Comparative Analysis Study of E-learning and Traditional Learning in Technical Institution

2013 ◽  
Author(s):  
B. Khatri ◽  
P. Chouskey ◽  
M. Singh
Keyword(s):  
Comparative Analysis ◽  
Traditional Learning ◽  
Analysis Study ◽  
E Learning ◽  
Technical Institution

scholarly journals EXPLORATION OF E-LEARNING VS TRADITIONAL LEARNING IN INDIA

2020 ◽  
Vol 8 (2) ◽  
pp. 69-76 ◽  
Author(s):  
Gulbir Singh ◽  
Vivek Bhatnagar ◽  
Rajeev Gupta ◽  
Gautam Kumar
Keyword(s):  
Comparative Analysis ◽  
Real Time ◽  
Real Life ◽  
Research Data ◽  
University Education ◽  
Traditional Learning ◽  
Analysis Method ◽  
The Real ◽  
Huge Impact ◽  
E Learning

Purpose of Study: The purpose of the study is to carry out the comparison of traditional learning and e-learning with reference to university education. Methodology: A comparative analysis method that has been selected to fulfill the purpose of the study. The research data has been collected by various sources internet, previous research studies published in the Journal, universities which offer different technical and nontechnical programs .and further analyzed by in-depth understanding approach. Result: The outcome of this study will show the effect of e-learning in the current era. As we have compared e-learning with traditional learning and the result shows us that e-learning has filled the gap between the universities and the real-life industries' demands. Main finding: The result of this study showed that e-learning is the need of the present era in order to fulfill the gap between the universities and the real-life industries' demands. Additionally, e-learning based courses will have more impact and provide more skill and exposure to students as compared to traditional learning mode. Implications/Applications: This article can help the different universities and students to introduce more e-learning courses in their curriculum and they can fill the real-time industries' demands. Novelty/originality of the study: Our research can ensure that e-learning has a huge impact on our students and can help to increase the skills and exposure of them according to the current demands.

An Experiential Study on the Learners' Perception of E-Learning and Traditional Learning

2020 ◽  
pp. 46-52
Author(s):  
Anu Baisel ◽  
Vijayakumar M. ◽  
Sujatha P.
Keyword(s):  
Learning Process ◽  
Tamil Nadu ◽  
Classroom Instruction ◽  
Digital Natives ◽  
Drastic Change ◽  
Traditional Learning ◽  
Traditional Mode ◽  
E Learning ◽  
Technical Institution ◽  
Teaching Learning

The teaching-learning process had been confined to the classrooms before technology found its place in the field of education. The classrooms were either student-centred or teacher-centred. The scenario changed slowly and classroom instruction became technology-supported. Today's learners, the digital natives, rely more on technology rather than teachers. The drastic change raised a question whether they need teachers or technology for higher levels of learning and the possible results. In order to find out an answer to this question, a study was conducted among the young engineering graduates belonging to a private technical institution in Vellore district, Tamil Nadu. Surprisingly, the results favoured the traditional mode of teaching in spite of the numerous advantages listed out by the respondents.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

scholarly journals e-Learning readiness amongst nursing students at the Durban University of Technology

2017 ◽  
Vol 22 ◽  
pp. 300-306 ◽  
Author(s):  
Marilynne Coopasami ◽  
Stephen Knight ◽  
Mari Pete
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Traditional Learning ◽  
First Year ◽  
Technological Readiness ◽  
Technological Culture ◽  
University Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
E Learning

e-Learning and other innovative open learning multimedia modalities of delivering education are being introduced to enhance learning opportunities and facilitate student access to and success in education. This article reports on a study that assessed students' readiness to make the shift from traditional learning to the technological culture of e-Learning at a university in Durban. A quasi-experimental study design was employed to assess such readiness in first year nursing students before and after an appropriate educational intervention. A modified Chapnick Readiness Score was used to measure their psychological, equipment and technological readiness for the change in learning method. It was found that, while students' psychological readiness for e-Learning was high, they lacked technological and equipment readiness. Although e-Learning could be used in nursing education, technological and equipment readiness require attention before it can be implemented effectively in this institution. Fortunately, these technical aspects are easier to resolve than improving psychological readiness.

scholarly journals Quality Assurance of Online and Distance Learning Education for SAARC Region during Covid-19 Situation

2021 ◽  
Vol 4 (2) ◽  
pp. 507-519
Author(s):  
Muhammad Zia-ur- Rehman ◽  
Asif Mahmood ◽  
Maria Zia
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Survey Techniques ◽  
Learning Challenges ◽  
Quality Assurance Mechanism ◽  
E Learning ◽  
Ict Infrastructure ◽  
Second Wave

The outbreak of second wave of COVID-19 pandemic has again halted routine life of normal citizen across the globe. The nature always support the change for better future and covid-19 has provide chance to change challenges into opportunities. This study is sought to examine post Covid-19 effects on ICT infrastructure for e-learning education and its quality assurance mechanism in SAARC countries. This research is descriptive in nature and use comparative analysis of numerous challenges faced by SAARC member countries for implementation of E-learning. Challenges and limitation are also brush-up for further refinement in future in these areas. Future researchers may conduct survey techniques in explanatory research on implementation of ICT infrastructure of SAARC region countries. SAARC member countries may take lead from this study to address challenges and their solutions for development and implementation of E-learning.

scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

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