later taken up in Ghana and India. BBC Radio provides courses in major European languages for more than 30 years. To help the primary school teachers 'Let’s Speak English' project in Namibia was implemented in 1990s which produced 32 radio programmes with two linked textbooks and school-based listening groups. Even if community is not directly involved in the broadcasting and management of radio stations, radio has a special kind of effect on the community in life-long learning process. Now practice of ‘blended learning’ is most common."