Of late, the IT boom has been ubiquitously and incessantly heard, seen and felt. Oblivious of its surrounding and own impact, IT seems to be evolving at a dizzying pace, leading to endless possibilities. From applications in the telecommunication sector, audio and video apparatus, to computers and computing machines, all have gone through this rapid IT evolution.
IT is usually synonymous with computers. When the computer began gaining public interest in the early 80s, it was used more for playing games and for typing work.
At that time, almost everyone had heard of Atari, Amstrad, CAT etc, and children of well-off parents would pester for the computers just to play the game PACMAN. But when other devices and computer hardware were introduced and developed, especially in the field of data communication, computers were no longer used as a replacement for typewriters or for entertainment, but were valued for their other functions.
The commercialisation of the Internet, creation of faster and safer data communication network, introduction of Local Area network (LAN), WAN (Wide Area Network) and advancement in data storage technology from analogue to digital – all these have catapulted IT even further.
Along with the upward trend, scores of high-tech computer hardware brands have entered the market, many of which are reasonably priced. The rapid growth of IT has made a powerful impact on, if not spurred, the climate of the world’s progress. No one likes to be left behind. All sectors want to know, learn and study how IT can help them make a contribution. Almost every single sector of the economy – from medicine, shipping, astronomy, real estate to education has grown with at least some IT input.
The education sector in general has experienced a significant shift. From the traditional green “black” boards in schools, to the era of white boards with marker pens, then to the age of teaching aids such as the OHP; it has now entered a new trend called online learning. This emerging trend in IT term is known as e-learning. Ten years ago, e-learning was just a fantasy, but now it has become a reality and a necessity since the emergence of the Internet.
In Malaysia, e-learning is still in its infancy stage compared to in the West, particularly the USA, where many schools have adopted this method as a fundamental alternative to traditional teaching techniques. E-learning in Malaysia is mostly employed in online and distance learning programmes which are chiefly offered at university level or at private colleges offering twinning programmes with foreign institutions.
One of the local institutions that offer virtual studies is Universiti Putra Malaysia (UPM), through its IDEAL (Institute for Distance Education and Learning) Programme. Through collaboration with local IT company Mahirnet Sdn Bhd, UPM has paved the way by offering a virtual Bachelor of Communications degree programme. Although the tuition fees may seem high compared to that of conventional classes, the UPM e-learning programme is remarkably worthwhile – with flexible class timetable, notes and tutorials that are available from the Internet, as well as online lecture sessions. Naturally, this saves cost and time, especially for students who also assume full-time jobs and who live far from the university campus. In other words, in this virtual learning, time and physical distance are no longer an obstacle.
In the USA, there are thousands of educational websites which claim that they offer e-learning programmes. Nevertheless, according to Linda C. Joseph, a researcher from Columbus Public Schools, the e-learning concept is not only about sending lecture notes or submitting assignments by e-mail, but also involves a more vigorous and lively participation, with forums and two-way discussions, better information management in terms of organising lecture notes, scheduling, tuition fees, tutorials and exams. By fulfilling the above needs, a more interactive and effective learning can be achieved.
A good example of an effective e-learning programme in USA is at California State University, which offers certificates in legal practices to Bachelor degree holders who have passed the California Basic Education Skills Test (CBEST). This programme is extremely useful for those who need to complete their studies in a short time.
The virtual lessons are designed to simulate classroom lectures, where students can interact with their classmates and professor through a website. On Saturdays, the students would attend a virtual seminar.
At the University of Nebraska, e-learning through the web is more commercialised, where students can select from a number of courses, then take the programme to obtain high school or college diploma.
In Malaysia, e-learning development is commendable. There are many large organisations which place greater emphasis on dispensing knowledge especially to primary and secondary schoolchildren – rather than making profits. Here, e-learning not only comprises distance learning but also something called “web portals”.
The educational web portals serve as an excellent learning hub as they amalgamate test banks, teaching plans, virtual classrooms, teaching aids, online tests, a directory of other useful websites as well as other helpful information such as school information, annual calendars etc. Some of the organisations that develop web portals include MIMOS Bhd, which developed the Cikgu.Net (www.cikgu.net.my), and the Utusan Group, which runs www.tutor.com.my.
Launched in March 2000, Cikgu.Net is first and foremost an education portal. With contents in Bahasa Melayu, the portal has attracted thousands of registered users and some 120,000 visitors. Using the Malay language as teaching medium, a firm compatibility between the portal and the country’s educational climate as well as co-curriculum activities can be attained. With strong backing from the Sultan Idris Teaching University (UPSI), Pearson Education Malaysia, Dewan Bahasa dan Pustaka (Malaysian Institute of Language and Literature) as well as several other large organisations, there is no denying Cikgu.Net’s contributions to Malaysia’s education sector. Utusan Group has also received tremendous response to its web portal.
Generally, virtual distance learning are more popular among colleges and private institutions that conduct collaborations or twinning programmes with foreign universities, offering bachelor degrees and post-graduate qualifications. This include Hartford Management Centre Sdn Bhd, which offers master degree programmes with University Of Newcastle, Australia; TL Management Centre Sdn Bhd which offers bachelor degree courses with Preston University, USA; and many more. A local private institution, Universiti Tun Abdul Razak (UNITAR), is a fully-virtual university.
The private sector is seen more as being explorative of the application of e-learning. For international companies, e-learning is often used as a platform to upgrade the knowledge and skills of employees.
IBM Corporation (IBM), for instance, conducts 25 percent of its in-house training by distance learning through virtual classes. The online training programme covers the company’s 135,000 employees worldwide. In 1999, IBM saved RM760 million (US$200 million) in training expenditure. Using this approach, transfer of knowledge and technology could also be carried out quickly and efficiently.
According to a report by International Data Corporation (IDC), 87 percent of training conducted at the private sector in Asia-Pacific region in 2003 was through the traditional method, which is face-to-face interaction between trainee and trainer. But with the advent of e-learning, the figure dropped to 74 percent in 2004. The IDC has forecasted that e-learning would grow to up to 94% from 1999 to 2004.
But studies are still being undertaken to gauge and assess the level of e-learning effectiveness. Still considered at the early stage of e-learning implementation, Malaysia still has a long way to go. Many studies are still needed to evaluate and enhance its accessibility to target groups, be the students, employees or Internet users worldwide.
When IBM e-Business Sales Manager for Asia-Pacific Heah Kheng Lye said the obstacle that hindered the progress of e-learning was not the technology but human resources, he could well be right. The right approach is necessary for e-learning to achieve its objectives. A shift in technology must be made balanced with a positive change in the mindset. More importantly, the teaching fraternity, generally in universities, must look at e-learning positively, and encourage their students to adopt the approach. Teachers and educators should capitalise and complement, rather than feel threatened or envious of the concept.
Supported by the wonders of networking technologies such as the worldwide web and Intranet as well as digital technology, e-learning concepts and components like web portal and long-distance online lessons should be exploited to the fullest by everyone. If implemented and utilised correctly, e-learning can raise the quality and output of our education system; and increase the productivity of an organisation. The IBM in-house training is always a good case study.
Indirectly, e-learning can help raise the rate of IT-literacy. The concept should be introduced more extensively as early as at primary school level. By starting them young, children would slowly be trained to use available technology as a learning tool. Along the way, the love for knowledge would methodically be nurtured.
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