The Impact Of New Media On Education

E-learning 1

New Media Technology and E-learning

Impact of New Media Technology on Learning and Teaching

Abstract

This article focuses on the impact of new media technology on learning and teaching in general. New media technology has transformed the traditional classroom-based learning and teaching with new borderless, anytime, enriched and high interactive solutions. This impact on learning and teaching from new media technology is fundamental not just in the forms of physical delivery, but also in the structural and strategic aspects of learning and teaching. The article briefly looked back the history of e-learning. Then the discussion on the impact of multimedia technology on learning and teaching was conducted in the aspects of learning strategy, learning and teaching process, learning style, knowledge content and structures, and global learning.

Author: Hong Li

George Mason University

Dr. Nada Dabbagh

April 10, 2006 E-learning 2

E-commerce, e-government, e-learning, e-everything, new media has transformed our society in all aspects. The impact of new media on education is “revolutionary” as e-learning advocator claimed. E-learning is the result of convergence of computer, telecommunication, new media technology and education. It utilizes various new media and information technologies as its primary medium. “It has become a pervasive, important, and complex educational phenomenon in the 1990s and continues to be so in the new century” (eMarketer, 2003).

E-learning has become a profitable industry and grown fast with the mature and improvement of information technology and telecommunication infrastructures. According to eMarketer’s e-learning report, “comparative estimates for cohesiveness at around $6 billion to 7 billion in 2002” (emarkter, 2003). Cortona Consulting says the e-learning market could reach

$50 billion by 2010. “This will be fueled by the current generation that has grown up with the

Internet and video games. Though e-learning will never replace the classroom, these students will respond particularly well to online educational opportunities. Over time, they’ll create new opportunities for e-learning in the workforce and the public sector” (eMarketer, 2003).

According to US National Center for Education Statistics, the number of public schools facilitated with Internet access in the US has grown significantly over the years. In 2001, 99% public schools and 87% classrooms in the public schools have Internet access. The current and new generations will dominate the trends of e-learning development. According to eMarkerter’s e-learning report, the K-12 academic sector in the US was the largest in the e-learning market at

$1.8 billion; higher education will rise to the top with $23 billion in 2006 and $44 billion in

2011” (eMarketer, 2003).

E-learning is a trend in education industry due to the convergence of education, new media and other information technologies. This article focuses on the impact of new media E-learning 3 technology on learning and teaching in general. New media technology has transformed the traditional classroom-based learning and teaching with new borderless, anytime, enriched and high interactive solutions. This impact on learning and teaching from new media technology is fundamental not just in the forms of physical delivery, but also in the structural and strategic aspects of learning and teaching. The article briefly looked back the history of e-learning. Then the discussion on the impact of multimedia technology on learning and teaching was conducted in the aspects of instructional strategy, learning process, knowledge content, and structures.

The Definitions and The History

Before deliberation of the history of e-learning, it is necessary to clarify the definition of relevant terms: new media, new media technology and e-learning.

New media and new media technology:

New media is different from traditional, analog communication forms such as speech, print press, radio or TV broadcasting etc. There exist three communication medium forms, interpersonal medium, mass medium and new medium. Interpersonal medium is one to one communication; mass medium is one to many communication; new medium form or new media includes one to one, one to many and many to may communications (Crosbie, 1998). In brief, new media is “the integration of computers, computer networking, and multimedia”, and “refers to all emerging communications media that combine text, graphics, sound, and video, using computer, networking technology” (Thomson Learning, 2001).

These technological innovations converged to create a new communications medium. The following are some of the technologies which contributed to the emergence of new media:

 The invention of digital communications during the late 1940s; E-learning 4

 The invention of the Transport Control/Internet Protocol ((TCP/IP) in the late 1960s;

 ARPANET's creation of the Internet during the early 1970s;

 The invention of the personal computer in the late 1970s;

 The invention of the HyperText Transport Protocol (HTTP) in the late 1980s;

 The invention of the Mosaic browser software in 1992;

The hallmark characteristics of new media are:

 “individualized messages can simultaneously be delivered to an infinite number of people”

(Crosbie, 1998).

 “each of the people involved shares reciprocal control over that content” (Crosbie, 1998).

Based on the explanation of new media, new media technology is about the technologies involving in the creating and carrying out new communication medium. In specific, it includes the following:

 Web sites

 chat rooms

 e-mail

 streaming audio and video

 mailing lists

 DVD and CD-ROM media

 virtual reality environments /simulation

 Internet telephony

 digital cameras

 mobile communication technology E-learning 5

 Instant massaging

 Videoconferencing

 Webconferencing

New media technology has and will broaden and richen the ways by which we communicate. More and more new media technologies will emerge in the future

E-learning:

There is no standardized definition to deliberate e-learning. Basically, e-learning refers to education via the Internet, network, or standalone computer. “E-learning is an approach to facilitate and enhance learning through, and based on, both computer and communications technology. Such devices can include personal computers, CD-ROMs, Digital Television, PDAs and Mobile Phones. Communications technology enables the use of the Internet, emails, discussion forums, collaborative software, learning management software and team learning system” (Wikipedia, 2006).

Although some scholars think that e-learning emerged in 1960s-1970s, most people agree on that the convergence of computer, new media technology, and education started from 1980s when multimedia technology such as CD-ROM and authoring software came into market. “With

Internet coming into public use in 1990s, e-learning, online learning or web-based learning emerged and grew very fast. It have been over emphasized in its early development stage and been criticized after IT bubble burst in 2000-2001. After such early teething problems, the e- learning market is growing fast” (Anderson, 2004).

E-learning has gone through the development stages with the convergence of education, new media and other information technologies. Before computers became mass products and were widely available for general use, instructor-led and classroom based learning and teaching E-learning 6 was the primary method. Educational psychology and instructional theories and technology were deliberated around instructor-led learning and teaching system. “Teacher-centered” instructional design dominated the formal education. The delivery method of knowledge content was liner and paper-based. Classrooms were the mainly places for instructors to deliver instructions to students. During the early stage of e-learning, in an attempt to make learning content more transportable and visually engaging, computer-based learning and training content was delivered mainly via CD-ROMs. The benefits of using CD-ROMs are not only the accomplishment of learning in anywhere and at anytime, but also cost-saving compared to instructor-led learning and teaching method. But at this stage, the production quality and interaction level were lower.

Around 1994-1999 e-learning has gone through first wave of the development with the web evolved, e-mail, chat room, HTML, web pages with text and graphics, media player, lower quality streaming video and audio, Java etc. New media and information technologies became the media carriers for delivering the instructional content. Some experts claimed that e-learning was the educational revolution and would replace the traditional classroom in the future. At the same time, scholars began to experiment and study e-learning in all aspects, “modified current educational psychology and demonstrated new arguments to reflect the new learning system”

(Arshma, 2001).

From 2000 to present, with education delivered electronically, “enthusiasm was unbounded and a rash of courses flooded the market. Every school was wired and 'e' was an obligatory prefix to most courses. But once the honeymoon period was over, disenchantment quickly followed. The quality of the material on offer was criticized, technology frequently did not match expectations, software was found to be cumbersome and the promised rapid return on investment failed to materialize” (Anderson, 2004). In the early days of e-learning there was far too much E-learning 7 hype, which delivers tailored learning solutions. “It (e-learning) was very much oversold, causing false and unrealistic assumptions”, “The hype was incorrect, but now we are past the hype and into the mainstream learning," (Anderson, 2004). With the coming of broadband era, the progression of new media technology and the expansion of capacity and the improvement of multimedia performance on Pcs, e-learning has experienced much stronger impacts from new media technologies than ever. At this period, more and more people have come to knowledge that e-learning is not just as second best to the traditional face-to-face classroom-based learning.

E-learning has fundamentally transformed the current traditional learning and teaching system.

In corporate setting, e-learning has replaced classroom and become main channel to deliver training content to workforce. At IBM, in 2002, by employing e-learning rather than more traditional teaching methods which would include travel costs and living expenses, IBM saved itself $ 350 million each year (MacEke, 2002). “Many larger companies would no longer wish to, or feel able to, return to classroom training thanks to the flexibility, large-scale cost savings, customized learning and return on investment, that e-learning offers” (Anderson, 2004). In all, e- learning has been accepted widely, and established its reputation in corporate training and life long learning. E-learning has gained momentum in both technical supports and market drive for further fast growing.

Recently scholars and practitioners advanced the new term – m-learning (mobile learning), which is constructed based on the mobile and wireless communication technologies, Personal

Digital Assistant (PDAs). Some people called m-learning as “in-your-packet learning”.

Practitioners have advertised m-learning products in the market and tested their potentials as an effective learning system. The advantage of m-learning is the mobility of learning which is effective for on-the-spot problem solving and just-in-time practical skills. The scholars stressed E-learning 8 that” the emerging technologies are leading to the development of many opportunities to guide and enhance learning that we have never imagined before” (Hanis, 2004).

The Impact of New Media on Learning and Teaching

New media have changed traditional educational models. The impact of new media on learning and teaching system is not limited in physical delivery form, but also in fundamental aspects of education: learning content and structure, the process of learning and teaching, the role of instructors, and learning-style preferences, etc.

Before e-learning, instructor-led learning system dominated the public education and corporate training. The Instructional psychology and technology focused on how to develop classroom-based, effective teaching techniques and how to assess learners’ aptitudes and progress. There are many different educational psychology and instructional theories, which provide with systematic principles to design instructional materials and methods to achieve the effective learning and teaching goals. Instructor-led learning system is constructed on the belief of behavioral psychology. “Behavioral psychology states that behavior can change as a result of extrinsic motivators such as incentives, rewards, and punishments. Behaviorists advocate influencing behavior through systematic adjustments of stimulus-response reinforcements”

(Hanis, 2004). Behavioral instruction favors to the use of “observable, measurable, and controllable objects”. Under behavioral instruction, an instructor determines the objectives the learners should achieve and sets up drill and practice exercises to assess whether learners will be able to meet the requirements for the learning objectives. In the learning process, the teacher will tell learners what and how to learn by setting up performance objectives or learning objectives, for example, at the end of the course, the learner will be able to identify definitions, terms or E-learning 9 concepts. Behavioral instruction-based and instructor-led learning approach “offers little opportunity for learners to develop independent thought. The learners are viewed as adapting to the environment and learning is seen largely as a passive process because there is no explicit or interest in mental processes. The learners merely respond to the demands of the environment”

(Hanis, 2004).

In the traditional learning and teaching process, knowledge content is delivery by printed textbooks and the speech of lectures. Instruction happens in the classrooms or the labs.

Interaction between the instructor and learners is face-to-face. Learners have to finish their assignments in printed form, which will be submitted for grading. Until now instructor-led learning and teaching process still is the dominated instructional method in most of public schools. Although new media technology has been exploited into the classroom, “audio-visual media have been treated more as an icing-on-the-cake than as something at the very heart of learning” (Arsham, 2003).

When the convergence of computers, new media technology and education began to dominate corporate training, the advantages and the benefits of e-learning have been recognized by formal educational system. More and more new media technologies have been implemented into the classrooms to facilitate and enhance the traditional learning and teaching process. With successful practices of e-learning, educators and scholars began to recognize the fundamental changes happened in learning and teaching process impacted by convergence of computer, new media and education.

1. Switch from instructor-led to learner-centered learning strategies:

In traditional instructor-led learning strategy, learners are treated as passive role in the process of learning. Instructor decides what and how to learn. The behaviorists’ instructional E-learning 10 application has been “effective in learning how to train animals and helping human beings modify their behavior. It fell short of what is most important in education for most educators. To educate, you must do more than modify behavior. To educate, you must help the students learn how to develop strategies for learning. Cognitive psychology and constructivist psychology began to replace the behaviorist psychology in the second half of the 20th century” (Hanis, 2004), and implicated the their theories into classroom-based learning system. Cognitivists stated that the metal process of the learner was the primary object of study and is part of learning process.

They are concerned with the study of individual’s perceptual processes, problem-solving abilities, and reasoning abilities. Cognitivists "portrays learners as active processors of information--a metaphor borrowed from the computer world--and assigns critical roles to the knowledge and perspective students bring to their learning. What learners do to enrich information, in the view of cognitive psychology, determines the level of understanding they ultimately achieve” (Hofstetter, 1997).

The trend to teach from cognitive perspective is known as constructivist movement in education. "The aim of teaching, from a constructivist perspective, is not so much to transmit information, but rather to encourage knowledge formation and development of metacognitive processes for judging, organizing, and acquiring new information” (Bruning, 1995).

Constructivists assert that social interaction with others also play an important role in the construction process (Perkins, 1999). From cognitivist and constructivist perspective, instruction should encourage students’ autonomy, address or even challenge students’ prior knowledge, and facilitate student-to-student as well as student-to-instructor interactions. The constructivist learning environments should “provide students with the opportunities to negotiate ideas, conduct inquiry and reflect their thoughts, thus enhancing their cognitive and metacognitive E-learning 11 outcomes”( Perkins, 1999). In this way, learners are engaged in meaningful learning and higher- order thinking.

From cognitive and constructivist view, “students learn better when they can invent knowledge through inquiry and experimentation instead of acquiring facts presented by a teacher in class. It is difficult for a teacher to provide this kind of environment for each student in a traditional classroom. And it is physically impossible for the teacher to support each student's individual needs.”(Fred, 1999). New media technology and computers have the capabilities to provide those kinds of powerful environments to achieve the goals of cognitive and constructive movement in education. Learners as active units employ various tools facilitated by new media technologies to search resources, create meanings, invent knowledge and develop the learning strategies. Through advanced communication technologies, the students can interact with the peers and the instructor anytime and anywhere, not just limited in the classroom-based face-to- face interactions.

By this way, the role of the instructors switches from dominators of the classroom to coaches, observers and facilitators. Various educational software and applications function as the instructors or experts to provide learners with instructions and assistants, and to provide learners with tools for searching references, forming knowledge and developing their critical thinking abilities. New media technologies can’t replace instructors, instructors’ instruction still play important roles in education. But new media technologies can do what the instructor can’t do, for example, world-wide reference searching, computer gaming and simulation, etc. With the help of new media technologies, learners become the center of the learning process. Learning process is not a passive fact acquiring and memorizing process, but an active learning strategies developing process. Learning is not just repetitive and isolated activities as that in traditional instructor-led E-learning 12 learning process, but a constructive and social interactive process. Learners decide what they should learn for developing learning strategy and abilities of problem solving and critical thinking. This learner-centered method reflects the nature of learning and teaching. That is a lifelong learning process to develop an educated, knowledgeable, capable and good human being.

2. Personalize learning process.

Every learner has the learning preferences. Learning style is the area to study learning preference and characteristics. Researchers have researched and pointed out learning models to reflect the different learning preferences. Among them, the Felder-Silverman Leaning Style

Model has five dichotomous learning style dimensions: sensing to intuitive learners; visual to verbal learners; inductive to deductive learners; active to reflective learners; and sequential to global learners (Felder, 1996). Sensing learners favor information that comes through their senses and intuitive learners favor information that comes from memory, reflection, and imagination. Visual learners prefer information from visual images of charts, diagrams, pictures, or demonstrations. Verbal learners prefer written words, spoken words, and mathematical formulas. Inductive learners prefer to learn by seeing specific observations or results to learn principles through inference. Deductive learners begin with general principles and deduce consequences and application. Active learners learn while doing or working in groups; and reflective learners prefer to think things through and to work alone or in pairs. Sequential learners absorb information in small logically connected chunks, while global learners take information in unconnected fragments and achieve understanding in large holistic leaps.

It is difficult to reflect learners’ learning style in learning process without help of multimedia technology. Multimedia has the tremendous features to provide learners with video, E-learning 13 audio, graphic, text and the integration of them to match their learning style. In traditional learning methods, textbook with graphics and lab experiments are the main forms to learn. With multimedia, same learning content can be presented in visual animation, video, audio, and text with graphics. There are various e-learning courses available to match different learning style. If you learn best by reading, you can choose e-books or other reading text delivered by multimedia medium, CD or Internet. If you learn best by listening, choose audio lectures or streaming audio lectures online or offline. If you learn best by seeing how things are done, e-learning courses with video in CDs or DVDs, streaming video and graphic animations might be the best choice. If you learn best by doing, simulation, game or quiz plus lab experiments can be helpful. If you learn best by speaking and interaction, e-mail, chat room, message board, mailing list, instant messenger with web camera and telephony can be used to meet your interactive needs without space and timing limitations.

3. Enhance content of the knowledge.

It is widely recognized that the benefit of new media technology for learning and teaching is to enhance the content of the knowledge and enhance the way to present the knowledge. New media, such as web- and computer-based applications, have provided educators with unique modes in which to present curriculum materials. In traditional learning environments, instructional content is written in words to abstractly explain the concepts, procedures and results etc. In new media enhanced learning environments, the concepts, procedures and results can be presented to learners in many ways: audio, video, graphics or printing. It is an obvious fact that learners can learn better in rich-media learning environments than by reading printed materials.

New media technology enhances the presentation of the knowledge in more effective and efficient ways. Instructional content presented by multimedia can convey more information than E-learning 14 words, even tacit knowledge. The visual presentation can deliver more vivid and more effective message to learners. “With audio, learners’ brains can take in content of knowledge more directly and more impressively, and produce longer span of memory” (Rossman, 2004).

4. Reconstruct the structure of knowledge – “learning object”.

New media demands different ways of thinking about structuring information and curriculum materials. In traditional learning environment, learning content is arranged in liner way for printing. But in new media learning environment, the content of knowledge can be modulated as small unit cells called learning objects. A broad definition of educational objects is provided by one of the leading education standards bodies, the IEEE Learning Technology

Standards Committee (LTSC). The LTSC defines an object as “any entity, digital or non-digital which can be used, reused or referenced during technology supported learning. (LTSC, 2006)”

The LTSC provides examples of these objects including multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology support learning. In many cases the term object is defined much more narrowly through reference to object-oriented programming in which the word has its origin, “reusable information” and “ learning object” (LTSC, 2006).

From LTSC learning object standards (IEEE LTSC, 2006), the characteristics of objects are:

 Reusable: learning objects must be reusable, which is necessary attributes of

educational objects.

 Searchable: metadata is used to describe and categorize learning objects and make them

accessible, searchable.

 Modularity: learning objects must be modular, “ free standing, non-sequential, coherent E-learning 15

and unitary”. The stand-alone learning objects are hidden from those that use the

objects. Users don’t need to understand the inner complexity of the objects. The objects

can be used many times and in different ways.

 Cross-platform: a learning object must be able to operate across a wide variety of

hardware, operating systems and web browsers.

In new media learning environment, the structure of the knowledge is not in liner and sequential arrangement. Knowledge can be modulated as a digital or non-digital unit. The sub- knowledge or the learning objects can be reconstructed in many times and in many different ways.

5. Provide with more ways for interactive learning.

Communication and interaction among students and instructors are critical to the learning process. Constructivists psychology stresses that “social interaction and interactive learning strategies during learning process can contribute to developing higher order learning such as analysis, synthesis, and problem solving” (Weston, 1986). Although webcast, web-conferencing and video broadcasting via web etc. technologies have been improved in recent years, and have been applied into learning process, current computer-mediated communication (CMC) can’t deliver enough nonverbal cues to senders and receivers, compared to face-to-face communication. However, experts argue that “interaction with technology can be as deeply relational as face-to-face interactions, if sufficient time and messages are exchanged” (Walther,

1992). Technology-based interactive learning has its advantages. Technology-based interactive learning can give learners more time to reconsider the questions and carefully construct ideas for the answers. Learners don’t need react and give out responses immediately only after they read other students’ comments and answers, and thoughtfully reflect the content and make E-learning 16 compositions. Chat room functions like face-to-face interaction. Instant messenger with webcamera has made up the insufficiency of nonverbal cues of instant interactive communication based on technology compared to face-to-face interaction. No mater whether the interactive communications are asynchronous or synchronous, technology-based communication tools have added more efficient and the same effective methods for interactive learning at anytime and anywhere without timing and location concern. Some research and experiments conducted by higher educational institutes provided evidences to demonstrate that no “significant distance” between face-to-face and online instruction (Dennis, 2001). Specially, in corporate training environment, most of time, technology-based interactive learning is the only way to get instruction and learn by peer-to-peer.

6. Provide with the most efficient methods to deliver and store learning content.

The revolutionary transformation of learning process triggered by new media technology is electronic delivery of knowledge content to learners and electronic procession and storage of the knowledge content. Based on the current technology, electronic delivery is the most efficient way to transfer instructional content to the learners, and electronically processing and storing learning content are the best ways to keep and sort information for later use, even forever.

E-learning is solely based on the communication technology to finish delivery of instructional content to learners. The advantages of the delivery methods of e-learning are global scope and instant modification. Internet connects the learners all over the world. Learners can learn from anywhere and anytime. In traditional delivery of instructional content, the content in printed materials is not easy to be updated once it is printed on the textbooks. It usually takes 2-3 years to publish the updated version materials. In electronic delivery, it is easy to update content at anytime with less labor cost. Since the instructional content of e-leaning is modulated in a E-learning 17 non-liner way electronically, instructor can modify any part of out-of-date content, even restructure the order of lectures, add charts and graphics, or apply video clips to enhance the instructional content.

The characteristics of electronic delivery make e-learning more open and more flexible for learning process. E-learning provides with not just specific learning content, but also with the links to extensive references and tools to support self-learning. New media technology make learners more relay on their own abilities to achieve their learning goals. Learners have to learn how to use the search tools, how to analyze and sort the large amount of information, digest them and extract the essence from them. “Learning process becomes the kind of self-mind-grown process. This is the goal of public education which educators strived for and dreamed of”

(Arshma, 2004).

The delivery of learning content facilitated by wireless and mobile technology pushed learning process into mobile era. M-learning is new learning system which provide learners more control and freedom to learn on demand. The workforce has the tremendous needs for on-spot- learning facilities. M-learning make it possible.

By broadband technology, the delivery of learning content now is much faster than ever.

More and more enhanced learning content with rich media have been delivered online.

Broadband infrastructure and networks became the transmission high way for delivery multimedia facilitated e-learning system and provided with the efficient medium for collaborations of research and learning all over the world.

7. Make global learning possible

There have been many proposals and experiments for global learning after World War II.

The Europeans on Oct. 21, 2000 took a first step towards “a multi-campus virtual university as a E-learning 18 network for lifelong learning. “ In March 2001 the British Council held a conference to establish the British e-university, a step beyond the British Open University. In April 2002 plans were underway to create a virtual university for thirty nations – with population under two million – that were too small to have a separate university adequate for the coming age” (Rossman, 2004).

In 1990s, the World Bank creates a Global Distance Learning Network. “By 1997 the bank network operated in 75 countries, harnessing Internet video, satellite wireless connections, electronic classrooms and more --- with the goal of closing the technology gap and educational opportunity gap between the rich and poor in the world.” “The global Electronic learning

Conference, held August 9-13, 1999, in Finland brainstormed plans to establish an advanced

(wireless and satellite) broadband Internet system to provide electronic distance learning (EDL) in major global regions (the pacific/Asia, North and South America, and Europe and Africa);

And to discuss the information infrastructure, contents and the institutionalization and funding of a Global System that would link regional electronic system on each continent” (Rossman, 2004).

From those experiments and practices, telecommunication infrastructure and new media technology have been the technical supports for making the global learning dream come true.

Technically, global learning doesn’t need a long way to reach. However, the gaps in technical and financial supports and resources between rich and poor countries are the main obstacle to overcome. Technology has provided us with the possibility to reach the dream of global learning.

The next step is depending on if we can overcome the division in the culture, race and religions.

8. Make lifelong time learning possible.

In information era, formal learning happens not just in the school year and classroom during people’s learning life. Learning is a job coming along with people during their lifelong time. What makes the lifelong time learning possible is not the traditional learning model, but the E-learning 19 e-learning. Adult education and training supported by e-learning have become the main form for most of work force. People don’t need to come back to school as a full-time or part-time students, they can take advantages of e-learning to acquire training to keep updating their skills and refresh their capabilities to catch up the needs of work force markets. E-learning become the most convenient, efficient and effective way for adults to achieve their lifelong time learning goals.

Conclusion

The impact of new media technology on learning and teaching has been recognized by formal educational system. The impact on traditional learning and teaching system is fundamental. New media technology has transformed the classroom-based and instructor-led learning and teaching methods into boardless and learner-centered learning and teaching approaches. Cognitive and constructivist advocated that learning process is the mental development of human beings. It will involve people’s lifelong time to achieve. New media technology makes new learning systems possible, such as e-learning and m-learning etc.

Although traditional learning and teaching models is still in domination in formal educational environment and school systems, technology-based learning system have become a trend in corporate training and adult learning environment. This trend also influenced formal educational system. More and more schools blended traditional and technology–based learning approached together to satisfy the learning needs of students. With the more and more new media technologies come into schools and facilitate the instructional methods, learning and teaching system are bound to be transformed into a more meaningful, more easier to use and learner- centered model, with more choices for learners’ lifelong learning. E-learning 20

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