I agree with John about student discussion boards. These are good learning tools because these places provide a space for student interaction about a given topic within a subject. Likewise, the instructor can set up a wiki where students can organize themselves into groups. In this instance, each group confers to develop a two, three, or four step research result - also on a given topic. And, each group has a seperate topic within a subject.

I also agree with John about video conferencing. In such a case, the instructor leads the discussion, but the students can interact with him or her; all thanks the capabilities available via the World Wide Web.

For some real life examples check out institutions that have something called "Blacboard Learn". Boston University has this. Here is the URL: http://www.bu.edu/tech/teaching/lms/blackboard/

This page actually describes all the capabilities of its "Blacboard Learn".

Additionally, the discussions boards serve as a space for students to work on research questions or essay questions.

In any case, as you will see at the Boston University page there is much available with this technology.

Excellent question and responses above... Affective domain is the most difficult to teach.. I agree interactivity is the key, but some other important factors to consider are internal motivation and length of time...

It would be even more difficult to assess the effectiveness of such a course.. It may require qualitative interviews through videoconferencing...

Regards, raza

I teach a lab that has both on campus and distance learning sections, the distance learning students end up with higher level of communication skills and the value communication has in order to succeed they need to communicate questions and concerns compared to the student on campus which the students rely on the instructor keeping an eye on them and providing assistance as needed. Discussion boards, forums and Facebook groups have seemed to help the students. Chat tools are really good tools as well. Without good leadership and communication from the instructor the students do tend to struggle more

There are so many ways that ICT can enhance learning, including learning management systems, integrative presentation software, social media, etc. Their use really depends on the padagogy and the learning design.

I agree with you that ICT support learning but

we have also to think that not all subjects and not all age groups can be treated in the same way.

Dear Miranda,

From your question, it is obvious that you are already doubtful that e-learning can not teach values. Unfortunately, you are right. Just as a computer can not have a heart, e-learning too is a heartless affair.

Dear all and Hemanta, I was recently reading 'No technology shortcuts to good education'. I was shocked by the statement:

“[W]hen we took stock at a fundamental level, we realized that [our whole effort in computer-aided learning] was at best a qualified failure… there was practically no impact in a sustained, systemic manner on learning.”

But I think e-learning can deliver knowledge content, skills to some measure. So I wondered about VALUES...

Thanks for all your views and I hope to hear more. These things really make us think, right?

[ http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education/#sthash.m4CdGVhh.dpuf ]

Miranda,

Thanks for clarifying. I misunderstood what you were asking with my previous post. In that post I am referring to moitivated college students. Motivation and focus are keys to successfully completing an online "for credit" course. I would not reccomend this for grades 1 thru 8 nor high school students. This might work for students of wealthy high school systems who came through grades 1 thru 8 always encouraged and always emotionally supported. But, that is always going to be the exception and not the norm. I think the article to which you referred above made that point.

Additionally, as Hemanta essentially stated above, computers are emotionally cold machines and cannot provide guidance without motivated students. Hence, flesh and blood teachers and adminstrators are essential for delivering even a good 1 thru 12 grade education. So, I think your referenced article is right on point.

Dear Quinn,

You are right. Ultimately teachers must be there. Simply some computers are not enough for teaching.

Distinguishing between e-learning and online learning, the latter is a ripe area for interactive learning -- in fact, interaction is an aid, in my opinion, for substantive learning to take place. Quinn's response, re: motivated students, leads to the heart of the matter for online learning. Online learning must drive both intrinsic motivation (of teacher and student) and sense of community to be effective. As Hemanta suggests, computers (and thereafter e-learning) are without the necessary qualities of intuition to engage either IM or sense of community in the traditional sense. That is not to say that learning cannot take place in an e-learning format. Responding to the original question of whether or not values can be imparted through e-learning is not easy. Any qualitative value understandings that occurs through e-learning may just presuppose that these certain culturally reflexive values exist for the individual already. Perhaps e-learning can pose questions which clarify, rather than impart.

Dear friends, thanks for the points that you have raised. They are all important and we must use computers appropriately and wisely; not to expect that it can be a substitute for a human teacher.

Dear All,

I have experienced in the last 10 years that there are enormous troubles with the interest and diligence of students which can be explained partly by the fact that many of them are not suitable for university education. There are unfounded or even tricky official aims which focus in the best case a statistical approach. Good teaching even in the traditional manner is a great challenge. The personality of a teacher may have a considerable effect which mainly in a direct way can impact. In addition, there are subjects where students need a lot of well prepared demonstration material (plants, insects, animals, symptoms, experiments etc.). This demonstration cannot be shown by e-learning. Regarding the reduced interest and determination of students e-learning cannot be a first class opportunity of teaching. I have taught only regular and correspondence students and the regular students' curricula and performance were generally better and more efficient .

I think e-learning may be a real demand by people who cannot study on a regular way and university managers provided the e-learning possibility but for them the achievable profit account.

The citation may have relevance:

“[W]hen we took stock at a fundamental level, we realized that [our whole effort in computer-aided learning] was at best a qualified failure… there was practically no impact in a sustained, systemic manner on learning.”

Hi,

I think e learning is good for mature people who either wants to know more or gain more knowledge in their work or higher studies.For students in schools ,it should be a complementary to traditional teaching methods.If used in this context ,I believe it could make teaching a success provided that the teacher is well trained for the incorporation of e learning in the educational process .

Thanks Andras, Rihab; for the points you have raised. I agree that e-learning is more suitable for adult learners who are already well motivated and probably have imbibed the desired values. While for younger children it's good as a complement to traditional teaching, and ease the clerical tasks, so that the teacher has more time for the children.

Miranda,

Very striking question in our time! I believe that learning is not merely the product of hard work of our instructors, but also the result of profound students' desire to learn. Indeed, no matter how good you are as a teacher, there will always be some students who do not grasp some ideas, concepts, etc.

From this point of view, I am sure that e-learning is very powerful way of teaching people. Wise choice of topics (as in conventional teaching), illustrative methods of presenting material will make it still interesting and mind-provoking for new generations. This is somewhat similar to points raised in previous posts.

Dear friends, Andras, Pavel et al., this pic shows the teacher's contribution to learning.

Dr. Yeoh,

I agree that is fundamental for imparting the best education possible. 

Also, I agree with Professor Bozsik.

Course segments that require demonstration materials, such as biology and chemistry laboratories, cannot be accomplished online. At this time, the student must be present in the laboratory to fulfill those requirements. However, the conventional coursework, based on the textbook, can be accomplished online (with discussion boards, etc.). So, courses known as "hybrid courses" are available. 

I have to say that I additionally agree with Professor Bozsik that there exists a percentage of students either not suitable or not yet ready for a University education. I think this at least implies, these students will do worse in online courses than even in the classrooms, where this percentage already does poorly.

Yet, it had not occurred to me that a college or university that provides online courses has developed another revenue source, as Professor Bozsik previously noted.

Personally, I am glad for any university or college that is able to increase its revenue stream, because over the last decade or longer,  serious budget cuts and increased tuition have been occurring  in higher learning institutions across all regions in the  the United States,