E-Learning in India: Wheel of Change

Abstract

E-learning activities are important for the development of any country. In modern era everybody is thinking about growth and Educational development. If it is planned properly then proper results will come. In this research paper development through E-learning in India is observed. If it planned properly then proper results will be affecting positively. In this research paper, we observed that E-learning is an effective tool for development of educational sector in India. E-learning is learning, utilizing electronic technologies to access educational curriculum outside of a traditional classroom. In most cases, it refers to a course, program or degree delivered completely online. The basic objective of this research paper is to understand concept of e-learning and to examine the type of e-learning. It also summarizes several opinions regarding the comparison between traditional learning and modern learning technique. The modern method in teaching and learning are useful for development of education sector in Indian context. The research paper focused on classroom learning and e-learning in India as a main wheel of development of education.

Effects of E-Learning as a Teaching Learning Method in Medical Education

“…Through E-Learning lot of opportunities can be captured and speedy developments will be possible. (13) With all the challenges that India is facing in education and training, E-Learning provides many answers and needs to be addressed seriously by the planners, developers and the private industry players. In the knowledge economy, the chief competitive advantage of nations is not their physical assets, be it land, natural resources or even oil, but quality and skill of their people.…”

Improving Access To Ministerial Training Through The Use Of Electronic Devices: A Qualitative Study Of Educators In Developing Nations

“…This is an interesting cultural perspective from this setting that should be evaluated in other situations to see if the class structure in other developing nations leads to this kind of discrimination against "experts" in a particular field. Gaikwad and Randhir (2016) believe that with the Indian population having an illiteracy rate of above 25%, that it is possible to use various methods of electronic learning that will be able to train even illiterate individuals as they are able to access training through electronic devices whenever it is convenient for them. Their belief is that with the advances that have been made and that continue to be made, that online delivery systems stand to really aid those in the rural and remote areas of the country where students will be able to access education that is currently not available to them.…”

“…Patel and Patel (2013) reported that they had seen similar usage of smartphones used to train farmers in the most remote villages in India, and that in that training farmers in those minority languages were able to learn via the content on their phones. Gaikwad and Randhir (2016) also stated that the utilization of audio and video content on phones for illiterate farmers has allowed them to learn, as long as the information is made accessible to them.…”

“…This information was recorded through a special program at Brandon's headquarters which allowed them to know how pastors were progressing through the courses. This training concept was similar to those that others in the literature discussed as potential ways to train illiterate farmers in their first language (Balasubramanian et at., 2010;Patel et al, 2012 Gaikwad andRandhir, 2016) as well as the concerns that Morris (2017) raised about the importance of training pastors in their first language instead of putting all of the training into a major language of the country.…”

Αξιολόγηση Συστημάτων Ηλεκτρονικής Μάθησης Για Τη Ναυτική Εκπαίδευση Και Κατάρτιση Με Μεθόδους Και Εργαλεία Νευροεπιστημών

“…Ο δεMarkus (2008), θεωρεί ότι η ηλεκτρονική μάθηση είναι οποιαδήποτε μορφή μάθησης με τη χρήση υπολογιστή, είτε από απόσταση είτε σε δια ζώσης εκπαιδευτικό περιβάλλον, ενώ οι Al-Qahtani και Higgins (2013), δίνουν έμφαση στην επικοινωνιακή σχέση των εκπαιδευόμενων, και ισχυρίζονται ότι σε ένα ηλεκτρονικό περιβάλλον οι συμμετέχοντες στην μαθησιακή διαδικασία είναι σε θέση να αλληλεπιδράσουν, τόσο με το εκπαιδευτικό υλικό όσο και μεταξύ τους, χωρίς τη φυσική παρουσία του εκπαιδευτή. Οι μελετητέςGaikwad & Randhir (2016) και Yilmaz & Ülker (2016), καταρχήν, συμφωνούν ως προς την τεχνολογική διάσταση της ηλεκτρονικής μάθησης, αφετέρου τη διαχωρίζουν εκπαιδευομένων (Cabero-Almenara et al 2016). Στο επόμενο σχήμα, φαίνονται συγκεντρωτικά τα χαρακτηριστικά της ηλεκτρονικής μάθησης, όπως προέκυψαν από τη σύγχρονη βιβλιογραφική έρευνα των Μακρή και Βλαχόπουλος (2017):…”