Structured vs. Non-Structured Learning

Has the Internet developed to the stage that people can learn what they need to know without needing to enrol in a learning institution?

Firstly what is Structured and Non-Structured learning? Structured learning is traditional, face-to-face, campus based learning (Wikipedia, The Free Encyclopedia, 2008). On the other hand Non-Structured learning is a type of learning where no in-person interaction may take place and students study with the use of a computer and the Internet (Wikipedia, The Free Encyclopedia, 2008).

Whilst there is an abundance of information available to people on the Internet, it is the opinion of the Author that this type of information and the knowledge that a person can receive from it will never replace the education received at a learning institution. This is primarily because people can not receive the recognised qualifications required to gain employment.

Furthermore even if it was the case that the level of knowledge gained from information sourced form the Internet was acceptable it would be quite difficult for students to acquire all facets required. Specifically in the Education faculty, you are required to complete face-to-face workshops as well as practical placement. This is so that students can participate in group discussions, oral skills, team building, leadership activities, creativity activities and critical thinking. As well as gaining the necessary experience from on the job placement. All of these skills can not be taught nor learnt by on-line means only. Also students require the chance to apply the knowledge they have learnt whether in simulated or controlled environments.

By sourcing information from the Internet and not following a structured course, students are not able to foster critical thinking skills (Muirhead, B 2004). Students do not have lecturers or tutors outlining programs, guiding through the course, monitoring progress and ensuring the understanding of the student. Students are also not required to show critical thinking skills (Muirhead, B 2004). Whilst students may be able to regurgitate a body of information from simply researching, reading and memorising information, this does not apply the above skills nor enable retainment or understanding. Structured learning involves teachers setting assessments in a variety of formats so that students are able to demonstrate their level of understanding and if they have successfully met the set outcomes (Muirhead, B 2004). Teachers are then able to focus on areas where the student needs improving and keep track of their progress (New South Wales: Department of Education and Training 2005). This could not be achieved by learning content on-line only.

In conclusion whilst non-structured learning (the Internet) can be a valuable source of information to supplement learning it can not replace the effective learning received from a structured institution (university).


Reference List

Electronic learning. (2008, August 20). In Wikipedia, The Free Encyclopedia. Retrieved 03:19, August 25, 2008, from
http://en.wikipedia.org/w/index.php?title=Electronic_learning&oldid=233129366

Muirhead, B (2004). Encouraging Creativity in Student Online Work. Retrieved on August 6th, 2008, from
http://www.itdl.org/Journal/Dec_04/article05.htm

New South Wales: Department of Education and Training (June 7th, 2005). Excelllence and Innovation: 13. Information Communication Technologies (ICT). Retrieved on August 6th, 2008, from
https://www.det.nsw.edu.au/reviews/futuresproject/issuespapers/ict.htm

Barriers to E-Learning

Whilst there are many benefits of E-Learning there are also quite a few barriers to effective learning with this education method. Some of these barriers include motivational factors, cost, access and time management.



The main barrier to E-Learning is the motivation of the student. A student needs to have self-discipline to be able to motivate themselves (Larsen, K. & Vincent-Lancrin, S 2005). The other factors include family, social, economic and health which can all affect both the motivation of the student to commit to learning as well as the effectiveness of the outcomes (Larsen, K. & Vincent-Lancrin, S 2005). By undertaking E-Learning students are required to possess the ability of self direction (Larsen, K. & Vincent-Lancrin, S 2005). This can be a challenge for students who may require the guidance of a lecturer/ tutor to be setting goals and monitoring the progress of the student during the course. Students require excellent time management skills to be able to allocate time for study around other factors in their life such as work commitments. In the case of the Author this is the greatest barrier faced which is to effectively manage time for study and also the family commitments of a baby.



Another barrier is that not all learning activities can be conducted on-line or virtually (Larsen, K. & Vincent-Lancrin, S 2005). Some activities such as workshops can only be effectively conducted face-to-face to allow for spontaneity and peer interaction in a group setting (Larsen, K. & Vincent-Lancrin, S 2005). Students may need these face-to-face exchanges (especially in the Education faculty) to allow for the refinement of communication skills particularly oral, that can not be practiced on-line. Students also lack the "teacher-learner" interactivity that can lead to better guidance, participation and clarification of points (Larsen, K. & Vincent-Lancrin, S 2005). Research has found that even graduate level students need guidance, security and structure as found in face-to-face classes (Muirhead, B 2004). Teachers are more able to keep students focused, keep discussions and studies relevant and encourage creativity (Muirhead, B 2004).



Costs to students can also be a significant disadvantage when studying with E-Learning. As students are required to have access to a computer, the Internet and some specific software programs, the cost of hardware, software, connectivity and support may not be an affordable or feasible option for some students (New South Wales: Department of Education and Training 2005). If students are not able to have the convenience of having this technology at home they may have to gain access from another location i.e a library. This can cause problems as it may require time and transport for the student to access equipment. This could be particularly hard for a student who works full-time and has limited time for study purposes or a student that lacks mobility.


Therefore there are quite a few barriers a student needs to consider before undertaking E-Learning. A student must ensure that they are able to overcome the obstacles of cost, time and motivation in order to be successful with their learning outcomes.


Reference List



Larsen, K. & Vincent-Lancrin, S (2005). The impact of ICT on tertiary education: advances and promises. Retrieved on August 6th, 2008, from
http://www.advancingknowledge.com/drafts/Larsen-The%20impact%20of%20ICT%20on%20tertiary%20education%20-%20AKKE.doc


Muirhead, B (2004). Encouraging Creativity in Student Online Work. Retrieved on August 6th, 2008, from
http://www.itdl.org/Journal/Dec_04/article05.htm


New South Wales: Department of Education and Training (June 7th, 2005). Excellence and Innovation: 13. Information Communication Technologies (ICT). Retrieved on August 6th, 2008, from
https://www.det.nsw.edu.au/reviews/futuresproject/issuespapers/ict.htm

Benefits of E-Learning

There are a variety of benefits associated with E-Learning. Some of these benefits include time, flexibility, access, cost and quality of education. This discussion will further explore some of these benefits specifically in relation to tertiary education.

For the population now as knowledge workers, it is imperative to adapt to and utilise the current technological advancements. "The world is characterised by rapid technological change and global communication"(New South Wales: Department of Education and Training 2005). E-Learning allows for increased "understanding" and utilisation of Information Communication Technologies which people require to live a "productive and rewarding life, now and in the future"(New South Wales: Department of Education and Training 2005).

One of the greatest benefits of E-Learning is access. Students even in remote or rural areas are able to receive a tertiary education, even without local access to a University (Larsen, K. & Vincent-Lancrin, S 2005). Also students that are working, non-mobile or even foreign can receive education (Larsen, K. & Vincent-Lancrin, S 2005). By working on-line students also have the benefit of being able to access a plethora of valuable resources even if they do not have a "brick and mortar library" nearby (Larsen, K. & Vincent-Lancrin, S 2005). These resources include academic journals and papers, books and lecture notes that have all been digitised(Larsen, K. & Vincent-Lancrin, S 2005). Students have access to faculty and peers with lectures, classes, noticeboards and collaboration all available online (Larsen, K. & Vincent-Lancrin, S 2005). This can lead to improved communication skills of students as they are required to collaborate with faculty and peers instead of hiding in the back row of a classroom (Larsen, K. & Vincent-Lancrin, S 2005).

Another benefit of E-Learning is time. Time constraints are lifted allowing students to receive learning "any-where any-time"(Larsen, K. & Vincent-Lancrin, S 2005). E-Learning is self-paced allowing students to fit studying in with and around their life and commitments including work and family. In the case of the Author study commitments are met around the family commitments of a baby, allowing the Author to complete tertiary studies from home whilst raising a baby. Students are able to receive instant access at anytime day or night to "data and information in a digital form"(Larsen, K. & Vincent-Lancrin, S 2005). Where once it may have been impossible to juggle both working full/part time or family commitments (such as a baby) with full/part time study, it is now both possible and completely feasible with students being able to study at nights, weekends or whenever suits rather than when classes or lectures are scheduled (Larsen, K. & Vincent-Lancrin, S 2005).

This flexibility given to people by E-Learning allows for an increase in participation of study (Larsen, K. & Vincent-Lancrin, S 2005). It allows for students to choose the learning path that best suits their learning style and lifestyle including distance education or a combination of on-line and/or campus based studies.

In conclusion it is apparent that there are numerous benefits to E-learning and that E-learning can be an excellent type of education for students that may require the flexibility of fitting tertiary studies around other commitments or students that do not have access to a local University or learning institution.





Reference List



Larsen, K. & Vincent-Lancrin, S (2005). The impact of ICT on tertiary education: advances and promises. Retrieved on August 6th, 2008, from
http://www.advancingknowledge.com/drafts/Larsen-The%20impact%20of%20ICT%20on%20tertiary%20education%20-%20AKKE.doc



New South Wales: Department of Education and Training (June 7th, 2005). Excelllence and Innovation: 13. Information Communication Technologies (ICT). Retrieved on August 6th, 2008, from
https://www.det.nsw.edu.au/reviews/futuresproject/issuespapers/ict.htm