Widening the Use of Online Learning Methods in Higher Education

INTRODUCTION AND BACKGROUND
Development in Information and Communication Technologies has changed our lifestyle to a huge
extent.
However, despite of so much development in ICT, it has been observed that the present institutes
and universities are still not utilizing the complete benefits of ICT for higher education and are
continuing with the traditional pedagogical ways of learning and teaching methods.
Virtual or online teaching and learning methods with the help of ICT has the ability of changing the
complete picture of traditional setup of classroom teaching and learning. Online learning helps in
participation and provides access to higher studies to students who belong to different backgrounds.
Online learning is gaining popularity day by day and students consider it as an important part in their
higher education (HEFCE 2007), and this is the reason that today institutes and universities have
widen their opportunities and methods to include technology which supports online teaching and
learning. Different universities want to embrace this opportunity of having potential of changing the
future of learning and teaching and derive the best benefits of these methods.
Popularity of online learning is an evidence for future education system as it ensures more inclusion
and enrolment of students in higher education. However, online learning methods such as WebCT,
StudyNet, and many others have both opportunities as well as challenges in the handling of
informative, flexible, and accessible study materials to students.
Many studies and researches have estimated the future of education system and assumed that in a
short span of time from now approx. 10% of all courses will be based on computer and also by 2029,
50% of all courses will be conducted online from anywhere in the world (Christensen & Horn, 2008).
As per the data collected from the US National Centre for Educational Statistics, among students
who are taking enrolment in higher studies at different institutes and universities in USA, 25% of that
student population are opting at least one online course every year.
Development in Information and Communication Technologies, and innovation in field of internet
and online education has opened new doors for teaching and learning and considered as the most
powerful and attractive tool for bringing revolution in education system and the methods of higher
education as per seen by academics. Along with providing access to higher education to students
from different background, online education will also provide large potential to the academic
institutions (Hollenbeck, Zinkhan, and French, 2005; Medlin, Vannoy, and Dave, 2004).
While opportunities for using benefits of virtual learning are available since long but unfortunately
universities have not utilized facilities and benefits of technology for developing systems and
methods which can provide online learning on large scale and use of online learning is always limited
in higher education (Fox, Anderson, and Rainie, 2005; Spellings, 2006).

AIM AND RESEARCH QUESTIONS
The aim of this research is to widen the use of online learning methods in higher education. This
research is evidence based and will examine the use of ICT to help students from various
backgrounds to enrol and complete their studies without effecting in their everyday activities.
Data is collected through surveys, interviews, and using qualitative methodology for the research
work.
This paper also provides a comparison between online and conventional methods of teaching but
more focus is made on methods and potential of online teaching, planning of organizations for
online teaching and learning, drawbacks and recommendations for online teaching. Additionally, this
research will also evaluate mentoring relationships, online tutorials, and students’ performance
assessment.

LITERATURE REVIEW
A study conducted by Knightley (2007) at Open University of UK, suggested that online education
has eliminated different barriers such as physical, transcended geographical, temporal, and visual
and decreased socio-physical discrimination. However, in some studies it is found that change in
routine activities such as leaving home every day in the early morning, moving homes, and high cost
of transportation to reach to the universities is also barriers for many who cannot afford such costs.
Therefore, for many students spending a lot of time, money, and also facing difficulties in managing
balance in family to pursue higher studies are difficult. Whereas, on other side online learning
provide them access to higher education and help them in getting a degree more easily. Another
study conducted by Park and Choi in USA (2009), found that distance learning is an opportunity for
those adults who have responsibilities of work, family and several others to update their skills and
knowledge without spending on travel and at flexible timings.
As universities are start adding online courses in their curriculums, then main concern or the
question is that up to which extent students will be able to learn effectively in online courses as
compared to traditional courses. As it is difficult to measure the learning of students, but
performance of student in a course can be considered as a measure of student’s ability of learning.
Various studies have shown that there is no difference in students’ performance in both course
delivery methods traditional as well as online.
However, some studies have shown opposite results. A study by Hansen (2008) showed difference in
applied learning between traditional and online courses, and course performance. However, his
study also found difference in use of measures such as course performance (Everson & Garfiel,
2008). Satisfaction of students from online courses can be determined through surveys, learning
outcomes, and evaluations but performance of students is measured through assessment grades
(Utts et al., 2003; Bude, Van De Wiel, Imbos, Candel, Broers, & Berger, 2007).
Various articles have been published about online teaching which mainly focuses on enhancing
social situations and engagement. Oliver (1999) described online engagement issues, Tuckman
(2005) on motivating procrastinators for online learning, and Maor and Taylor (2000) assess online
constructive learning, and Waltonen Moore, Oswalk, Stuart, Varonis, and Newton (2006)
emphasized on developing cohesive environment on online learning. Several other articles support
the Holmberg’s theory (2007) which suggests enhancement in students’ learning and motivation
through personal relationships. Study of Menchaca (2008) focused on advantages of using various
technological tools which can promote different learning styles. His study also emphasized on
importance of reflection, collaboration, and developing a learning community to promote online
learning. Putnam, McCrory, and Jansen (2008) suggest focus of online learning and teaching on
communication and evaluation of learning outcomes as a result of online discussions. He suggested
effective and complete use of technology in order to improve learning to make it more appealing to
universities and students and improving its potential.