Why has education enrolment increased with the recent technological development? How is it that most institutions of learning continued offering learning services during the unprecedented period of the COVID-19 epidemic? Maatuk et al. insinuated that the proportion of students utilizing blended training at traditional colleges increased by 36% between 2012 and 2019, with the COVID-19 epidemic in 2020 propelling this expansion by another 92% (22). Therefore, e-learning is an instructional approach based on structured training utilizing digital tools. Moreover, e-learning is sometimes referred to as a network-enabled transmission of experience and competencies, and education is delivered to many respondents simultaneously or in separate periods. This essay provides some justifications as to why e-learning should replace conventional pedagogical methodologies. In doing so, the paper provides three benefits that learners and institutions derive by incorporating online instruction into their curricula. Electronic training less impacts the environment as it offers an entirely online experience. In addition, it is a faster way of disseminating learning content. Finally, e-learning has proven to be an effective pedagogical technique compared to the conventional way of teaching.
Firstly, computerized instruction has a reduced environmental footprint because it is internet-based. This is an ecologically sound choice for users since all relevant data have been transformed into online teaching manuals and other digital domain links instead of conventional physical copies. There is no longer a need to acquire, for each learning activity each semester, a thousand-page handbook with chapters unrelated to the discipline; instead, only digital materials and websites are required. Additionally, e-learning conserves resources such as water, considering face-to-face schooling also requires much water. As per EPA, the greatest water usage in educational buildings are in bathrooms, gardening, cooling, and kitchens. With e-learning, such water usage is reduced, allowing it to be redirected to more profitable applications, such as school farming.
In-person schooling at college results in a tremendous amount of carbon dioxide emissions and an increased amount of electricity consumption. Online education, on the other hand, reduces both of these factors significantly. Learners who participate in online education have the opportunity to cut their carbon footprint overwhelmingly. Walsh insinuated that a person who heavily utilizes e-learning could cut their carbon footprint associated with continuing professional development (CPD) by as much as 60% (2). This can be accomplished primarily through cutting down on their travel to in-person activities; however, cutting down on printing also has a small but positive effect.
Secondly, since e-learning is internet-based, it is quicker to communicate educational content. E-learning is not only simple to access, but it also features more straightforward and digestible material. Studies have shown that the amount of actual time needed for pupils to study is cut by as much as 60% compared to the time required by traditional learning methods (Al Rawashdeh 110). In addition, a single online learning session might encompass a subject’s beginning and conclusion. As a result, this makes it possible for them to roll out faster and earlier for learners attempting to understand the subject. Since they can quicken the video’s pace as necessary, students are not required to keep up with the exact rhythm as their classmates. Finally, it cuts down on time spent traveling to and from school or class because it is no longer necessary for students to do so. They can gain knowledge without having to leave the convenience of their residences. The student can altogether bypass any material that is deemed unnecessary, and if there is only one specific module that they are required to complete, they can navigate directly to that section.
Thirdly, with quick dissemination of learning content, e-learning has been demonstrated to be an effective instructional strategy compared to traditional teaching methods. E-learning has produced beneficial outcomes for students who choose online learning environments. Several fundamental causes for this are explored in this paragraph. Online education has been demonstrated to aid in knowledge retention. According to Phutela and Sunita, the most successful method for memorization is active training, in which learners are intensely involved in the activity and connect with the content in various ways (548). Interactive online classes will make information extremely memorable and facilitate its incorporation into daily practice. Learners will be capable of reflecting on the course material, interacting with it more, testing themselves, and effectively assimilating information. Additionally, more students pass or master the program overall. This is because e-learning helps instructors transmit a cohesive message to their core demographic with greater penetration. Therefore, this assures that all learners obtain the same education using this form of instruction. Lastly, web-based learning has increased students’ exam and accreditation outcomes.
From the above discussion, it is evident that the benefits of e-learning present more student-oriented advantages than traditional approaches to education. The reasons why e-learning should replace conventional methodologies, as discussed in the paper, include: electronic training has a smaller environmental impact since it occurs entirely online. In addition, it expedites the dissemination of learning content. Finally, e-learning has emerged as a superior pedagogical strategy to traditional teaching methods. These justifications culminate in merits that include reducing the time students spend going to and from school or class. All pertinent information has been converted to interactive learning manuals and other electronic domain connections instead of standard paper versions, making this option environmentally friendly.
Works Cited
Al Rawashdeh, Alaa Zuhir, et al. “Advantages and Disadvantages of using E-Learning in University Education: Analyzing Students’ Perspectives.” Electronic Journal of E-Learning, vol. 19, no. 3, 2021, pp.107-117.
Maatuk, Abdelsalam M., et al. “The COVID-19 Pandemic and E-Learning: Challenges and Opportunities from the Perspective of Students and Instructors.” Journal of Computing in Higher Education, vol. 34, no. 1, 2022, pp.21-38.
Phutela, Nidhi, and Sunita Dwivedi. “A Qualitative Study of Students’ Perspective on E-Learning Adoption in India.” Journal of Applied Research in Higher Education, vol. 12, no. 2, 2020, pp.545-559.
Walsh, Kieran. “E-Learning in Medical Education: The Potential Environmental Impact.” Education for Primary Care, vol. 29, no. 2, 2018, pp.1-4.