Universities Eyeing e-Tools to Enhance Learning and Teaching

Universities are revolutionizing the way technology is being used in the classroom by embracing e-tools to enhance teaching and learning, shedding the antiquated notion that focuses on using the tools only as a means to further distance learning.

“Our intention at the LSE was never to replace face to face interaction with technology, but instead, to supplement traditional teaching in order to provide a richer learning experience for students,” said Mr Steve Ryan, Director of The London School of Economics (LSE) and Political Science’s Centre for Learning Technology.

“Fundamentally, the qualities that make a good teacher and good student haven’t changed. Rather, it is the context in which they practise their teaching and learning has,” he added. 

A virtual learning environment has far-reaching implications that extend beyond the obvious benefits of heightening flexibility and convenience for students and instructors.

If implemented properly, an e-learning environment can change student behaviour and better prepare them to cope with life’s challenges, according to academics.

Based on the results of a survey at Singapore’s Nanyang Technological University, students there strongly advocate the use of e-learning. They acknowledged online discussion forums which afforded them the opportunity to discover what other classmates were thinking and experiencing. That would not ordinarily be possible in the context of a reserved Asian classroom setting.

“Students are taking more responsibility for their learning. There are more participation, ownership and motivation, and instructors are, for the first time, seeing a whole new side of students. By using discussion boards, instructors now have a better grasp of what they are thinking and can tailor their teaching to meet the specific needs of students,” explained Dr Daniel Tan, Director of Nanyang Technological University’s Centre for Education Development.

A learning management system that facilitates greater collaboration will also enhance students’ most essential interpersonal skills, a huge value-addedness that resonates far beyond an individual’s academic career. “Through tools like blogs and wikis, students can develop generic skills that will be of huge interest to employers,” said Professor Stephen Marshall, Director of Learning and Teaching at the University of New South Wales in Sydney.

The University’s technology enabled learning platform is currently undergoing a three-year revamp in an effort to consolidate the institution’s dispersed technology efforts and its IT infrastructure all under one roof.

“In order to engage students today, we really need to understand that technology is a central part of their living. It is a ubiquitous part of their everyday life,” added Professor Marshall.

Eureka, an online project work management system pioneered by the Nanyang Technological University has achieved the goal of collaboration with some impressive results.

“Instructors can use Eureka to give feedback and comments outside the class and are alerted to students’ problems and difficulties far earlier than they would otherwise be in a traditional classroom setting,” explained Dr Tan, “Discussions with students are now much more meaningful because instructors already have a defined starting point from which they can work from.”

“By leveraging on the benefits of a platform like Eureka, which facilitates the open exchange of ideas, sharing of resources, documentation of team members’ contributions and archive of project reports, university is also more likely to strengthen the protection of its intellectual property by generating a greater body of work that includes publications and patents,” said Dr Tan.

“As academic staff try to integrate various levels of e-learning into their classroom teaching, one immediate challenge beyond technical competence, hinges upon how instructors can tailor the online offerings to fit in with their teaching styles and curriculum requirements and to meet the needs of students,” said Mr Ryan.

Moving beyond the virtual learning space, The London School of Economics and Political Science broadened its technology use in September 2008 by implementing a lecture capture system. Full lecture capture is now available to classes of over 100 students while audio and projector capture is applicable to classes exceeding 25.

“Technology can be especially useful to the students whose first language is not English. It can help control the pace of learning and with lecture capture, allows them to review the lecture later if necessary,” said Mr Ryan.

With the next generation set to embrace the use of Web 2.0 and other social learning tools, universities are now gravitating towards the use of multi-faceted systems.

“Instead of relying only on one university system, students will increasingly use a range of both academic and non-academic tools to personalize their learning environment and work collaboratively with others,” noted Mr Ryan.