Internet Learning Volume 4, Number 1, Spring 2015 | Page 11

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
least one online course increased by over 44,000 to a new total of 7.1 million (Allen &
Seaman, 2014). Similar trends in growth are evident in organizational settings, where online
training is becoming an integral part of the success strategy (Fagan, 2014):
[E-learning] is part of the biggest change in the way our species conducts
training since the invention of the chalkboard or perhaps the alphabet. The
development of computers and electronic communications has removed
barriers of space and time. We can obtain and deliver knowledge anytime
anywhere. (Horton, 2000, p. 6).
Online classes are consistently imparting and improving knowledge of learners
separated by geographical distances. The limitless expansion beyond geographical
boundaries attract a large pool of talent without incurring travel and physical expenses
related to traditional face-to-face classes (Li & Irby, 2008). According to Palloff and Pratt
(2007) the increase in the number of people using Internet is directly related to the greater
demand of online classes. The increasing demand of technology by diverse learners
separated by geographic distances is noticed by non-profit and for-profit organizations. As a
result, institutions like National University, which is the second largest non-profit institute in
California, offers 60% of their courses online with most of their traditional classes including
online components (Silverstone & Keeler, 2013). Mgutshini (2012) summarizes this
scenario related to online class environments:
Developments in computing, particularly with respect to the use of the Internet, have
fueled an unprecedented growth in the use of technology-based environments within
education. Notably, both distance-learning institutions, as well as conventional academic
institutions have integrated a range of electronic learning environments, such as virtual
discussion rooms, podcasts, virtual simulations and Twitter boards into their curricula. A
number of reasons for these developments have been offered. Web-based strategies are seen
as representing a revolutionary progression in learning through the flexibility of occurring
anywhere, at any time and at a lesser cost than face to- face alternatives (p. 1).
Because the rapidly changing nature of technological innovation impacts the delivery
of course content, the face of content delivery also changes (Calis, 2008; Chakraborty &
Nafukho, 2014). Emerging technological innovations are creating scope to create interactive
and flexible online learning environments. However, the shift from interactive and familiar,
traditional classroom settings to virtual environments may be challenging to both the
instructor and the learner. The challenges identified in the literature include: a) very limited
supervision from the instructor (Mgutshini, 2012); b) inefficient use of technology (Bonk &
Graham 2006); and c) lack of communication (Yang, Yeh & Wong, 2010).
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