Application of Learning theory (education) to E-Learning (theory)

Application of Learning theory (education) to E-Learning (theory)

As alluded to at the beginning of this section, the discussion of whether to use virtual or physical learning environments is unlikely to yield an answer in the current format. First, the efficacy of the learning environment may depend on the concept being taught.^[71]  Additionally, comparisons provide differences in learning theories as explanations for the differences between virtual and physical environments as a post-mortem explanation.^[72]  When virtual and physical environments were designed so that the same learning theories were employed by the students, (Physical Engagement, Cognitive Load, Embodied Encoding, Embodied Schemas, and Conceptual Salience), differences in post-test performance did not lie between physical vs. virtual, but instead in how the environment was designed to support the particular learning theory.^[73]  

These findings suggest that as long as virtual learning environments are well designed^[74] and able to emulate the most important aspects of the physical environment that they are intended to replicate or enhance, research that has been previously applied to physical models or environments can also be applied to virtual ones.^[75][76] This means that it's possible to apply a wealth of research from physical learning theory to virtual environments. These virtual learning environments – once developed – can present cost-effective solutions to learning, concerning time invested in setting up, use, and iterative use.^[77] Additionally, due to the relatively low cost, students are able to perform advanced analytical techniques without the cost of lab supplies.^[78] Many even believe that when considering the appropriate affordances of each (virtual or physical) representation, a blend that uses both can further enhance student learning.^[79]

Teacher use of technology

Computing technology was not created by teachers. There has been little consultation between those who promote its use in schools and those who teach with it. Decisions to purchase technology for education are very often political decisions. Most staff using these technologies did not grow up with them.^[80] Training teachers to use computer technology did improve their confidence in its use, but there was considerable dissatisfaction with training content and style of delivery.^[81] The communication element, in particular, was highlighted as the least satisfactory part of the training, by which many teachers meant the use of a VLE and discussion forums to deliver online training (Leask 2002). Technical support for online learning, lack of access to hardware, poor monitoring of teacher progress, and a lack of support by online tutors were just some of the issues raised by the asynchronous online delivery of training (Davies 2004).

Newer generation web 2.0 services provide customizable, inexpensive platforms for authoring and disseminating multimedia-rich e-learning courses and do not need specialized information technology (IT) support.^[82]

Pedagogical theory may have application in encouraging and assessing online participation.^[83] Assessment methods for online participation have been reviewed.^[83]

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