Our experience in this university is that though the university is trying to make all internet based education, students prefer blended as Dr Kamal mentioned. There you have the advantages of both. Moreover when there is a laboratory involved it is very difficult to avoid face-to-face contact.

The key point in this issue is the efficiency of the interaction between the info source (teacher) and the recipient (audience). From my experience of using 3D and 2D simulated objects within the virtual reality technology (VR) in order to train operators, the efficiency of information perception has reached to maximum( sometimes, this perception is affected by the eye muscle fatigue...). However, using the suitable educational technology (VR, Haptic devices, and simulators) is essential to increase operator professionality and can be an alternative solution for the face to face techniques if used in a proper way. Experiments were performed on students, pilots, surgeons.

Application of electronic media and information and communication technologies (ICT) in education, training and any kind of academic or knowledge & skill development process is called e-learning. It include different types of component or delivery methods like multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted/aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (also referred as learning platforms), m-learning and digital educational collaboration. E-learning has provided open access to education, better integration for part-time students, provision of tools to enable students to independently solve problems, acquisition of technological skills and can overcome the limitations of time, distance and resources. Also one can learn in many different ways and at different times. However, there is a lack of social interaction between teacher and students and direct and immediate feedback from teachers Despite all developments e-learning can't be a substitute of face-to-face teaching. However, various e-education delivery systems could be an effective supplementary tool. It should be used in conjunction with face-to-face teaching, termed as blended learning or synchronous learning.

I think that most respondents to this question have suggested my response in some way or the other...

1. When you say no face to face (f2f) interaction does that mean that you question whether self-paced courses are e-learning products?

2. I will further ask is there a difference, in your mind, between online learning and e-learning?

I will however disagree with Yogesh's statement that "there is a lack of social interaction between teachers and students and direct immediate feedback from teachers" in an eLearning environment. The interactions that exist in any course that is delivered using a technology platform are those that are designed to accommodate the entire environment. Thus, if you did not envision social interactions in your elearning course then you did not accommodate it in your design...:-)

I will like to challenge Anup and ask why does it matter whether there is or is not f2f interaction in a class? Are we supposed to be measuring interactions or learning?

Caveat here: Unless of course you are measuring both...:-)

The E- learning means conducted any learning via technology but at the same time to enhance "successful e-learning depends on the self-motivation of individuals to study effectively"

The every University has their own modes of e- learning and e- learning according to me basically describes about the learning which support students to understand the theoretical part in better manner.

What is important is to know exactly what pros and cons exist in e-learning which vary depending on program goals, target audience and organizational infrastructure and culture. E-learning is more efficient for a globally dispersed audience at a reduced publishing and distribution costs and provide an experience that accommodates the three distinct learning styles of auditory learners, visual learners, and kinaesthetic learners. However, all collaborative learning theory contends that human interaction is a vital ingredient to learning. Now-a-days, e-learning are designed for a maximum number of participants with a maximum range of learning styles, preferences, and needs.. With well-delivered synchronous distance education, and technology like message boards, chats, e-mail, and tele-conferencing, this potential drawback is reduced. However, I am still of the opinion that Despite, much of delivery methods innovated for e-learning modules; it will never completely eliminate human instructor's forms of educational delivery. The exquisite classroom bond between instructor and learner as well as among the students themselves can't be replicated through e-learning. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning still need particular consideration when designing e-learning. Also, it is essential to make e-learning as engaging and interactive as possible, so learners could tackle the problem of low-motivation, distractions and procrastination.

In designing any learning programme/object/experience you select the best tool for the job. What is the best tool will need to consider a number of different factors - the learning objectives, facilities available, cost, student social and economic situation, individual learning styles, disability etc etc

I'm sure we've all seen examples of good and bad teaching both face to face and online. There are definitely differences between different teaching approaches but it's not as simple as face to face good, online bad. All education needs to be engaging and fit for purpose.

I think flip teaching could be an alternative which combines face to face learning with technology use so that students gain a primary exposure to proposed materials outside the class through making use of lecture videos and the like, then appear in the class with a previous preparation. This pedagogical method is design to shift students from being passive towards an active one.

Yogesh can you substantiate your statement below

"The exquisite classroom bond between instructor and learner as well as among the students themselves can't be replicated through e-learning. The impersonality, suppression of communication mechanisms such as body language, and elimination of peer-to-peer learning still need particular consideration when designing e-learning. "

There is research that shows differently. Actually there are characteristics that are not completely accommodated in a f2f environment that an online environment promotes. The true reflective process; the ability to not have an increase in cost to learn from a person with high levels of expertise who is thousands of miles away; the view that society is more knowledge based and this means that immediacy of information is even more a requirement. I think that As Linda stated there are good and bad about both but I like to focus on purpose, design and delivery within both realms and concentrate on what can be created to the benefit of the situation.

One can not deny the power of Information and Communication Technology (ICT) and therefore there is no reason to restrict its use in education. But that does not mean that an e-learning system should be unsupervised. Using ICT virtual classroom can easily be implemented. Using this methodology the knowledge and skill of a good teacher can be utilized by a large number of geographically distributed students. In a virtual classroom a student can ask questions and therefore it does simulate a closed loop system. The only difference will be the absence of assessing students’ reaction through their body language. Another variant of e-learning could be the use of digital computer simulation technique in explaining scientific concepts. The advantage in this technique is that we can scale (elongate) simulation time and therefore can observe simulated physical happening in more detailed and elaborate manner. This I believe an extremely powerful tool in scientific education.

The e-learning, from my point of view, is a form of distance education. Some considerations on the issues that have already been mentioned:

a) It is proven pedagogical effectiveness of e-learning when there are suitable designs.

b) The e-learning interactions not only occurs between students and teachers.

c) Interactions in e-learning are at least: student-teacher, student-students, student-content, student-interface technological.

d) E-learning It fails when the bases and pedagogical principles are ignored.

e) It fails the e-learning when ICTs are put above the pedagogy.

f) E-learning It fails when we forget that teachers are still key element in e-learning.

g) There is no quality learning, automatic learning when times are exceeded.

Greetings.

@Lorenzo Garcia-Aretio You said "The e-learning, from my point of view, is a form of distance education". Then what about computer aided learning system operating on a stand alone computer?

Thanks, Anup Bandyopadhyay. If there is no face-to-face student-teacher interaction physics, from my point of view, we make distance education, distance learning, e-learning. Or we make blended learning, where part e-learning, distance education is.

not necessarily , e - stands for electronic . which means learning through electronic means which are computers and Internet , e learning may include face to face through cam too.

Yes, but that is not face to face interaction with physical presence. I think that's distance learning through electronic means, ie e-learning.

Dear Lorenzo Garcia-Aretio, I got your point and do agree that computer aided learning system operating even on a stand alone computer may be considered as distance education. However, use of digital computer simulation in a classroom is an instance of e-learning which is not distance education because face to face interaction is very much used there to explain the simulated result. Here e stands for "application of electronics".

Regards,

Anup

Right, Anup Bandyopadhyay. In any academic debate is important to clarify the terms about which we discussed. What you say is true, the use of computer simulations in the classroom may involve learning supported in electronic devices. However, I believe that this situation is difficult to fit within the concept of e-learning.

E-learning is a study process, for efficient development and quality of which there are applied ICT. The very concept of e-learning is multidimensional due to a continuous change of its contents and development and creation of new generation ICT. E-learning has an approach of the most general concept. In other words, this concept includes all learning forms and methods if only the study process is based on ICT. Blended learning is a combination based on learning advantages related to classical auditorium learning and possibilities of ICT (Web 1.0, Web 2.0, mobile and et.). Achievements of ICT enable to collect modern ICT - based courses, online learning, e-learning from many constituents: face-to-face learning, audio, video, hypertext, synchronic and asynchronous communication, chat rooms, thematic chat rooms and virtual forums.

Originally, term e-learning and distance learning or online learning were synonyms. Today, in Academics’ jargon, e-learning and ICT Enhanced Learning are synonyms. This means that blended learning is also included in e-learning, use of computer simulations during f2f session is also e-learning, flipped classroom, etc. During this year EUA (European University Association) Annual Conference it was commonly declared that e-learning means use of ICT in learning. Personally, I prefer term Technology Enhanced Learning (TEL) which is more general and less controversial.

Undoubtedly, e-learning is a controversial concept. That is why the researchers we must require that, when writing about e-learning, before we define what we mean by this type of learning.

Personally I still think that the concept of e-learning, should consider, at least, such questions as:

- Learning.

- Supported in electronic devices.

- Physical separation between teacher-student and student-student.

True that supported learning in electronic devices also occurs in computer simulations in the classroom. That is e-learning? Everyone will have their choice. Mine is not that.

Thank you very much everyone for illuminate this discussion.

I will agree with prof. J. Rutkowski about the synonyms: e-learning and distance learning or online learning, e-learning and ICT Enhanced Learning, ITS, CAI, Web-Based Education, Adaptive Learning Environments, etc.

Personally, for our "e-Learning" system (at my Department, in whose creation I actively participated for more than 30 years) I say that this is an ELECTRONIC SYSTEM TO SUPPORT LEARNING, of course, to my students.

Although this system has a lot of different qualities as personalization, the use of intelligent agents as in learning, as well as in creation of the teaching process (of course the constructivist manner), a very good system of explanation, and so, my answer to the question "Should the letter 'e 'in e-learning mean' no face to face interaction? "is NEVER.

Various thoughts on this issue could be found at:

https://www.researchgate.net/post/eEducation-forty_years_of_promises

https://www.researchgate.net/post/Why_is_Objectivism_used_in_eLearning_instead_of_Constructivist_approaches

https://www.researchgate.net/post/Lets_try_to_resolve_terminology_gap_what_is_difference_between_Education_Pedagogy_Didactics_and_Methodics

We can not question definition and therefore if e-learning is defined by physical separation between teacher-student and student-student then it is better that we do not argue on the use of the term e-learning. My motivation for asking this question was to find out the maximum benefit that can be achieved by using the basic constituent of e-learning systems. I feel with the advancement of communication and digital technology there has been a host of inventions that can be used as teaching aids. Internet plays a vital role in storing and retrieval of knowledge that opened the possibility of tremendous improvements of the quality of the teaching material. With these inventions, however, efforts to automate the learning process have also started and very soon automation became the main issue. At this point I would like to add that the invention of printing may also be regarded as a similar revolution. Due to this discovery the concept of books originated. Possibly that was the beginning when we could store and distribute knowledge for the benefit of the society. Teacher could spend more time on explaining the concepts. Students could afford to spend more time on understanding and could avoid memorizing the material being taught. But at that time also educationists didn’t even dare to dream that b-learning (learning through books) would ever make pedagogical model of education obsolete? Therefore why not include electronics into our classical chalk and talk based education system to exploit the maximum benefit of “e-inventions”.

Today, term e-learning is used in Academics’ jargon, especially by Academics that are still in their “Classroom Kingdom” with passive students and active teacher, to describe all teaching/learning enhanced by ICT. We may disagree but this is an indisputable fact. Many Academics think that replacement of chalk and blackboard by ppt presentation means e-learning and this is a big misunderstanding. As Lorenzo Garcia-Arieto posted: e-learning fails, when pedagogical principles are ignored, when ICT are put above the pedagogy, when we forget that teachers are still key element also in e-learning. Technology Enhanced Active Learning and Self Directed Learning (Flipped Classroom), instructional methods that engage students in the learning process, is the future of education and all Academics have to accept this, leave their “Classroom Kingdom”. Today, the act of learning itself is no longer seen as simply a matter of information transfer, but rather as a process of dynamic participation in which students cultivate new ways of thinking and doing through active discovery and discussion (Susan Aldrich), they migrate toward SDL experiences on computer and Internet. In 1980 Malcolm Knowles predicted that by year 2020, all learning will be based on principles of AL & SDL and I believe that this prediction will come true.

@J. Rutkowski, I agree with M. Knowles and your prediction about "...year 2020, all learning will be based on principles of AL & SDL ", based on constuvisticst approach (my remark). The question is the teachers, trapped in "Classroom Kingdom” and objevictisam, wants to change, as well as students.

I would challenge the assertion that e-learning means "to avoid human interaction in the classroom," as suggested in the initial question. I would argue that e-learning involves a broad view of a learning environment - or multiple environments - in which there is a form of interaction mediated by digital technologies. This could include a blended or wholly online courses.

The second part of the question does not necessarily seem related to the first. The "correct pedagogy...to present technological advancement" would involve a multitude of factors, many of which would be situation specific. We would need to conduct analyses of the tasks, learning environment(s), performance environment(s), and learners.

We often try to teach a class rather than the students in a class. Some individuals work well on their own, whilst others need the social interaction. Cedar Riener and Daniel Willingham (http://new.peoplepeople.org/wp-content/uploads/2012/07/The-Myth-of-Learning-Styles.pdf) may not agree that learning styles exist, but most of us at the chalk face would rather use imperfect tools than no tools at all. We cannot teach serialists and holist simultaneously. We cannot teach using the four preference in VARK at the same time, etc. We cannot teach at the speed which suits each of our students best. This is where e-learning comes in and levels the playing field. A blended approach (where the amount of blending is controlled by the learner) would be the ideal. Breaking the curriculum for the year into small chunks - atoms of learning - and then letting them work through these at their own speed, either in small groups or on their own, might keep motivation higher. We could then spend our time in one-to-ones with individuals to smooth over problems and assess progress. We would be teaching the individual rather than the class. [All feedback, positive or negative, gratefully accepted.]

E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used.

Learning 2.0 is a type of computer-supported collaborative learning (CSCL) system that developed with the emergence of Web 2.0. In addition to virtual classroom environments, social networks have become an important part of E-learning 2.0.

Various technologies are used to facilitate e-learning. Most e-learning uses combinations of these techniques, including blogs, collaborative software, ePortfolios, and virtual classrooms.

I don't believe e-learning discards face-to-face learning, not only because it can be blended, but also because there are a great number of programmes like Skype that can make our communication to be instant, at a time in different places of the world. It is great that the student can have Skype conversations with a mentor or classmates, and can also work collaboratively, like Ronaldo says, though wikis or many other.

Both e-learning and face-to-face learning can be personal and collaborative. It all depends on the use we make of both types of teaching/learning.

@ Laura Alfonso Soler what you are describing is an instance of virtual classroom and that is the most desirable variant of e-learning system. The main objection is for the unsupervised versions where computer capabilities are overestimated.

I must address your assumptions here. 1. Who has suggested complete automation? And what portion of our demographic do they represent? 2. Why does your question imply a single correct pedagogy? 3. Does your definition of e-learning include social web 2.0 tools?

1. I have never heard anyone truly advocate a non-interacted form of education; and, hopefully this is because it doesn't hold a very strong following!

2. I believe there is no single correct pedagogy; but, rather, a great need to study our craft from different views and be poised to respond to our learners flexibly.

3. I consider f2f-style communication as a viable part of e-learning through both synchronous and asynchronous tools.

Please message back or answer.

To address the use of the terminology i.e. eLearning, online learning and distance learning, my colleagues and I wrote a research paper on this topic see -

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), 129-135.

Hello, Camille, I had the pleasure to meet you at AECT last fall. I hope to see you again this year! -Barb

Let's separate two things. Considering definitions, I think there is enough authors and literature to check on that. Considering practice I do agree with many of you above. Blended learning (extended with the logic of flipped learning etc.) is a way to go, but in many countries in the world it might take some time (years maybe :-( )

I did not say that e-learning totally avoids human interaction, however I did mention that "The proponents of this form of education suggest complete automation that is totally to avoid human interaction in the classroom.". In this forum (Research gate) one can find discussions supporting this issue.

1. Can traditional chalk-talk be totally replaced with e-learning in the developing world?

2.eEducation - forty years of promises?

Also computer assisted instruction (CAI) is a step towards such automation. Application of AI technique in education is also a step towards automation. The systems that are been mentioned in this discussion are definitely do not avoid interaction, though some of them are asynchronous in nature. I do have reservations in asynchronous form of interaction because it calls for a very large amount of response time that may not be acceptable for young learners. Also the feedback that we can achieve through digital form of interaction do not support visual signal and therefore the feedback signal contains less amount of information. My intention to ask this question was to highlight the automation issue and I find almost all the responders are of the opinion that one or the other form of supervision is required in the learning process.

Regards,

AKB

e-Learning is a medium and not a goal in that it is an alternative that can bring added value to the teaching and learning processes. As teaching and learning are psycho-pedagogical processes that combine both cognitive and affective needs of teachers and learners, a blend of methodologies that utilize the advantages of both "psycho" and "pedagogical" aspects is suggested. Thus it is not surprising that numerous research studies have indicated that blended learning which combines e-Learning as well as fact to face classroom interacions are necessary for significantly effective and efficient education..

I think the best solution for this issue is to implement blended learning where both e-learning as well as face-to-face learning can participate in creating the best achieved atmosphere for interactive learning to take place where every learner can have his own needs fulfilled.

Hello Colleagues,

Good day to you all.

A very interesting question and discussion.

The answer to the question asked by Anup is simply NO. That letter ought not to mean that at all. As has been established, E-learning is a pedagogical method that has been used to aid learning and teaching (Laurillard, 2012).

Face to face (F2F) teaching should not be removed from the learning process, and this is my personal view. There are reasons for this:

1. "Face to face teaching is accompanied by a complex context that reinforces the informal manner in the interest of the learning activities that unfold (peer discussions, group revision, extra-curricular activities, contact with the teacher, and the like). In general, it allows for the implementation of interaction and interpersonal communication between all members of the learning community, the best stimulus for motivation. It fosters group work and increases the motivation of the student. In other words, there is active participation of all the students" (Livingstone 2013, p. 55)

2. No one doubts that “face to face” teaching is very lively, warm, human and personal. “We could assume that the best possible training is undoubtedly the face-to-face training. Perhaps, it is because the face-to-face interaction between a student and teacher is considered one of the key factors in any process of formation” (Estaire 2005, p. 28).

The best suggestion is to offer courses and programmes through the blended/hybrid mode, as had been endorsed by some of my colleagues here. “Blended learning combines the benefits of traditional instructor led training with the advantages of additional self-paced and innovative instructor-led Internet-based courses, instructional software” (Bershin 2004, p. 6).

This is my humble view.

Warm Wishes,

Kerwin.

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Bershin, J. (2004). The blended book of learning. San Francisco, USA: Pfeiffer Publications.

Estaire, S. (2005). La enseñanza de lenguas mediante tareas: principios y planificación de unidades didácticas. Madrid: MEELE, Universidad Antonio de Nebrija.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology, NY: Routledge.

Livingstone, K. (2013). Implications of introducing a hybrid learning approach at the University of Guyana. Baraton Interdisciplinary Research Journal 3 (2) 53-62. Retrieved April 26, 2014, from https://www.researchgate.net/publication/259844447_Implications_of_implementing_a_hybrid_learning_approach_at_the_University_of_Guyana

Article Implications of implementing a hybrid learning approach at t...

Hi, Kerwin,

I encourage you to nominate one of the books you listed, or any other book(s), for the Distance Education Book Award from the Division of Distance Learning of the Association for Educational Communications and Technology (AECT).

https://docs.google.com/forms/d/1zfG-Ou-DfoqYw9TH9PTy7MfK4Pb6143ds9bJvH4cdhU/viewform

Best wishes,

Barb

e-learning. E=Electronic.

The Electronic medium - be it CDROM, DVDROM, internet or even a simple video player where content and collaboration can be delivered through a digital form.

These medium provides a support role to enable better experience (at times, convenience) to the teaching and learning.

Hence the "e" can be in many forms - and they are used to support and/or supplement the teaching and learning (not total take-over).

Collaboration is very important - it takes the monotony and the "isolation" away from the learner - knowledge residing in one's head is best share - else consider your brain as a storage cupboard only - and if you do not share, you never know what you know is right or wrong.

Hello Barbara,

Thank you for the information. I will do as suggested.

Warm Wishes,

Kerwin.

Digital assisted face to face teaching can be beneficial. I have used the simple animation facility that is available in power point to explain the progress of stack based algorithms that are often used in compiler construction (parsing). The result was extremely helpful. Starting of an electronic oscillator and its amplitude stabilization using nonlinear characteristics of the amplifier, is another very interesting example where digital simulation technique can be used for explanation. These applications do not call for sophisticated and costly equipments or theoretical tools. One can find many such application areas. Though such applications have tremendous possibilities they may not be considered as e-learning.

Regards,

Anup

Anup: This is what we always practice. Infact there a number of animated GIFs and Java source are available from the web. I am including a gif file from Harvard.

http://people.seas.harvard.edu/~jones/cscie129/nu_lectures/lecture3%20/ho_simple/ho_simple.html

Thank you very much

Regards

“E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration”. - http://en.wikipedia.org/wiki/E-learning

Though it is not the best option, in our university we think it as an option for nontraditional students who cannot attend the face to face classes because of their circumstances. For example an employee working in a place that is far from the University. For them this may be the only option for education. We are trying to schedule classes in the evening for them to attend. Sometimes we also try to stream face-to-face class for the benefit of others who cannot attend because of distance problems. They can interact with instructor through Adobe Connect.

IUCEE conducts weekly webinars on interesting topics for Indian professors.These are normally planned at 11:15 pm CDT. This will be 9:45 am IST next day in India. Again professors from India can interact with the presenter.

http://iucee.com/about/iucee-brief/

the letter 'e' doesn't means doing away with F2F interactions. E-Learning works best when you have both blended together. E-Learning builds or enhances on existing teaching and learning pedagogies (social learning theory, problem-based learning or collaborative learning) but the theory of motivation and enegagement shall be incorporated.

Hello,

I personally think that socio-interactionist conceptions must be the basis of education. The e-learning platforms allow interaction, contact and exchange of experience, point of view, collaborative work, and a range of experiments in which the interaction is present.

But I have as a principle and educational assumption that a truly human and educational process can not take place without face to face contact. In my opinion and belief there is no platform or type of educational technology that can replace human contact. Actually, this is an educational principle of mine. Education is a human process, first of all. It is not only a process of teaching things, facts, skills, competencies, etc.. It is first and foremost a live among humans, among peers and learn only living human being (physically and truly - with our imperfections, fears, successes, tears, problems of living, etc.) together.

Even more,

S.

I find much of the discussion about technology and education as putting the cart before the horse. Much of the discussions tend to argue and give reasons why technology should be used for its own sake, as if technology has an intrinsic value. Technology is a great tool that as we all know can facilitate understanding and open possibilities that were not possible before. But we need to understand that the centre of all our activity should be the learner and the process of learning. Any tool we use, any medium we use to deliver the content and the experiences should be targeted to facilitate learning. This leads me to the next argument, namely that not all learners use the same processing patterns to learn and thus we need first and foremost learn about the learners who are participating in our courses before we can start talking about the medium/tool. Whether a course is completely virtual, blended or face-to-face we need to make sure that we support learners to successfully personalise their learning experience in ways that they experience true learning.

Hi Anup

I was a F2F Communication Sciences professor for twenty odd years before joining the Open Polytechnic which is a flexible online learning institution 6 years ago.. Communication scientists are very interested in the communication limitations of electonic presence vs physical presence in teaching. I have done some research into this that you might find interesting. See, for example:

http://www.deanz.org.nz/home/index.php?option=com_content&view=article&id=115:deanz-conference-2008-sessions&catid=52:conference-2008&Itemid=110

and

http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/38/36

best wishes,

Gary

E learning has been replaced with blended learning. Many years ago I developed a continuum of blended learning which moves from face to face with some use of technology through to the other end of the continuum of e learning with learning being conducted largely online

We have to consider, who the participants of an e-learning process are. The recipients of a further education process are normally interested to get new or additional information to their knowledge very fast. This category of recipients is normally happy with an e-learning system which is focusing the goals of learning. Sometimes a remote tutor could help to understand the complex topics. For an e-learning at the school or university level it is of importance to have also f2f lectures beside of online lectures. A mixed of both is called blended learning. There are several models for an implementation of blended learning, like class room blended learning, tutor supported, multi-phase, structured and unstructured blended learning and some more.

We offered from my university in the years 2010-2013 a master program on CS/Visual Computing as a pilot project supported by German Institution for Student Exchange (DAAD) for the students in Yerevan State University with a very good success. They were 3 semesters in Yerevan and one semester in Germany to prepare the master work. All the students were in a position to finish the master program. All the lectures came from our university as online (live) or offline lectures with a nice videos system including lecturer, foils, all interactive processes etc. After the evaluation the program may be continued with additional master programs from the next year.

In another project we offer the university lectures as a junior study for the schools of our state. The school students are able to participate to the lectures and exercises remotely and labs at the university. If they are successful they can user the credits for the later study at the university.

We used in all programs with more than 700 students a tutor supported blended learning model. We can look to very good experiences and we are going to extend the program. We exported also the model to other universities.

With the innovation in Web 2.0 technology tools for elearning, the letter “e” does not mean a lack of face-to-face interaction. Freeman and Schiller (2013) showed that case studies of flipped classrooms involving videos online and face–to-face interactions improve learning. Similar studies for blended learning environments revealed that to be successful, it is vital to incorporate face-to face and the online portions of the learning experience in order to obtain coherence and support for students (Ginns and Ellis, 2007). Other research studies (Fulton (2012) demonstrated that flipped classrooms improve student learning through the use of online and face-to-face.

From the above, it is unlikely that, “complete automation that is totally to avoid human interaction in the classroom” will be the pedagogy. On the centrally, emerging pedagogies show that a combination is the likely trend.

Strayer, J.F (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environ Res 15, 171-193

DOI 10.1007/s10984-012-9108-4

Ginns, P & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to face teaching and learning. Internet and higher Education, 10 (1), 53-64.

Herreid, C.F & Schiller, N.A. (2013). Case studies and flipped classroom. Journal of College Science Teaching, 42 (5), 62-65.

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading with technology, 39 (8), 12-17.

Thank you and God bless you,

Esther

It depends entirely upon where the students are located. If they are not in the same country/room as the lecturer then it means no face to face interaction.

How do you think about face to face cheating and e-conference? The 'e' reflects the means of communication

The use of tools like Collaborate I think prove a suitable replacement for face to face teaching in situations where it is impossible otherwise, in the case of distance learning courses or part-time courses where students spent a lot of time off-campus. Otherwise, there's certainly no reason to do away with genuine face to face interaction with students.

I think this question needs to be updated further to an objectively evaluation for e -learning. In general, Technical instruments used in an 'e' learning are vary, therefore the measurand outputs are depending on how much information have been recognized/ realized by the humans' brain. This perception is also affected by the task level and its environment. so the question is: can we achieved our target completely using the e- learning or not?

E doesn't really mean no face to face but rather means at somepoint in learning there will be a virtual setting.

I agree with Kamal and Violan. In the term e-Learning, 'e' stands for 'electronic' that signifies the use of electronic media and modern information and communication technology in learning. It can be f2f or no f2f.

There are foure well known methods of teaching and learning process.The first one is the old traditional classroom teaching without using any technology,the second one is face to face electronicaliy, via internet ,the third one is on-line materials to take benefit fromand finally a blend of first and second which is most popular now adays ,I personally recommend the fourth one where a teacher and students are facing each others and at the same time materials are used from electronic media to increase understanding.The key thing is the face to face learning. it should not tbe compromised.

Hello to all ,

I agree with many here that the face- to-face can give a virtual way too logical. In another post I argued the advantages of ideas and practices in education sociointeractionists . Now , I also want to reaffirm that even a process of e-learning should focus on moments of F2F physically. Then I would like to reaffirm here that is not the same as the processes of physical and virtual F2F interaction . In my opinion the process of e-learning and F2F interaction possibilities using technology too. However, I think that nothing replaces the physical F2F meeting and such moments have nothing to replace . I am a tech enthusiast but I am , first and foremost , an enthusiast of the human being and human coexistence . I love the possibilities that technology allows but if I had the chance to talk to ( at least) some of our colleagues from various discussions here , this would be a much greater wealth, certainly .

So I'm advocating that even in e-learning processes that also use virtual F2F also use at times physical F2F meetings , I think irreplaceable .

See you later ,

S.

In agreement with Sérgio and Kamal I would also endorse a logical blending of both virtual and physical F2F in effective e-learning systems.

e- from e-learning is the short word to say "electronic learning". The letter e- is just a technical note about the process of learning. So, in fact, never, never, ever learning is "electronic" because we are humans. I remember that in any place someone said that e-learning was a term called by engineerings or maybe economists to made marketing about ITCs in teaching. To summarize,e-learning is not a corect term in terms of education, although we usually take it.

In my opinion, e-learning is invaluable but the "living word" and honest relationship "face to face" nothing can replace the present level of development of the society.

Wikipedia defines e-learning as "the use of electronic media and information and communication technologies (ICT) in education".

It's a very inclusive definition, of a useful and understandable term, and I really don't think its worth making in any more complicated than that.

It is always better not to complicate the simple issues so long as there is no threat on our education system. Unfortunately, often the terms "asynchronous" and "unsupervised" go along with the concept of e-learning. And possibly this is the reason why one need to become concerned about other possible meanings..

:)

Interesting discussion. I agree that technically 'e' learning refers to the electronic approach as proposed by Amorós Lucía above. I've always viewed it as more marketing than anything else, just as the creation/popularity of 'Ipods'/imac gave birth to the 'i' prefix and a billion dollar industry. Also, yes, there's always a human behind the technology. I like blended learning, but there are times when face to face contact is simply not possible. As such, we have the responsibility/challenge to make our 'distance education' pedagogy/approach as interesting and as fun as our face-to-face approach. Here I'm speaking personally, as this is what I faced in 2004 when I first tackled the world of online teaching. The unit I was involved with grew into one of Australia's largest online units and enrolments increasingly were a response to our reputation in providing quality support - that was my role, having tutored more than 500 students in a teaching term (4 times per year) on my own. My approach, to do this successfully (and I was rewarded for doing so - including the receipt of emails from students who stated that their face-to-face support was sadly lacking compared to the support I provided online), was to remember that the technology, was simply a tool. You still need to drive it. THAT is how to make e-learning successful.

The way of teaching and learning are continually transformed by the realization of online technologies in education and training. However, a Meta-Analysis and Review of Online Learning Studies found instruction combining online and face-to-face elements had a larger advantage relative to purely F2F or Online instruction. The choice of face-to-face and technology delivered teaching should be based on the subject and conditions. The major advantage with fully online learning is that it suits best adult and lifelong learners who cannot otherwise access College, but have already pretty good learning skills. Online tools enable increased opportunities for collaborative learning, particularly for learners separated geographically and can be useful to help some kinds of drop-outs, but it would need to be combined with personal counseling and one-on-one learner support. Despite all opportunities and advantages of online teaching tools, they don’t necessarily guarantee a good learning experience. Sound instructional design and effective pedagogy are needed for both F2F and online instruction. No online tools can salvage a poorly designed or delivered class, either F2F or online.

Throughout world history, humans used technology in the process of learning to write something, to communicate, to find information etc. When the book was invented, humans did not stop communicating face-to-face. The way of communication was just upgraded. When the telephone was invented, the people did not stop visiting other people and communicating face-to-face. So, e-learning is something which is inevitable and will change with the time and develop in other forms. This is only one of the phases in the long chain of development of communication. So I agree with Martin, Kamal and Anup. Do not complicate things unnecessarily. We can discuss how to make it more efficient, how to get the maximum of it, how to make it better.

Dear Oliver, yes, I agree with you and I liked the theory of the phone was invented and we still visiting each other.We are simply using the technology to achieve maximum quality with saving the time.

@ @ oliver and Bassam

I agree with you two about not complicate things l0l. But I think for the first time in history we have 3 ways that we can follow as to what is being discussed. Many things have been said here reflect these 3 ways:

1-directed learning processes exclusively by machine learning / teaching systems;

2-processes of learning and teaching using the teaching-learning systems with human mediation in the process of teaching and learning at a distance interaction among participants;

3-a blend of the two paths above along with traditional learning, which we already know.

So many of the "complications" in the discussion here (including me) refers to the fear of the preponderance of the first path on the other two.

See you later,

S.

As a learning technologist I never use the term e-learning. It introduces an element of mystery, suggests a body of knowledge which teachers are ignorant of and harks back to an earlier time when digital technology use was much less common than it is now. Discussions about technology belong in the mainstream of discussions about teaching and learning, not in an e-tributary.

I think that today is possible for two students, at least, to be together in front of a screen. So "e" does not mean "no face-to-face".

I agree with Paul Jinks, e-learning is more like a mystery word. I suppose that after some time the "e" will just disappear. It happened with e-mail, now I never say that. I only say a mail, and everybody understand that I mean an e-mail.

The "e" will be part of the learning as now are the books

I have to agree with Paul - in my published research work on the topic I refer to "e-" as a mythical injunction disguising the two way process of constuctivism and the role of the teacher. The 'big deal' about "e-learning" is that it can invoke a better pedagogy (even one used in a so-called face-to-face context.

the "e" in e-Learning does just refer to "electronicly supported". However, when considering the standardization bodies (ISO) and the EC, the term is rather outdated and should not be used anymore. Instead, Technology Enhanced Learning (TEL) should be used. It might take some time until the very imprecise term "e-Learning" actually will be fully substituted through TEL. 

:) 

I keep jumping back to Colin's excellent response. Technology, pen & paper, hammer & chisel...are all tools for learning. Eventually, should the human race exist in the foreseeable future, we may have a new learning/teaching tool 'Tele-learning' where we teach via telepathy and telekenisis. The value in all of this, is understanding how our students learn and using whichever tool or variety of tools.....technology, pen & paper, hammer & chisel etc....will get the message across and best facilitate the engagement! Here's an example from when I was thrown in the deep end and asked to present a series of lectures on neuroanatomy at the last moment. With little time, I whipped out the texts and the pen and paper and scribbled on some A4 sheets....no powerpoints, no handouts or prepared lecture notes (as the students were used to). I walked in and 'chatted' about neuroanatomy, resorting to the old faithful overhead project and coloured markers for drawings and the student feedback was that they enjoyed the lectures and it was a 'relief' that I didn't bombard them with powerpoints! (I can even remember the expression on one student's face when she asked for a copy of my notes and I held out an A4 sheet covered back to back with scrawl as if it were a discarded page out of Frankenstein's diary! Needless to say, she gratefully declined!). As Colin said, "...the centre of all our activity should be the learner and the process of learning." 

I'm a story teller. 

E -Learning is sometimes a necessary evil in the field of education. Despite the mostly negative publicity attributed to E- Learning, it does help the busy accquire a degree. A good E- Learning course is not designed to completely cut off the face to face time with learners, rather it serves as a facilitator to enhance the learning experience via interactive modes. There may come a time when the 'E" in this type of learning takes precedence, and is eventually accepted as learning at one's own pace. I agree with Lorenzo on this.

Having experienced as a student and teacher the full series of combinations, I too prefer the blend. A serious problem identified in the US is the tendency of students to absorb only that information needed to pass the next exam. We hear "is this going to be on the test?" as routine. The problem I see with distance education is students will only read the minimum assigned work. In F2F, I can make them synthesize deductions in real-time. Going the other direction, as a student, I read powerpoint slides much faster than the lecturer. If the information on the slide is not supplemented by the instructor, I want to go someplace else. The K-12 system seems intent on just pouring the information into the head with no care if it is understood or absorbed.

Not at all!

I do my conventional lectures in class using quite heavily that "e"!

I do "lecture capture" during all the course and then I leave a digital trail online about my teaching, that my students would never be able to get with a pre-digital black-board based teaching.

It might open a door for face to face oriented discussion, explanation and extrapolation

There used to be a term in the early days of computing called, multimedia.  Nobody had an exact definition of multimedia but everyone knew that it multimedia was better and if you wanted to be at the cutting edge you had to do multimedia.  In the end, what i really mean was computing with often some kind of FMV and audio.   In retrospect, we understood that multimedia meant nothing other than perhaps a richer learning environment in terms of sensory input.   e-Learning is the same.  It dangerously implies that just because technology is involved, that somehow people are learning in new ways.  It's akin to in the 80's creating a new learning style called "white board" learning, which is so much better than say, "black board learning" which is so outdated!   Now adays, teachers on the cutting edge are trying live interactive lectures where students are able to feedback responses (eg. via twiter) as the lecture is happening in real time and socially evolving manner such that it becomes possible for the teacher to change his lecture on the fly to the audience feedback.  It doesn't matter what you call it, but there is something happening there that was never possible before.   Technology helps it, but the technology is not the news, the interactivity is the news.  That is the part that needs research and understanding, not twitter.  

We utilize Pan Opto for the video capture. The regular class room lecture can be recorded and then will be available to the students as an option to view whenever they feel like. This combines the face-to-face along with the elearning option to maximize the effectiveness.

http://panopto.com/

James, it sounds as though you are talking about the R (redefinition) of the SAMR model (https://sites.google.com/a/msad60.org/technology-is-learning/samr-model) and I would agree the interactivity is the amazing piece - whether over distance (like reading these posts and discovering the great geographical area this conversation encompasses) or in terms of the pedagogical triangle of learner, teacher, subject where teachers of standard-sized classes potentially stand a greater chance of assisting students in finding meaning and entry points into subjects based on learner input. I am sure I am missing many other examples of interactivity, but these two stand out for me.

Yes, it's essentially the same.  Distance learning via technology is yet another field where fascinating opportunities exist where we can ask, is speaking to someone over a monitor the same as face to face?  Does sitting physically together as classmates help me to learn?  Does distance education actually democratize education or does it in some ways make even more restricted because it requires technology?   How does assessment change when we start talking about a class that involves twitter?  Do those who tweet get more marks?   In medical education, how do we evaluate people's knowledge acquisition when it is actually easier and safer to look up the information on your iphone rather than memorize it?  It's a brave new world.

Hi Anup,

no, i don't agree here. For me ELearning is every learning process that includes computers, e.g., during my PhD study we developed a lot of learning scenarios (in our understanding ELearning scenarios) that at least had face-to-face aspects.

I would even more argue that for quite a large number of scenarios the (possibly additional) face-to-face communication is very beneficial.

Cheers,

  Marc

James Chan - I agree, multimedia = multus (latin meaning much) with medium (instrument by which something is accomplished). So can include almost anything from a basic text plus diagram. Not confined to eLearning. So to go back to the original question, face to face interaction will only depend on whether students are "in the field" or in the classroom. I get asked to provide my DL materials now to classroom students and feel that this is slightly unfair to the the cohorts who only get the on-line stuff!

Hi Marc,

You know what bugs me is that so much of eLearning seems to be an attempt from teachers to get out of actually spending time with students.  I hope that is not the motivation.  That's what scares me about Anup's question.  In medical education, it seems that doctors want ecurriculum because it frees them up to more "important work" like clinical care.   Or it allows them to cram a year's worth of curriculum into one lecture because they provided some self learning modules.  

Hi John,

It's interesting what you say.  Clearly you feel that DL learning isn't just like classroom learning and they have to be specially accommodated for to make things fair.  I think nailing down what exactly that difference is, is the urgent research agenda.   

Dear Anup,

maybe this article could help you to find an answer.

SANGRÀ, Albert; VLACHOPOULOS, Dimitrios; CABRERA, Nati. Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distance Learning, [S.l.], v. 13, n. 2, p. 145-159, feb. 2012. ISSN 1492-3831. Available at: . Date accessed: 17 Sep. 2014.

Dear Neus Capdeferro Planas ,

Thank you for the reference. But unfortunately it is not available now.

Regards

Find attached the link or go to the IRRODL (The international review of research in open and distance learning) web site

http://www.irrodl.org/index.php/irrodl/article/view/1161