Many institutions of higher education, educational organizations, the business community, and learners are embracing e-learning for a variety of reasons and needs. These parties refer to key factors such as flexibility, using mixed interactive multimedia, Internet research, archiving, electronic networks, telecommunications, and cost to support the idea that e-learning can serve as a viable and qualitative learning alternative. Some educators and learners, however, believe that e-learning cannot—and should not—replace classroom instruction, pointing out that the quality of face-to-face education must not be compromised by e-learning. Nevertheless, professional and scholastic individuals with such reservations often recognize that e-learning can be a valuable supplement to traditional learning, and an effective learning tool for mature and responsible students, and should be pursued. Hence, quality of learning is a deciding factor as to whether e-learning should be considered as a total and effective learning environment.
Quality e-learning is a Web-based learning environment designed, developed, and delivered based on several dynamic principles, such as institutional support, course development, teaching/learning, course structure, student support, faculty support, and evaluation and assessment (Phipps & Merisotis, 2000). Recent educational statistics and forecasts have revealed that e-learning is gaining ground in community colleges and universities nationwide. Investigating and assessing the planning and implementation processes of e-learning courses and programs at these institutions of higher education is necessary to determine the quality of a Web-based learning environment. Ensuring a quality e-learning environment is essential to provide students with the full range of benefits that e-learning entails.
DISTANCE LEARNING REVIEW AND STATISTICAL TRENDS
E-learning is a component of the telecommunication model of distance learning. Distance learning can be defined in several ways: (a) separation of instruction and learning in time and place, (b) connection (participation, communications, community) through educational media, and (c) a learning process driven at-will by the learner (Palloff & Pratt, 1999). Distance learning in which students and faculty are joined by technology and educational media, rather than a traditional classroom environment, is becoming a viable alternative to common teaching methods, and is poised for larger growth over the next several years. One of the recent comparative studies on students’ satisfaction with distance learning in comparison to face-to-face classrooms found that “students show little preference for a live classroom to distance education” (Allen, Bourhis, Burrell, & Mabry, 2002, p. 93). Other recent studies and statistical reports have witnessed that distance learning has a stable place in the higher education arena.
Distance learning is growing rapidly. According to the U.S. Department of Education (2003), the number of students taking distance learning classes doubled between 1997–1998 and 2000–2001. For instance, the University of Phoenix Online, an accredited 4-year private institution, has experienced 70% enrollment growth from 2001 to 2002 in its undergraduate and graduate e-learning degree programs (Shea, 2002). Another example is Iowa Community College Consortium (ICCC), where the growth of e-learning classes and students is clearly significant: The ICCC system is expecting a growth of 25% in student enrollment (Neises, 2003).
Additionally, community colleges and universities in the Washington, DC metropolitan area have experienced significant growth in distance learning. According to a report published by The Scholar, the student and alumni journal of Strayer University, a Washington DC-based, for-profit, 4-year institution, “the Fall of 2000 enrollment of online students was 2,000 with 121 classes offered online” (Strayer University, 2001, p. 5). In fall 2001, the number of students enrolled in Strayer University’s online program increased to more than 3,600 students and 240 classes due to introducing new e-learning software and other related technological infrastructure (Strayer University, 2001). An online press release by the Virginia Community College System (2003) stated that “enrollment in distance learning courses at Virginia’s 23 community colleges increased by more than 12 percent last year, surpassing overall enrollment growth.”
Due to this increased enrollment, organizations, community colleges, and universities nationwide have embraced and experienced different modes of distance learning, such as satellite, Internet, World Wide Web, TV, video, audio and print. However, the Internet and the World Wide Web are shifting this mode of distance learning to the forefront. Recent data suggest that most distance learning courses offered by the Virginia Community College System are Web-based (Virginia Community College System, 2003). A report published by the U.S. Congressional Web-based Education Commission (2000) stated that “[today’s] U.S. colleges and universities [alone] offer more than 6,000 accredited courses on the Web” (p. 77). Furthermore, the U.S. Department of Education (2003) reports that 90% of institutions that offered distance education courses indicated that they offered Internet courses using asynchronous (not simultaneous) computer-based instruction and 43% offered Internet courses using synchronous (simultaneous) computer-based instruction as a primary technology for instructional (e-learning) delivery.
Many other educational and training organizations are expected to experiment with this fairly new Web-based learning mode on a regular basis to offer effective e-learning courses and workshops. For instance, the State University of New York (SUNY) Learning Network offered more than 2,500 Web-based e-learning courses at the beginning of the 2003 academic year with 38,000 enrolled students, compared to 8 courses and 119 students in 1995 (Lee, 2003).
E-learning, a type of distance learning, is a widespread and dynamic learning environment that allows instructors, learners, and course materials to be placed at different locations so all parties can interact at the same or various time frames, using well-designed, Web-based technology tools to facilitate the learning process. According to Dabbagh and Bannan-Ritland (2005), online learning—another common term for e-learning—is “an open and distributed learning environment that utilizes pedagogical tools, enabled by Internet and Web-based technologies, to facilitate learning and knowledge building through meaningful action and interaction” (p. 15). This dynamic and flexible mode of e-learning is in demand by individuals and the business community. More people, even baby boomers, are looking to be trained via the Web on the latest computer programs, either for work or for recreation. Gartner, a leading global technology advisor, predicts that “e-learning will be the most used corporate application on the Web by 2005” (EPIC, 2002).
Web-based e-learning is also changing the teaching and learning culture in institutions of higher education. In fact, it has increased and intensified communication by connecting the globe in an unrelenting mode of informational availability. Khan (2001) describes the Web as “well-suited for open, flexible, and distributed learning” (p. 76). Web-based technology is becoming a primary tool/environment to satisfy the educational and training needs of both the nation’s workforce and many individuals whose personal and professional demands make it difficult for them to attend traditional colleges and universities. According to the U.S. Congressional Web-based Education Commission (2000), the Sloan program director stated that “the online learning model has as much potential for workforce learning as for traditional degree programs” (p. 80).
E-LEARNING ENVIRONMENT
There are two models of distance learning: correspondence and telecommunications-based (Elder, 1997; Meyen, 1998; University of Idaho, 1995). Correspondence includes self-contained study guides, contract and project learning, individualized courses, modular courses, and courses in CD format. Telecommunications-based distance learning comprises interactive television, teleconferencing, Internet-mediated instruction, and Web-based e-learning.
E-learning is a form of the telecommunication model. The e-learning environment provides several instructional activities to enrich the learning process. For instance, the discussion areas enabled by the synchronous and asynchronous Web features in an e-learning course or program allow students to work collaboratively, read critically, reflect, and look at and share different viewpoints and ideas, which gives ongoing feedback and support to all e-learning participants.
E-learning students need to assume an active role in the e-learning environment. These learners should be provided with various learning opportunities and necessary technology tools to discuss, investigate, reflect, and ask questions (Conrad, 2002). E-learning discussion areas provide an ideal platform to do so. Hearing and critically reading others’ points of views, and witnessing different interpretations of the same information, help learners to digest, reflect and fully comprehend a piece of information emanating from different perspectives (Aragon, Johnson, & Shaik, 2002; Thurmond, Wambach, Connors, & Frey, 2002; Vrasidas & McIsaac, 1999).
Drivers to build an effective e-learning environment need to be established and planned for in order to create quality e-learning courses and programs. Barriers to establishing this environment should be removed. A timely and constructive evaluation system for these courses and programs based on the most recent and effective e-learning research should be in place in all institutions of higher education that design, develop, and deliver quality e-learning courses and programs.
DRIVERS OF QUALITY E-LEARNING
Strong pillars for building a quality e-learning environment need to be in place before implementing successful and quality e-learning courses and programs. The surging enrollment in e-learning courses and the growing demand on e-training sessions by employers have encouraged e-learning developers to continue delivering these quality and cost-effective courses to students through both the private and public sectors. For instance, Gartner asserted that “by 2003, over 50% of all higher education institutions globally [will] be offering e-learning programs to students” (EPIC, 2002). The International Data Corporation (IDC) predicted that by 2004 the United States would account for 65.2% of the world’s $23.1 billion corporate e-learning market (EPIC, 2002).
Access to technology is an important driver for successful e-learning courses. Employees and even ordinary citizens, residing in rural and urban areas, are becoming more familiar and skillful with the Internet and its various applications. Henry (1999) reported that Scarborough Research of New York, a service of the Arbitron Company, surveyed 170,000 adults in 64 major markets from February 1998 to February 1999 and found that 59.9% of Washington, DC metropolitan area adults had access to the Internet—the highest in the country. Steve Case, then chief executive of America Online, and current chairman of AOL Time Warner—the largest of a cluster of online technology companies in Northern Virginia—stated that “the world is ushering in the Internet Century, and Washington is really at the epicenter of this change” (as cited in Henry, 1999).
Another driver for successful e-learning courses is the Department of Education’s decision to amend the “12-hour Rule” in November 2002, after it had been ratified by Congress. The so-called “12-hour Rule” required nontraditional learning programs instituted at colleges and universities to offer a minimum of 12 hours of instruction a week to their full-time students so those learners could be eligible for federal financial aid. Today, the rule requires only 1 day of instruction a week for both face-to-face and distance learning students. Amending this rule encourages many students to enroll in distance learning programs, particularly those that offer quality e-learning courses (Carnevale, 2002), and increased enrollment is imperative to develop cost-effective, quality e-learning courses. Further, on August 1, 2001, the U.S. House Committee on Education and the Workforce encouraged developing and designing quality e-learning courses and programs by passing H.R. 1992, the Internet Equity and Education Act. The amended act eliminated the “50% requirement,” which had mandated that institutions of higher education offer 50% of their instruction in a traditional classroom-based learning environment (Distance Learning Resource Network, 2001).
Other important and specific drivers for quality e-learning courses include planning early; effectively providing userfriendly technology delivery systems; building and maintaining a strong e-learning infrastructure; establishing high standards for developing, designing, and implementing these courses; increasing appropriate and qualitative interactive class activities; providing prompt and constructive feedback to students; focusing on learning outcomes; strengthening student and faculty support systems; and evaluating courses regularly based on solid data and high standards.
BARRIERS TO QUALITY E-LEARNING
Specific institutional barriers to developing quality e-learning instruction in institutions of higher education need to be considered before creating e-learning courses and programs. Although still in the infancy stage of applications, standards, mission, and focus, educating the community electronically and at multiple sites has emerged as a major issue facing community colleges in the new millennium. The cost of developing e-learning courses, hiring and training experienced technical support staff and faculty, technical development, infrastructure, and policy development are considered high (Muilenburg & Berge, 2001; Meyen, 1998). In a survey conducted with 64 technical support staff at the University of Texas (UT) System, 36% of the technical support members expressed dissatisfaction with the appropriated budget to support and manage the university’s e-learning courses and programs (Cheurprakobkit, Hale, & Olson, 2002).
Other significant barriers to instituting e-learning courses and programs in higher education include quality control, instructors’ attitudes, faculty time and compensation, intellectual property, enrollment procedures, and changing traditional policies (Meyen, 1998; Muilenburg & Berge, 2001). Additionally, adapting curriculums to meet technological communication broadcasts, as well as advancing teaching techniques to incorporate growing students’ needs and learning styles, should be addressed nationwide.
There is no question that students who previously would not have considered elearning are finding that it adapts to their needs. The majority of students also seem able to handle the differing requirements that are imposed on them by this flexible learning mode. However, based on my experience as a former online instructor, many new e-learners are shocked at what it takes to complete quality e-learning courses or degrees. Further barriers that may affect an e-learner’s success in a quality e-learning environment include time management, motivation, cultural and personal circumstances, educational background and prior experience, financial aid, level of communication with instructor and peers, technical and administrative support, instructional design and delivery, and level of isolation and loneliness (Galusha, 1997; Muilenburg & Berge, 2001).
Despite the ongoing competition among institutions of higher education, there is a critical need for communication and collaboration in planning high quality e-learning among public and private community colleges and universities located in the same geographical area. Lack of cooperation among colleges and universities is considered an institutional barrier to achieve a successful e-learning environment. Carefully planned coordination should also help institutions share costs and various resources, offer variety, and prevent overlapping e-learning courses and programs. For instance, distance learning has the potential to alleviate many institutions’ woes, such as freeing classroom space for an increasing influx of incoming college students, reducing tuition and fees, and increasing access to learning opportunities regardless of location and time.
As the physical distance between campuses takes on less significance, five areas that need greater coordination are student support, human and financial resources, governance, mission, and programs and infrastructure (Dillon & Cintron, 1997). By concentrating on these areas, students’ needs can be effectively met with little confusion or overlap (Dillon & Cintron, 1997). For instance, the need for collaboration among institutions of higher education within the same state is becoming crucial in light of the ongoing technological advancements in software programs and computer equipment. According to Marra and Jonassen (2001), “online courses are often criticized for their emphasis on reproductive learning. We argue that learning outcomes are limited by the lack of pedagogical affordances in the popular course delivery and management systems” (p. 303). To overcome this barrier, community colleges, universities, and educational software companies need to work together to produce well-designed and userfriendly technological tools and products capable of delivering various instructional activities designed for quality e-learning courses.
Strengthening the drivers for, and removing barriers to, quality e-learning experiences requires effective planning and persistent support. Focusing on and constantly evaluating the total experience of institutions of higher education that offer e-learning courses and programs should be given priority by distance learning researchers.
Due to the lack of sufficient resources and the growing demand for quality elearning courses from on-campus students, local employers, and busy individuals, two-year public institutions of higher education are being affected by e-learning’s fast-growing development. Compared to 4-year universities, community colleges have fewer monetary and technological resources. A major concern facing all U.S.-based institutions of higher education is how best to respond to this booming educational opportunity with fewer resources and without decreasing or compromising quality. In response to the boom of e-learning in various educational arenas, the U.S. Congressional Web-based Education Commission (2000) called “upon all the public and private sectors to join forces in developing high quality content and applications for online learning” (p. v). Due to rapid changes in technological development and evolving e-learning instructional strategies, the related issues of accreditation, quality standards, policy issues, educational equity, assessment and evaluation, designing courses and programs, integrating curriculum and technology, student needs, and learning styles need to be reexamined to render and deliver e-learning courses of the highest quality.
There are other challenges and tremendous educational and training opportunities presented by this evolving, flexible, and dynamic e-learning approach for policymakers and academic leaders, learners, employers, and local and regional communities (New Dominion Partners, 1998). For instance, issues of access, affordability and productivity must be reevaluated and tackled appropriately and constantly by education leaders and policymakers in all learning institutions (U.S. Congressional Web-based Education Commission, 2000).
SUMMARY
E-learning courses and programs at national institutions of higher education in the United States are on the rise. This Webbased learning mode is in demand mainly by business organizations and busy individuals seeking flexible and quality training and educational opportunities to enhance skills or earn academic or professional certification. The accelerated growth of e-learning has prompted colleges and universities to provide e-learning to those employees and students. It is essential to perform constant and timely evaluation of the quality of e-learning courses offered by distance learning institutions of in the higher education arena, using the most current research on e-learning, personal experience in e-learning, and the experiences of those colleges and universities that are considered leaders in developing and delivering distance learning courses and programs.
