Development Is a Continuous Process. Each New Development of Larger Social Relevance Brings

INTRODUCTION

CHAPTER - I INTRODUCTION

Development is a continuous process. Each new development of larger social relevance brings new opportunities to the respective field. The field of education has no exception to this. To provide and get education is one of the characteristic that differentiate human beings from other living things, and for better education human beings are continuously improving their teaching-learning tools and techniques. Revolution of the human society had its impact on education. The development of information and communication technology (ICT) have brought psychological, sociological as well as technological changes in the field of education. The present boon of ICT has its own very special impact on education. This impact of ICT is noticeable in formal and informal education, traditional and professional education as well as at all levels of education. The most recent influence of the ICT in the field of education is recognized as e-learning. E-learning has many other nomenclatures such as computer assisted instruction, computer-based training, online education, web-based training, etc. E-learning is therefore quite some time new. It has brought new opportunities to education in all ways including libraries.

1.1 E-LEARNING

E-learning is commonly referred to the international use of networked information and communication technology in teaching and learning. The number of other terms are also used to describe this mode of teaching and learning. These include online learning virtual learning, distributed learning network and web-based learning. Fundamentally, all these referred to educational processes which utilize information and communication technology to mediate asynchronous as well as synchronous learning and teaching activities. On closer scrutiny, however, it will be clear that these labels refer to slightly different educational processes and as such they cannot be used synonymously with the term e-learning. These comprise lot more than online learning virtual learning, distributed learning, networked or web-based learning. As the letter “e” in e-learning stands for the word “electronic”, e-learning would incorporate all educational activities that are carried

1 INTRODUCTION out by individuals or groups working online or offline and synchronously or asynchronously via network or standalone computer and other electronic devices1.

Individualized self-paced e-learning online refers to situations where an individual learner is accessing learning resources such as database or course content online via an Intranet or the Internet. A typical example of this is a learner studying alone or conducting some research on the Internet or a local network. Individualized self-paced e-learning offline refers to situations where an individual learner is using learning resources such as a database or a computer assisted learning package offline (i.e. while not connected to an Intranet or the Internet). An example of this is a learner working alone off a hard drive, a CD or DVD.

Group-based e-learning synchronously refers to situations where groups of learners are working together in real time via an Intranet or the Internet. It may include text-based conferencing and one or two-way audio and videoconferencing. Examples of this include learners engaged in a real time chat or an audio-videoconference. Group- based e-learning asynchronously refers to situations where groups of learners are working over an Internet or the Internet where exchange among participants occurs with a time delay (i.e., not in real time)2. Typical examples of this kind of activity include online discussions via electronic mailing lists and text-based conferencing within learning management systems.

In the present age of information technology, the learning sector has not remained untouched. With the use of ICT, E-learning has placed into academic system. E-learning has been accepted by corporate sectors as corporate E-learning is faster growing. E-learning is making similar impact in education also. E-mail is popularly accepted by the users similarly E-banking, E-commerce, E-business, E-trading and providing new dimension in technology while E-learning is newly coined terms.

There may be separate e-learning for distance education, which includes text, based material as well as electronic media.

Certain important aspects to be considered are:

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 E-learning is broader than on-line.

 Distance learning is broader than E-learning

 Electronic media represents CD-ROM and DVD (off-line media)

 Non-electronic media represent print media.

 E-learning through electronic media (CD-ROM and DVD)

 Distance learning through electronic and non-electronic media. (CD-ROM + DVD + Print Media)

According to UNESCO, e-learning is described as “The tool and the processes to access, retrieve, store, organize, manipulate, produce, present and exchange information by electronic and other automated means. These include hardware, digital cameras, phones, faxes, modems, CD and DVD players and recorders, digitized video/radio and T.V. programs database programs and multimedia programmes”.

E-learning can be defined as instruction delivered via a computer that is intended to promote learning3. This definition can be broken down into the what, how and why of e-learning:

What. Instruction refers to content (e.g., words and pictures describing how lighting storms develop) and instructional methods (e.g., presenting words in spoken form rather than printed form). E-learning depends on instructional material being presented using effective instructional methods.

How. Delivered via a computer refers to presenting material via a computer by way of internet, intranet, CDROM, or related means. Instructional output includes images and printed words that appear on a screen and sounds and spoken words from a speaker or headphones; learner input includes spoken words through a microphone, characters entered on a keyboard and screen items clicked with a mouse. Thus, e-learning uses the output and input channels of computers and their peripheral devices.

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Why. Intended to promote learning refers to the goal of helping to foster changes in learners’ knowledge, which is reflected in changes in their performance. Thus, e- learning is intended to help people achieve learning objectives.

1.2 EVOLUTION OF E-LEARNING

The higher education sector is in the midst of fundamental change. Never before has there been such intense public debate about the place of the university and its role in society. During the 1980s and 1990 there was significant growth in the number of student studying part–time and through distance learning. There has also been a dramatic growth in no-traditional learners, beyond the typical 18-24 year old mainstay of university demand. The growth in and essential of lifelong learning women returning to the workforce after child rearing a burgeoning retirement age population together have dramatically shifted the demographic reality of tertiary education4. It is not surprising then that flexible delivery has become something of mantra for tertiary students while also tapping into new national and global opportunities. This appropriate delivery trend has accentuated since the turn of the century with the emergence of new forms of distance delivery that draw upon advances in the various information and communication technologies (ICTs). Internet based delivery of education and no longer be regarded as a fad or the realm of the nerd. It is a vital tool in the quest of universities to face their new learner demographic5.

The renewed commitment to learners and learning and the possibilities that new and emerging ICT’s are creating. Such technology facilitated liberation of tertiary education and the opportunities it presently is exciting and on the way to transforming the learning landscapes. Particularly exciting is the increasingly sophisticated pedagogy these ICT support a pedagogy that is interactive engaging and capable of producing deep learning outcomes for a greatly expanded population of learners locally, nationally and increasingly globally6.

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The single most dramatic effect of paradigm shift is learner sovereignty. The teacher role at least as defined by the instructivists now belongs to a bygone era. Students have much greater autonomy over their learning, in terms of when, where and how they learn. Interaction with fellow students and faculty are literally (and metaphorically) at their fingertips. An asynchronous discussion boards as the modus operandi, learner interaction is heightened. E-learning is very inclusive and democratic in this sense, in that everyone has an equally loud voice. Meanwhile, course materials are varied in format, media rich and constructivist in instructional design.

The harnessing power of ICTs, assessment tasks can be real world, authentic and engaging. Since content is developed in advance, faculty has more time to devote to individual students permitting shorter turnaround times on feedback. Importantly, as less time is spent in didactic content transmission, there is more time for reflection and critical analysis – important lifelong learning skills. Finally, learning online provides students with an opportunity to be part of a strong learning community7. This is the surprise package for some, although maybe not for those benefiting from the very successful online dating industry.

The failure of major universities around the world to suitably address the needs of learners, especially undergraduate learners, has been well documented8. In the absence of meaningful competitive pressure, universities have simply not changed significantly in meeting the changing and growing demands of their increasingly diverse learners. Advances and experience in the e-learning space, along with the growing ubiquity of access to greater bandwidth, are highly likely to change this. A growing optimism, tempered by a decade of experience and disappointments, is creating diverse e-learning environments and learning experiences that are likely to shake the foundations of teaching and bring on a new era of and commitment to learners and learning.

1.3 NEED OF E-LEARNING

The need for e-learning has as many different answers as the number of different perspectives that people have. E-learning is seen as desirable form of perspectives. The specific need relate to, quite significantly determines approach to e-learning. It is,

5 INTRODUCTION therefore, important to carefully analyze these and choose a position. Outline some of these below:

 Teacher’s shortage: In many disciplines, shortage of qualified teachers is a problem plaguing most educational institutions. The quality of the available teaches is another major concern. Given the financially attractive opportunities in the industry and poor academic environment that is seen in most of the educational institutions, teaching jot is among the lowest in the preference list for many. While hardly anyone looks at e-learning as an alternative to traditional teaching, in this context. It is seen to expand the reach of the available teachers.

 A3 (any time, any place, any pace) learning9: As mentioned earlier, for the need to come together at a fixed place at a fixed time is a major constraint. This is particularly true for those pursuing courses in part time mode, the just-in-time learners, adult learners, etc. the freedom to connect to the course setup at any time of once choice and from any place is a major incentive for e-learning. It also enables learners to take to studying when feels is the best time for them to study and hence provides for adapting the TLP to the learner’s individual characteristics.

 Enhanced learning experience: This is very important, but often ignored and under-explored aspect. When exploited effectively, e-learning enables a high degree of personalization and a wide range of instructional methods. Powerful simulation environments, multimedia capability and high-end visualization support enables a learner to relate to the subject much more deeply and hence understand well.

 Content creation: India, despite her IT prowess, is still a poor contributor of content in the Web. Part of the reason is that very few of our teachers are online. While one ones use online courseware from sources such as MIT Open Course Ware (OCW), one rarely consider contributing work to share with the world. Adopting e- learning enables and encourages one to do this naturally, some once work is already online, perhaps with a limited reach and once are comfortable with this, it is a small step to reach out to the world.

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 Enhancing quality of teaching: When one gets into practicing e-learning to any significant degree, one will be creating much of the course material electronically. These are a lot more reusable compared to written notes, used otherwise. These can also be shared with other teachers, can be improved over the years using user feedback and hence results in better quality of material10.

 More systematic feedback and evaluation: Bringing assessment and other activities under e-learning enables to gather much more detailed feedback on various aspects of the course. These include quality of questions, quality of content, qualitative judgment on students’ performance etc. these can be used to enhance the quality of instruction at an institutional level11.

 Learning Environments: An effective deployment of e-learning would address many concerns including content creation, content delivery, assessment, collaboration and communication between faculty and students and among students etc. in addition, support for online assessment would need mechanisms to keep track of marks per student per assessment and also computing suitable weighted total. A learning management system, LMS, is an integrated application that provides all these and more under one umbrella. With one login, one can see and access all relevant aspects of a course12. From an administrative perspective, one would need mechanisms to control access to the course allowing valid students and faculty. In general, a person can be a student of some subject and a faculty in another. Thus most LMSs today provide a user login mechanisms supporting role based access control.

1.4 E-LEARNING AS A PRODUCT IN A CONTEXT

There is an increasing recognition that successful learning required not just quality instructional content but an appropriate context that includes facilitation and an understanding of the learner. The teacher, who supervises the successful deployment an integration of the content into the teaching and learning environment, facilitates this context. The teacher’s role is to find, adapt and deliver knowledge using a variety of techniques appropriate to knowledge domain and the needs of the learner. In terms of e-

7 INTRODUCTION learning, this suggests more away from self-paced instruction and fully online implementation models, toward what is being termed a blended learning approach.

E-learning should not be viewed as just a product, an identifiable artifact of learning objectives, content and interactions. E-learning as a product is a uncertain value until it is deployed in a context that includes its users, technical and organizational attributes the artifact itself has a limited shelf-life and needs to be modifiable, or it will succumb to the pressures of new curricula, changing demographics and favored learning styles and be discarded or completely reworked13. The implications for the concept of repository of learning object are that the database will need constant renewal.

The fact that learning content is almost certain to be used in very different ways and even modified by teachers underscores the importance of flexibility in its design. New authoring tools that allow teaching practitioners to modify selected materials and sequence these materials are becoming increasingly important. New series of Toolboxes recognize the need for custom disability that is growing along with teachers’ expertise to optimize it.

1.5 CONCEPT OF E-LEARNING

E-learning is defined as an interactive learning in which the learning content is available on-line and provides automatic feedback to the students learning activities. E- learning covers a wide set of applications and processes, such as, web-based learning, computer based learning, virtual class rooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet, satellite broadcast, interactive Television, CD-ROM, DVD, audio and videotape, etc14. E-learning can be defined as instructional content or learning experiences delivered or enabled by electronic technology. It is a structured, interactive approach to educating and informing the students, employees, etc.

In 1980s, when computers were not in wide use, instructor led training was the primary training method, which allowed the students to interact with their teacher and classmates. It was costly and time bound training of traditional method of learning. As a result of technological advancement, by 1995 WINDOWS, CD-ROMs, power point,

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DVD came into use. The educational institutions and business organizations tried to make training more transportable and visually engaging via CD-ROMs and DVDs and anytime, anywhere usable training helped to support the traditional teaching methods.

First phase of e-learning 1994 – 1999: the advent of Internet and web browsers, E –mail, HTML, media players led to the development of e-learning with multimedia support. Intranet made easy the transmission of graphics & text, and image information across the world at a low cost and proved to be beneficial for companies and organizations, with a rapid speed of information transfer.

Second Phase 2000 onwards: During this period, with the access of high bandwidth and improved website designs live instructor led education through online in multidimensional environment has emerged, which is more cost effective and enhanced the learning with up to date interactive mode technology.

1.5.1 DELIVERY OF E-LEARNING

E-learning may be considered as a backbone for all educational programs, which can be delivered in two platforms. These are:

 Scheduled Delivery Platform – Scheduled delivery technology is provided through multicasts, like video broadcast over the network, remote laboratories access, virtual class rooms (live web based classes, access to practical in the labs) etc., can be accessed through a network. Though this method of e-learning creates interaction between the teacher and student, it is restricted by time and place requirements.

 On Demand Delivery Platform – The information is provided round the clock and at any place. It includes web based training classes, information resources and interactive CD-ROM services on demand. E-learning can be accessed by a browsing software on any operating system like, WINDOWS, UNIX, MAC, AMIGA etc., over Internet or Intranet environment, by downloading the free web browser software’s like Netscape, Telnet etc.

1.6 CHALLENGES FACED BY THE E-LEARNERS

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The development of E-learning has thrown up new problems focused on the copyright and intellectual property rights implications of electronic text. Students, researchers, staff, employees and other end users affiliated with virtual university or digital libraries should be allowed to print-on-paper excerpts of digitally available works on the same conditions according to which they may make photocopies of print material. The library authority has to discuss seriously with publishers on this aspect in order to evolve some mechanism profitable to users, publishers as well as authors. Users may be charged for each access, downloading from servers and/or each kind of digital library collection15. This would provide a reverse for publishers, authors and libraries.

Security aspect is the most pressing challenge of digital affairs. The Piracies of database, viral invasions, and parallel satellite networking stress are some of the issues for digital libraries are confronted as a way of routine.

Other major challenges are:

 There is no mechanism available to establish standards for internet materials, instruction, design and quality of interaction.  Study materials are accessible only by specified students; licensing problems are unlikely to be serious barrier.  Since course materials are instructionally designed, it hardly provides for individual variations and further revision.  Dangers of increased learner isolation as students learn from the screen, and not through much interaction with their peers and teachers.  Crossing national boundaries creates logistical and organizational problems of distance teaching institutions. The facilities available and aptitude level of European students and developing countries are different.  Operating overseas can also expose one to the all problems of any international business, exchange rate fluctuations, restriction on foreign exchange, and the export of money from the country of operation to pay for services, sources from another jurisdiction, political turmoil, civil unrest and war etc.  Information providers are more interested in profit than quality services.  Lack of organization of information on Internet.

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 Not all sites are updated regularly.  Absence of monitoring mechanism to evaluate the course ware.  Lack of awareness about the use of electronic equipment.  Lack of human interaction, it is difficult to judge how much a student understood a particular topic. In teacher student face-to-face interaction, the teacher can know the level of understanding of each student and accordingly he can try to explain the problem with suitable examples. At present the interactivity in learning is not very much developed.  Lack of expertise not to many vendors/experts is available in the country and abroad as well. Overseas vendors charge too much and also reluctant to import techniques/technology.  Access to Internet in developing countries including India, may not be easy or widespread, in comparison to the developed countries.  Lack of motivation, in a classroom instruction the teacher and students interact in discussing and understanding the subject spontaneously, which creates motivation among the students towards learning. In e-learning, due to lack of motivation sometimes it may appear dull16.

1.7 OPPORTUNITIES AND AFFORDANCES OF E-LEARNING

A growing body of literature, learning and teaching is suggesting that learning is greatly enhanced when it is anchored or situated in meaningful and authentic problem- solving activities. This approach to learning and teaching is founded on the principles of learning by donning and experiencing. It places or confronts learners with authentic situations and scenarios which are motivating and which require learners to carry out tasks or solve problems and reflect upon their actions. While such learning designs are suited for any learning and teaching context of media, their effectiveness and efficiency can be somewhat constrained by the fixed time, space and pace limitations of learning and teaching in conventional campus-based classrooms setting. Similarly, printed by their inability to capture and carry much else other than text, picture and illustrations.

Information and communications technologies, on the other hand, afford wide range of opportunities to compute, store and distribute information and resources of all

11 INTRODUCTION types and formats17. Along with text, pictures and illustrations, these include multimedia- based simulations of complex processes from all sorts of domains such as the biological and medical sciences, agriculture, engineering and educational practice which are not easily or cheaply accessible in real time and settings.

 E-learning can manifest itself in four different ways: I individualize self-paced e- learning online, II individualized self-paced e-learning off-line, III group-based e- learning synchronously and IV Group-based e-learning asynchronously.

 E-learning may also comprise combinations of the foregoing types of activities.

 E-learning is growing in popularity in all areas and levels of education and training.

 The critical attributes of e-learning include flexibility of time, place and pace of study.

E-learning affords opportunities to design learning environments that are authentic, situated in the learning context and also problem based in order to provide students with “learning by doing” experiences18.

1.8 STEPS OF E-LEARNING

University of Bristol advisors described 5 steps that lead to e-learning:19

1.8.1 NEED

First step is to identify the need for e-learning and then working out a strategic plan for the software development and e-learning implementation. Things that needs to be answered are:

 Who will be the prospective users of e-learning?

 What are their knowledge needs?

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 What does their IT understand level for the technology that one may use in our e- learning modules? For example, technology understanding of a school kid differs from that of a science scholar.

1.8.2 PEDAGOGY

This is the time to reflect upon the pedagogy involved, and to re-evaluate and identify the specific learning objectives of the users' learning. Pedagogy is the art or science of teaching. Pedagogy is also sometimes referred to as the correct use of teaching strategies.

1.8.3 RESOURCES

Identify the resources required, both hardware and software. Review the tools available. Calculate the budget for the overall project and the initial capital outlay.

1.8.4 CREATION

This is the main stage of the whole project which involves designing and development. Obtain training and support. Acquire resources to support e-Learning (digital images, video, sound files etc) and finally, effective users induction/training in how to access and use the e-Learning.

1.8.5 EVALUATE

Evaluate the efficacy of the e-learning by staff and users feedback and, if possible, evaluation by a external examiner

1.9 ADVANTAGE & DISADVANTAGE OF E-LEARNING

1.9.1 ADVANTAGES OF E-LEARNING

E-learning is beneficial to education, corporations and to all types of learners. It is affordable, saves time, and produces measurable results. E-learning is more cost effective than traditional learning because less time and money is spent traveling. Since e-learning can be done in any geographic location and there are no travel expenses, this type of learning is much less costly than doing learning at a traditional institute.

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Flexibility is a major benefit of e-learning. E-learning has the advantage of taking class anytime anywhere. Education is available when and where it is needed. E-learning can be done at the office, at home, on the road, 24 hours a day, and seven days a week. E- learning also has measurable assessments which can be created so the both the instructors and students will know what the students have learned, when they've completed courses, and how they have performed.

Students like e-learning because it accommodates different types of learning styles. Students have the advantage of learning at their own pace. Students can also learn through a variety of activities that apply to many different learning styles learners have. Learners can fit e-learning into their busy schedule. If they hold a job, they can still be working with e-learning20. If the learner needs to do the learning at night, then this option is available. Learners can sit in their home in their pajamas and do the learning if they desire.

E-learning encourages students to peruse through information by using hyperlinks and sites on the worldwide Web. Students are able to find information relevant to their personal situations and interest. E-learning allows students to select learning materials that meet their level of knowledge, interest and what they need to know to perform more effectively in an activity. E-learning is more focused on the learner and it is more interesting for the learner because it is information that they want to learn. E-learning is flexible and can be customized to meet the individual needs of the learners21.

E-learning helps students develop knowledge of the Internet. This knowledge will help learners throughout their careers. E-learning encourages students to take personal responsibility for their own learning. When learners succeed, it builds self-knowledge and self-confidence in them. Some other major advantages are:

(a) Self paced

(b) Time and location flexible

(c) Cost effective22

(d) Global teaching phenomenon

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(e) Large knowledge domain to choose

(f) Life time learning options

(g) More streamlined and focused

(h) Diversified field to select from

(i) Sharing of knowledge is easier

(j) Labour savings: Save in training salaries

(k) Access to large amounts of information can be obtained at low incremental cost

(l) Enhance academic productivity

(m) Systematic.

1.9.2 DISADVANTAGES OF E-LEARNING

One disadvantage of e-learning is that learners need to have access to a computer as well as the Internet. They also need to have computer skills with programs such as word processing, Internet browsers, and e-mail. Without these skills and software it is not possible for the student to succeed in e-learning. E-learners need to be very comfortable using a computer. Slow Internet connections or older computers may make accessing course materials difficult. This may cause the learners to get frustrated and give up. Another disadvantage of e-learning is managing computer files and online learning software. For learners with beginner-level computer skills it can sometimes seem complex to keep their computer files organized. Without good computer organizational skills learners may lose or misplace reports causing them to be late in submitting assignments. Some of the students also may have trouble installing software that is required for the class.

E-learning also requires just as much time for attending class and completing assignments as any traditional classroom course. This means that students have to be highly motivated and responsible because all the work they do is on their own. Learners with low motivation or bad study habits may fall behind. Another disadvantage of e-

15 INTRODUCTION learning is that without the routine structures of a traditional class, students may get lost or confused about course activities and deadlines causing the student to fail or do poorly.

Another disadvantage of e-learning is that students may feel isolated from the instructor. Instructions are not always available to help the learner so learners need to have discipline to work independently without the instructor's assistance23. E-learners also need to have good writing and communication skills. When instructors and other learners aren't meeting face-to-face it is possible to misinterpret what was meant. Some other major disadvantages are:

(a) Not immediate feedback.

(b) More load for faculty to prepare instructions.

(c) Infrastructure requirements.

(d) More confusion due to lack of direct interaction.24

(e) Requires more maturity and self discipline.

(f) Dropout rates are more; a lonely way to study.

(g) Not all aspects of training can be covered using e-learning techniques, e.g. Disciplines.

(h) Lack of social impact of peer group in learning and personal development.

1.10 E-LEARNING TOOLS AND TECHNOLOGY

The Framework identifies flexible learning as a learner entered and client-focused approach that makes use of delivery methods most useful to clients. It includes but is not confined to online learning. E-learning as a component of flexible learning is a wide set of applications and processes which use all available electronic media to deliver vocational education and training. It includes computer-based learning education and training. It includes computer-based learning web- based learning virtual classrooms and digital collaboration and uses.

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Online or web-based learning (learning via the internet intranets and extranets) is increasingly understood to be a subset of e-learning (technology supported learning). Over the past few years the VET community has developed a mush sharper understanding of how online learning fits into the wider flexible learning strategy. For this reason the Framework documents distinguish between the umbrella term e-learning and the more specific terms online learning so as to capture better the general intent of the framework to support a range of electronic media (Internet intranets extranets satellite broadcast audio/video tape interactive TV and CD-ROM) to make vocational learning more flexible for clients.

E-learning is discussed with particular emphasis and relevance to online learning and web-based technologies as these represent the area where most of the effort and data is available. This includes the use of ICT to support face to face delivery blended learning and fully online implementations and covers a variety of technologies form e-mail to integrated learning systems (ILS) stand alone or networked.

Most developers still use HTML, Java script, Flash and other such standard tools for e-learning software. But all e-learning developers don’t have access to programming support, or they don’t want to be restricted to simple HTML. This need has given rise to a varied number of commercial as well as open-source software products that could be used as specialist e-learning authoring tools25. Literally speaking, these tools lead to the creation of Digital Learning Environment.

1.10.1 BLOGGING TOOLS

Blogging tools let one create and write to a web-log.26

• Big Blog Tool -http://www.bigblogtool.com/

• Blogger -http://www.blogger.com/start

1.10.2 COLLABORATION TOOLS

Collaboration tools27 can be categorized to following types:

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1. Application sharing-let the presenter share the programs, windows, or the entire screen with participants.

• Exchange Conferencing Server -www.mi crosoft.com/ exchange

2. Audio Conferencing-let the participants talk with each another.

• Robust Audio Tool-www.mice.cs.ucl.ac.uk/multimedia/software/rat/

3. Chat, Instant Messaging and E-mail-Enable text-based conversation in real time and exchange of messages with other e-mail clients using Internet.

• Squirrel Mail -www.squirrelmail.org

• Chat Space Community Server -www.akiva.com

4. Online discussion, Video Conferencing-Online discussion allow users to post messages to a known location where other participants can read and respond to them, while video conferencing tools let the users see and hear one another. Examples:

• Discussion App-www.server.com

• List Manager-www.lyris.com

• VIC (Video Conferencing tool)-www-nrg.ee.lbl.gov/vic/

5. Web Touring Tool-allow participants in a collaborative activity to browse web pages together.

• Multicity Valur Package-www.multicity.com

6. Whiteboard-A whiteboard simulates the communication that occurs when the instructor draws on a wall-mounted whiteboard and then invites a student to contribute to the drawing.

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• Group board-www.groupboard.com

1.10.3 CONTENT CONVERTERS

File format converters can convert multiple files from one file format to another.

• Batch Converter -www.sonicfoundry.com

• Quick Time Player Pro -www.apple.com/quicktime/

1.10.4 CONTENT MANAGEMENT SYSTEMS

These tools do the task of managing and reusing all types of informational content.

• Author IT -www.authorIT.com

• User land Frontier -http://frontier.userland.com/

1.10.5 COURSE AUTHORING TOOLS

Special purpose tools for creating e-learning courses.

• Author ware -www.macromedia.com

• Trainer soft -www.outstart.com

• Web Course Builder -www.readygo.com

• Tool book Assistant -www.click2learn.com

• Quest -www.allencomm.com

• Dazzler Max -www.maxit.com

1.10.6 HELP AUTHORING TOOLS

Special purpose tools for creating online help files.

Author IT -www.authorIT.com

Robohelp -www.ehelp.com

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1.10.7 LEARNING MANAGEMENT SYSTEMS

Simplify the process of administering education and training28. Their primary function is to offer a collection of courses and track what courses learners have taken.

• Digital Think Learning Management -www.digitalthink.com

• Active Learner -www.resourcedev.com

• View Central: e-Learning -www.viewcentral.com

• Virtual Training Assistant -www.risc-inc.com

• Oracle iLearning -www.oracle.com/ilearning

• Knowledge Hub -www.elementk.com

1.10.8 WEBSITE AUTHORING TOOLS

To build and link individual web pages to create an interactive website.

• Amaya -www.w3c.org/amaya

• Dreamweaver -www.macromedia.com/dreamweaver

• Go Live -www.adobe.com/golive

• Netscape Composer -www.netscape.com

1.11 ESSENTIALS FOR E-LEARNING

1.11.1 INTERACTIVITY AND PARTICIPATION

The most important thing in e-learning is to ensure that there should be a high degree of interactivity and participation. That means designing and conducting learning activities in such a way that it should result in engagement with the subject matter and fellow students. Coursework should focus on assignments and projects that are relevant and realistic in nature29. It should involve plenty of opportunities for input from the instructor and fellow students.

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The factor that strongly affects the amount of student interaction and participation is the level of instructor involvement. If the instructor regularly posts messages in the discussion forum or provides comments to students via email, this increases student involvement and participation in a course. So a cardinal rule of good online teaching is that the instructor must participate to get students to do likewise.

1.11.2 MODERATING AND FACILITATING

E-learning requires good moderating and facilitation skills. Moderating involves encouraging students to participate in discussion forums and conferences, ensuring that certain students don't dominate, keeping discussions focused on the topic at hand, and summarizing/ synthesizing the highlights of discussions. Facilitation means providing information that will help students to complete their assignments, suggesting ideas or strategies for them to pursue in their course work, and getting students to reflect on their responses and work30.

1.11.3 FACULTY COLLABORATION

E-learning offers many opportunities for student interaction and it also provided many possibilities for collaboration among teachers and students. Basically the following kinds of collaborations can be thought of:

• Teacher to teacher collaboration

• Teacher to student collaboration

• Student to student collaboration

There is no face-to-face interaction like traditional classroom hence nobody feels ashamed or hesitation to present his/her opinion31. It helps to modify or correct once fault.

1.11.4 STUDENT EVALUATION

One aspect of e-learning process that often generates considerable concern for teachers is evaluation of student performance. They worry that they will not be able to assess student understanding or participation properly. But this is a myth. Actually

21 INTRODUCTION student evaluation can be done far more effectively online than in a traditional classroom setting because of the ease of creating online tests and other forms of assessment32. Online tests can successfully hide students’ as well as teachers’ identity. So the biasness or personal inclination factors can be reduced to a great extent.

1.12 E-LEARNING: AN EMERGING PEDAGOGICAL APPROACH

E-learning refers to learning that is facilitated using digital tools and contents. It involves some form of interactivity, which may include online interaction between the learner and their teacher or peers. According to Kaplan-Leiserson33 e-learning covers wide set of applications and processes such as web-based learning, computer-based learning, virtual classrooms, and electronic collaboration. It includes the delivery of content via Internet, Intranet/Extranet (LAN/ WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM. In other words, e-learning is concerned with learning facilitated and supported through the use of information and communications technology (ICT). It can cover a spectrum of activities from supported learning, to blended learning (the traditional and e-learning practices), to learning that is entirely online. Whatever the technology, however, learning is the vital element. E-learning is no longer simply associated with distance or remote learning, but forms part of a conscious choice of best and most appropriate ways of promoting effective learning.

1.13 NEW GROUND IN E-LEARNING PARADIGM

The library is a hub of any institute or organisation. A hub in a digital network has lots of significance. In that sense, the conventional library should go through some major transformations in terms of its knowledge sources, knowhow of delivery management, and connecting all the above elements with strong bonds. Library is often referred as a heart of the institute of higher learning catering information needs of all the people associated with the institute. As yet, libraries used to furnish the information needs of users by means of their vast print sources. However, now due to the impact of ICTs, this arena is changing rapidly. The new electronic era, having Internet in the forefront, is pushing libraries towards the digital environment. This led libraries to acquire, organise and provide access to electronic resources required for their users. It has made it

22 INTRODUCTION mandatory for these to have both print and non print collections. Non-print collections include CD-ROM/ DVD databases, online full text electronic journals, databases, e- books, etc. ICT applications have helped libraries in terms of space, time, and cost. In addition to these resources libraries have started using ICT in managing various housekeeping activities of the library, thereby reducing the repetitive processes involved in acquisition, cataloguing and circulation of resources, and time of the users and staff. It is the transformation of the libraries and librarians in terms of their tools, media and the modus operandi in knowledge exploration and management.

Figure 1. Transformation of libraries and librarians with knowledge explosion.

23 INTRODUCTION

This has been further complimented by new e-learning environment being introduced in higher education system, where various courses are being offered through Internet, allowing students do away with visiting the universities or colleges. The enhancement of traditional classroom activities with electronic initiatives such as course management system is changing the way of faculty and students access, create, and use information. It is providing new opportunities for libraries to design and to disseminate new services. In other words, e-learning integration offers libraries a powerful medium for reaching faculty and students directly as they engage in teaching, learning, and research. In turn, the integration will enrich services to academic community using traditional library services and offers an opportunity to reach those faculty and students who have began to ignore the library and go directly to the web for their information needs. In other words, libraries have to find strategies for making their resources and services readily available in the environments faculty and students prefer and use, otherwise their existence will be at stake. Libraries in the e-learning environment have already made some progress by providing access to their catalogues, databases, electronic journals, Internet resources, etc. to the user’s community on the Intranet or Internet. However, libraries are still capable of providing many more value-added services, if the following issues are addressed amicably.

1.13.1 PERSPECTIVE OF LIBRARY & INFORMATION SCIENCE (LIS)

The issue needs to be resolved for building the bridge between e-learning and LIS profession are:

1.13.1.1 STANDARDS

The standards need to be taken into consideration for effective utilization of library resources in the e-learning environment. Firstly, the interpretability standard for exchange of metadata and digital objects between different systems must need to be in place. The standards such as Dublin Core for exchange of metadata need to exist. Secondly, standard for seamless resource discovery mechanisms and scalable solutions are required for effective integration of services.

1.13.1.2 COLLABORATIONS

24 INTRODUCTION

The faculty, library, IT, and instructional design departments need to collaborate in developing sustainable and seamless infrastructure. However, very few institutions systemically attain such a coherent strategic approach. Efforts need to be made in undertaking collaborative work from the beginning to provide effective services. Here library can take a lead in bringing together different coherent groups to maximize the best use of library resources and services. In other words, libraries have to deploy their services in a new learning environment using a technology outside their control.

1.13.1.3 COST CONTROL

E-learning environment ensures cost control in the dissemination of information. Even though initial cost of converting resources and services will be higher to suit to e- learning environment, but over a period of time, this will come down, as only maintenance of services will be required in later years. This will have a greater benefit for libraries, as administrators always consider them as spending institutions. Hence, authorities may sanction appropriate budget for libraries to provide access to e-resources and services in the e-learning environment.

1.13.1.4 RESOURCES AND SERVICES IN E-LEARNING ENVIRONMENT

In order to support access to crucial electronic resources, libraries organise online tools to provide metadata for online materials, link online index entries to individual journal articles and provide mechanisms for requesting printed articles. Some of the areas, which libraries can provide access to initiate measures to implement are:

1.13.1.5 ELECTRONIC RESOURCES

Electronic resources are available in various forms such as databases, journals, pre-print archives, working papers, etc. Some of these are priced but many of them are available free of cost on the Internet. Libraries have to devise a mechanism to identifying the resources required for their users and provide access to them through their website or portal on Intranet or Internet. This will enable users to access these resources remotely from their offices or homes, which is a preferred mode of users in the present e-learning

25 INTRODUCTION environment. This will also enable distant learners to get benefit of such services. Low and MacColl have shown that the resource discovery has been overlooked as a function of virtual learning environments (VLEs) by vendors34. Recent digital library work based on open architectures and web services has allowed the initially closed environments of VLEs to be opened in order to allow library resources to be searched dynamically with result sets made consistent through metadata mapping and capable of being displayed in a variety of portal interfaces. In this way, library services have been proactively developed in order to be flexibly retrofitted to learning environments. The value of the service oriented approach has been proved, and user studies have encouraged further development, which is likely to include enrichment of discovered resources with user annotation and other useful information, as well as putting resources into appropriate use such as reading lists.

1.13.1.6 CONTENT MANAGEMENT SYSTEM

In today’s era content management has become absolute necessity. Managing the scattered online information resources, which is growing at phenomenal rate, has now become vital. The user desires to have all information in electronic form from a single point of access. The access point is usually a library website, which provides access to all types of local and remote electronic resources. Hence, libraries have to gear up and establish content management systems using open sources or commercial software such as my library or place to provide customized services to the users.

1.13.1.7 DIGITAL LIBRARY/INSTITUTIONAL REPOSITORY

The Internet era has caused proliferation of electronic documents in all the subjects and also forcing institutions to bring out their publications in electronic format for wider publicity, and distribution. The number of such documents has been increasing steadily at a phenomenal rate thus causing problem of managing these resources. The libraries attached to institutions need to develop digital libraries to have a control and provide access to documents, which are of interest to institute’s employees. Libraries can also develop an institutional repository for providing wider access to their institute’s

26 INTRODUCTION publications. Libraries can develop such digital library systems using any open source software such as Greenstone, D Space, etc.

1.13.1.8 COURSEWARE

Enhancement of classroom activities, beyond the four walls, with electronic documents resulted in rise of course management systems either developed within the institute or by an outside agency. The courseware enables students to have access to resources, including those offered by libraries from a single web space. This makes the most effective and cost-efficient use of institutional resources bringing the library’s traditional role as resource-sharer into the world of digital objects and environments. The courseware environment provides an opportunity for libraries to take their services directly to the students. Libraries can offer access to courseware from their website or portal.

1.13.1.9 DIGITAL/VIRTUAL REFERENCE SERVICE

A digital/virtual reference service is a service requested and provided over the Internet usually through e-mail and instant messaging (chatting) by the library staff responsible for providing reference service to the users. This service is a new way of answering users’ reference queries without them visiting the library. This service is provided using e-mail answering queries over a period of time or through real-time chat messaging services35. Users’ get connected to this service through library website by clicking on a link ‘Ask a Librarian’ or ‘Live Chat Reference Services’. This enables libraries to meet users’ expectations in the web-centric environment without wasting their valuable time.

1.13.1.10 ELECTRONIC DISCUSSION FORUMS

Electronic discussion forum is a special usage of email that allows for widespread distribution of information to Internet users on a given topic. Many times it brings in interesting discussion on the topic among the registered members and also helps in bringing consensus on the topic. Various web service providers such as Google, Yahoo and MSN provide this service free of cost to members in the form of groups. Through

27 INTRODUCTION these lists, researchers in various subject fields, exchange views, expertise, and information on the current topics. In the present environment, it acts as an important tool to keep library members informed about new library collection, services, updates, and upcoming events.

1.14 ACADEMIC LIBRARIES AND E-LEARNING

The majority of the modern academic libraries are digital and e-learning can effectively take place in such kind of environment. Academic libraries apply appropriate communication technologies in support of e-learning and e-research by providing seamless access to electronic resources and services36. Electronic resources include online catalogues, databases, multimedia, online journals, digital repositories, electronic books, electronic archives and online/electronic services. The utilization of cutting edge technologies by academic libraries to provide access to resources and services in support of learning. Teaching and research has benefited both on-campus, part time as well as distance learners. Both students and teachers can undertake learning and research without being in the library. An academic library managing e-learning, may use appropriate technologies to facilitate learning and access to resources and services. It is quite understandable that an e-learning environment can provide both students and faculty with a sustainable infrastructure and seamless access to knowledge, course content, information resources and services, all from integrated service point.

Though not everywhere, yet e-learning has been integrated in the curriculum of most of the universities by different faculties. From the library point of view, it has been a great opportunity to integrate the library resources and services in support of learning, research and outreach. During recent years several bold steps have been taken to integrate e-learning with the academic work.

The initiative which should be taken by the academic libraries, should establish an e-learning support centre which is capable training of the academic staff in integrating the educational technology into the curriculum to provide access to the content. As a part of this initiatives an Educational Technology unit will develop e-learning smart classrooms, along with video conferencing and assignment tools enabling flexible learning and

28 INTRODUCTION teaching with the students studying at their own place. The academic library must have a holistic approach in e-learning whereby different traditional and digital methods and media are integrated in learning and teaching. As faculty and instructors have begun to adopt e-learning strategies as a part of their teaching repertoire, libraries are playing a key role, helping to find and organize resources to complement programmes and courses making use of e-learning in order to provide support to students working through their assignments37.

OCLC (Online Computer Library Center) has suggested that resources must be integrated for academic libraries at the point of need to make these more effective. The role of the academic library for e-teaching and e-learning process can be carried out if the library has two types of requirements filled up: i) Technical and Functional requirements ii) Technical and Cultural requirements38

1.14.1 TECHNICAL AND FUNCTIONAL REQUIREMENTS a) Display and integrate a variety of information windows as part of a learning activity b) Aggregate access (discovery and exchange) to content in any given learning context c) Provide bibliographical tools that permits easy searching and reference completions d) Provide access to tools that render and present content in user customized formats e) Integrate plagiarism software into course management systems to encourage good practice and to assess reliability of content.

1.14.2 TECHNICAL AND CULTURAL REQUIREMENTS a) Embed library resources in course management systems

29 INTRODUCTION b) Integrate third party commercial information services c) Customize portal facilities for storing personal preferences d) Provide easy access to virtual reference services at the point of need. e) Embed training modules to assist in information seeking.

As a part of e-learning an academic library must provide the services to its students and staff from remote access which includes: i) New acquisitions to indicate newly acquired materials for each department. ii) View the patron record to see material borrowed by an individual customer with an option to renew the borrowed material without visiting the library. iii) Request for material that are borrowed by another user. On return of the material, communication is sent to the user who made the request to come and borrow the material. iv) Users can suggest additional items that the library should acquire based on their need. The request can be made online. v) Material placed on reserve by lecturers for specific courses. vi) E-mail communication is provided through the system to enable a two way communication between the user and the library. vii) Online charges and fines are made available to users. viii) Searching for past examination papers by faculty, department and course numbers providing access to full text.39

1.15 ROLE OF LIBRARIANS IN E-LEARNING

Academic librarians generally serve the subject academicians by providing information regarding teaching, learning and research. Now a days academic librarians are a part of e-learning process and are actively participating by providing online and in

30 INTRODUCTION person modules, guides, subject and class based lists, as well as reference (synchronous and e-mail). The librarians offer classes and courses on research strategies, help students in determining useful scholarly resources, work with the faculty in planning and developing distance education courses (in particular online courses) to integrate concepts of information literacy throughout the curriculum. Faculty need support in these activities because the ability to articulate information needs, find appropriate information resources and critically assess the results of an online search are key to success in e-learning and this leaves the faculty to focus on course content40. In the case of libraries what is good for the online student is also useful for the campus based student. The librarians facilitating the e-learning are establishing a positive relationship between the academic achievement and use of open shelf library books.

The librarians should play a dedicated role in supporting instructors and administrators to realize the potential of e-learning through the provision of service models unique to libraries. Librarians somewhere have found to develop web based modules to support course integrated instruction session, encourage students to actively follow the librarians’ presentation using their own topics for selected searches. Students receive Immediate feedback on search strategies during the session can return at any time to refresh their skills for subsequent assignments. Reference staff uses the material to guide students in using information resources specific to their assignments at the reference desk. This blended approach to information literacy offers students and instructors with an ability to address diverse learning styles and encourage active participation along the presentation to a 24/7 access that may foster increased student contact with the librarians. Many librarians especially university librarians are working with online course developers as well as instructors in traditional courses to provide online guides and help for library research; these include modules that introduce students not only to specific resources but to critical evaluation of resources, specific about thesis preparation and the like. As with face to face library connection, these modules are very effective when integrated into course and research material provided by the instructor. The requirements on the part of the librarian to be a part of e-learning are:

31 INTRODUCTION i) Must be proactive in questioning the selection of learning management systems and complementary e-learning tools by faculty and departments. ii) Actively seek representation through appointments to committees that deal with selection, management and governance of online instructions systems on their campus.

1.16 IMPACT OF WEB-BASED E-LEARNING SYSTEMS

The emergence of web-based e-learning systems through Internet facility has great impact on every facet of library activities and information services. Library and information professional of the future academic libraries face the following paradigm shifts due to the rapid developments in the ICT and WWW technologies:

 Transition from procuring and managing print media to electronic media  Changes from passive user to active user in the e-literacy environment  Concept of web-based networked environment  Disseminating information on demand to proactive digital information services  Providing information service to facilitating access to e-information service  Transition of developing the normal collection to e-resources (e-books and e- journals)  Individual works to team works.

1.17 ROLE OF DIGITAL LIBRARY IN E-LEARNING

Libraries are not the mere store house of books, the modern library with the explosion of information technology has led to a paperless society, digital and virtual libraries the www (World Wide Web) has opened up electronic information and the users want that information in a refined manner. The traditional libraries occupy more space, but the documents are being digitized so, it occupies less space. The main features of digital library are as follows:

• Information is stored in digital form;

• Information sources are amenable for computer access;

32 INTRODUCTION

• Facility for multi-user search;

• Offers network accessibility

• Provides user-friendly interface;

• Facility to browse, selects, retrieve, and download in the user computer;

• Facility to have any number of copies, if required;

• Sometimes, rare and expensive material is available.

Digital libraries are set of electronic resources and associated technical capabilities of creating, storing, searching and dissemination of information. Digital libraries are playing a vital role in online learning education system. Most of the digital libraries are dedicated to supporting higher education and research and they justify their investment in digital development as a powerful means of realizing the larger institutional goals of the academic community they serve41.

One reason for using digital libraries in E-learning is that it can store and manage large amounts of digital content such as full text, course materials, bibliographic databases, library catalogues, image and audio clips etc. Thus it provides an environment to bring together collections, services and people in support of the full life cycle of creation, dissemination and preservation of data, information and knowledge42. Another reason to use digital libraries is that using various electronic tools, learners can search text materials and images easily and quickly, which can be applied broadly across all kinds of institutions. Advance intercommunication technology, sophisticated search engines, and affordable cost, large storage of digital content are the other reasons to implement a digital library in modern education43. Other advantages of digital libraries in E-learning are:

• The library would allow learner to use electronic resources from anywhere, without even knowing where it is stored geographically.

• One copy of the documents could be viewed by any number of users simultaneously.

33 INTRODUCTION

• It can be used for increasing course delivery for a large number of clients at a particular point of time.

• Study materials need never go out of print, and new editions can easily be created. One can carry several titles at once on a portable reader and, over time, build a personal library.

• It would be easy for non-specialist to use due to the simplicity of operation.

• Links to publisher’s sites for full text journals.

• It provides and facilitate online and on demand enrolment, study and examinations,

• Search result will be delivered to an e-mail box to the user’s choice.

• Protecting rare books that are rapidly deteriorating due to over use and poor storage conditions.

• It is cost – effective and cost-efficient for its ability of reuse.

• It provides faster learning, increased access, clear accountability and equal education for everybody; the web is available on the desktop.

• It provides current information and helps in research work. To cope up with the advancements in technology, production of information in multidimensional forms, it became essential for a person to pursue additional knowledge at all times to keep him/her up-to-date in his/her field of interest. These factors are directing to the learning. The virtual conferences, collaborative work on projects, which are shared among institutions, exchange of useful material and experience among teachers provide up to date information for the research.

1.18 FUTURE OF ACADEMIC LIBRARY PROFESSIONALS IN E-LEARNING

The changing role of library professional implies a set of updated skills needed for facing the challenges created by the latest web technologies in the e-learning environment. The emphasis will shift from technical skills in the library to

34 INTRODUCTION communication, facilitation, training and management skills. Although technology presents the librarian with ethical challenges, the librarian is to be ready for the role of information professional in the connected networked world and they have to acquire skills that can be contributed to success in their new roles.

1.18.1 LEADERSHIP ROLE

One primary role of librarians is to provide leadership and expertise in the design, development, and ethical management of knowledge-based information systems in order to meet the information needs and obligations of the patron or academic institution. In the future, as now, one can expect the virtual library to be the organization that identifies, selects, negotiates for, and provides access to an incredible range of information resources on our behalf. At present, lot of virtual libraries have been created and managed by various institutions and organizations for e-learning and teaching professional44. Hence library professional should enrich their management skills to play leadership role in the digital future, for organizing, managing and disseminating e-literacy to users.

1.18.2 PROACTIVE INFORMATION PROFESSIONAL ROLE

The modern trend is for the role of the librarian to move from that of a passive intermediary role responsible for guiding patrons to appropriate information resources, towards that of a much more proactive professional role which includes analyzing and repackaging information, content information management systems and institute digital repository management systems.

1.18.3 ROLE OF LIBRARIANS AS MASTERS OF WEB

To face the challenges of the virtual learning environment in educational institutions, librarians are becoming masters of the Web. Librarians create powerful web sites such as the National Library of Medicine’s PubMed database. They create their own website as an easier way to share with others what they know. They gather electronic information and create electronic pathfinders and front-end search tools to help users for accessing the required information45. Academic Library professionals create online tutorials and instructional web pages to help patrons for performing the best searches.

35 INTRODUCTION

They provide links to websites on specific topics and lead patrons to these evaluated sites as a starting point for retrieving related and relevant information.

1.18.4 ROLE OF INFORMATION SCIENTISTS IN DIGITAL LIBRARIES AND E-LITERACY

Librarians have to change their role in the e-learning environment by participating in e-learning experiments and becoming involved in universities’ e-learning centers. They should invest in procuring e-learning tools and software and should develop their e- learning and ICT skills. Hans Roes46 addressed changes in education in general, and then focused on strategic opportunities in education for libraries. The opportunities for libraries, he mentioned, included: • Developing digital libraries as natural complements to digital learning environments to support educators with respect to the selection of adequate resources for a given course;

• Managing and indexing digital student portfolios and integrating them with other information resources offered by the library;

• Teaching information literacy to educate future knowledge workers, in traditional ways or via Internet-based instruction modules;

• Collaborating as part of multidisciplinary teams of experts to design courses;

• Providing a learning center to serve as a physical learning environment suitable for more active learning styles.

1.18.5 ROLE OF DIGITAL SPACE MANAGER OF ACADEMIC INSTITUTIONS

The librarian has an important role in making digital space accessible to members of an academic community on campus and beyond, in addition to providing physical space for assembling communities of interest. A number of faculty members have data sets that they may wish to post for review and comment by colleagues on or off campus. Some academic and research libraries have expanded the concept of providing access to scholarly work by becoming electronic publishers of faculty projects and by providing

36 INTRODUCTION institutional repositories, where faculty can store their scholarly work under the stewardship of the library. Librarians also can participate in the institution’s e-portfolio program, in particular, by providing advice and expertise on information policy issues and preservation strategies.

1.18.6 ROLE OF E-RESOURCE MANAGERS

Academic and research libraries have a major role in ensuring that they and their home institutions remain vital players in the changing terrain of information and education. Faculty may not aware of copyright issues and do not know what material is electronically available or licensed by the library. Virtual learning systems can be connected to library systems, through the integration of library systems at the back end via the technology components, and through the close liaison and involvement of library staff in VLE development, i.e. the human component. MacColl47 says that: “VLEs are changing the way learning and teaching is delivered and will soon be ubiquitous. Libraries must assert their traditional role as resource managers in this new environment of web-based courses”.

1.18.7 VISION OF THE FUTURE ACADEMIC LIBRARY PROFESSIONAL

Technology will continue to change, and libraries and librarians have to use the changing technology to provide the best access and service to their patrons. Electronic information creates challenges for the library community at its very foundation, moving it away from the traditional paper-and-print format to an ethereal world of circuits and connectivity. The library is no longer defined simply as a building or a physical repository that houses information.

So the essential future vision of the academic library professional to achieve the necessary information-transformation and to face the digital information needs of the user should concentrate on the following:

• The vision of the future academic library professional must be to create a World Class Networked Global Library and Information Centre to provide web based quality information service to the user in time in the e-learning environment.

37 INTRODUCTION

• The librarians must change the library environment as pathways to high quality information in a variety of electronic media and information sources48.

• Library professional must assert their evolving roles in more pro-active ways, both in the context of their academic institutions and in the context of increasing competitive markets for information dissemination and retrieval.

• The vision for the 21st Century librarians must offer electronic teaching and learning both to guide and beckon the library profession as education leaders. They should shape the library programme and serve as a tool for library media specialists to use to shape the learning of students in the academic institutions49.

1.18.8 E-LITERACY LEARNING ENVIRONMENTS AND DIGITAL FUTURE OF THE ACADEMIC LIBRARIES

E-learning is a means of becoming literate, involving new mechanisms for communication, such as: computer networks, multimedia, content portals, search engines, electronic libraries, distance learning, and web-enabled classrooms. Different web based applications such as email, real-time conference; Web Cam, etc. are being used as important tools in the process of e-learning.

Technological innovations have brought tremendous changes in the whole education process and have led to a paradigm shift from teacher based education to a learner based education system. Developments in the electronic networking frontier have changed the whole dimension of the education system. This has brought a shift from the ‘just in cast education’ to ‘just in time education’ system. Internet, another cost-effective solution of reaching out to the learners at a distance, is gaining ground throughout the world. It is acting as a catalyst for change in the education process. It has taken education beyond the classroom and lecture hall into a new era of networked and collaborative learning.

Since the aim of e-learning environment in education is to enhance students’ learning opportunities by enabling them to partake in global, team based educational projects, in which they directly experience different cultural contexts and access a variety

38 INTRODUCTION of digital information sources via a range of appropriate Information and communication technology, the future academic library professional should change their role by developing new standards and skills accordingly to meet the future digital information needs of the users.

Today almost all the academic institutions, universities and college libraries have been automated by library software and have become connected with Internet, intranet and extranet facilities and through which they are providing access to relevant e-journals and e-books by proxy-server based networks50. So the future of the academic library services may be changed accordingly to fulfill the needs of the patrons in the e-learning environment.

Libraries have an outstanding potential as the third place, after home and work with learning, inspiration and entertainment. Hence it is very essential to change the environment, structure and interiors of the academic libraries according to the digital information needs of the user and the future library should not have collection storage as its main function. E-learning opportunities must be enabled by the library professionals to the user in global level to access a variety of digital information sources via a range of appropriate World Wide Web technology.

E-Learning is a catch-all term that covers a wide range of instructional material that can be delivered on a CD-ROM or DVD, over a local area network (LAN), or on the Internet. It includes Computer-Based Training (CBT), Web-Based Training (WBT), Electronic Performance Support Systems (EPSS), distance or online learning and online tutorials. The major advantage to students is its easy access. So, providing access to online e-journals and e-books through networks will enhance the self-learning knowledge of the user.

1.19 E-LEARNING FOR INDIAN HIGHER EDUCATION

E-learning refers to the use of Information and Communications technology to enhance and/or support learning. It covers a wide range of tools and technologies including e-mail, internet, video streaming and virtual classrooms. E-learning in context of a student connecting to a network and accessing course material, getting his queries

39 INTRODUCTION answered and collaborating with teacher and/or include asynchronous tools like usage of course management system or learning management system and synchronous tools like video streaming and virtual classrooms. The student has option to select what he wants to do, within the broad profile of his study plan.

1.19.1 E-LEARNING INITIATIVES IN INDIA

E-learning is a new technology in the field of education. At present it can support the traditional teaching and learning but it cannot be recognized and accredited. E-learning will suit a country like India which is spread over a vast geographical area. E-learning with its wide accessibility can reach the learners, having a telephone line, a modem, a Net connection and a machine, who are dispersed over a large area51. It is sure e-learning is the only way by which one can make India, a knowledge based society.

 In 1984, the Government of India started a project called CLASS (computer Literacy and Studies on Schools). As a result of this project; computer literacy is made compulsory for classes XI and XII. The infrastructure for the computer science teaching, like computers, electricity and other fittings were brought by the respective state governments. In the 7th five year plan 2598 schools & in the 8th five year plan 2371 schools started computer literacy, laying foundation step towards E-learning in India.

 Under the Education Technology Scheme 1987, Audio-software (cassettes) and videocassettes were provided to the schools for training the students. Bihar, U.P, Orissa, Maharashtra, Gujarat, Kerala and Andhra Pradesh started broad casting educational programs through radio and Doordarshan. By the year 1999 the state governments for the primary schools sanctioned 75,903-color televisions. At present, in India, many schools-both private and government aided-started computer science as a subject and the schools have augmented the infrastructure with Television, audiocassettes and videocassettes, CD-ROMs etc. In Indian schools, the future development can be attributed to E-training.

 During the year 2003, Indian Government launched an ambitious project of E-learning and E-governance and planned to spend $2660 million in the next four

40 INTRODUCTION

years. The main aim of this project is to take E-learning to schools in every district across the country. This project, will ultimately cover 6,00,000 schools in India. Karnataka State Government launched another major E-learning project in 2003. The Government of Karnataka and IBM India signed a Memorandum of Understanding to promote E-learning within the state. Under the project, IBM will develop an E-learning platform for BITES (Board for IT Education Standards) for higher technical educational institutions in Karnataka. The E-learning platform with the Government of Karnataka will create one such eco- system and develop educational institutions in the state as Centers of Excellence. Next few years will determine whether or not the dream of making E-learning available to our billion strong populations becomes a reality.

 A number of private companies and institutes such as NIIT, APTECH, Institute of Management Technology, Ghaziabad, Gurukul Online Learning Solutions started offering E-learning programmes in various disciplines including computer science and information technology.

 University Grants Commission Higher Education Project-UGC with collaboration of INSAT, started COUNTRY WIDE CLASS ROOMS on 15th August 1984, to upgrade and enrich the quality of education, while extending their reach. In inter university consortium for education communication (CEC) along with a chain of about 20 audio-visual media. Mass Communication Research centers were set up by UGC at different institutions of the countries.

 IGNOU Doordarshan Telecast-Indira Gandhi National Open University started telecasting educational programs from 1991, for distance learners. Now five days a week is telecasted on Doordarshan channel.

 GYANDARSHAN Educational Channel-Ministry of Human Resources Development, Information and Broadcasting Prasar Bharati and IGNOU launched GYANDARSHAN jointly on 26th Jan 2000. It is an exclusive educational TV channel in India; working jointly with SIET, NOS, DST, NCST etc. and at present it transmits educational programs round the clock. The programs from partner

41 INTRODUCTION

institutions are telecast for 23 hours a day and foreign programs for 1 hour a day. The programs of IGNOU, CIET-NCERT are telecast for 4 hours, each, IIT programs for 3 hours, each, CEC-UGC programs for two and half hours and one hour each for IIIT and Adult education52.

 EDUSAT provides education to millions of people at their doorstep. It is the world’s first educational satellite in India launched in 20th September 2004. It enables information to be broadcast in local languages and devoted to long distance learning in India53.

1.19.2 E-LEARNING PROJECTS IN INDIA

Indian E-learning project is the NPTEL project. NPTEL (National Programme on Technology Enhanced Learning) was conceived in 1999 and funded by MHRD (Ministry of Human Resource and Development). Under the project 7 NTs ( Indian Institutes of Technology) and M. Sc. (Indian Institute of Science) Bangalore worked on the Rs 20.5 crore project from 2003 to 2006 to create 112 video courses and 116 web courses. All these courses are on undergraduate engineering topics and made to meet most of the requirements of an engineering undergraduate program (at any Indian university). These causes are available to student working professionals and colleges (both government- aided and private) at virtually no cost or very low cost.

One of the observation is there is lot of interest (more so during initial launch period) but it is not getting converted into results. The students institution still need to be able to coverts this into a usable experience and improve their learning.

Another commercially successful initiative is MBA Programmes being conducted for working professionals using satellite Video technology by institutions like IIM-Calcutta, IIM-Calicut, IIT-Delhi, IIFT, IIT Bombay etc. This was done by these institutions using services provides by companies like Hughes Net (formerly Hughes Direcway). The author could not find reliable information on number of students using these programmes but it is estimated at close to 10,000 annually. Hughes Net itself has 2000 such centers in India. This is a successful example in the sense that is met the demand for quality education for working professionals in the city where they are

42 INTRODUCTION located. It has been an economically viable model for the institutes the technology providers as well as the students. It will do well to enlist what made this a success-

1. Premier institutes like IIMs, IITs, XLRI etc. provide faculty who take the classes, run the programme ensure quality and institutes provide certificates to students. Institutes spent valuable faculty time and effort in creating and upgrading courseware specifically foot these programmes during the last 10 years or so.

2. The vendor companies opened centers across India, for students to come in and view lectures and attend classes.

3. Satellite-based video technology is used to beam live lectures form the institute studio to the centuries Learning Management System software is used to supplement this for giving assignments reading material and collaboration among student and faculty. The companies also set–up studios in partner institutes to enable lecture beaming.

It was a comprehensive solution encompassing quality content great technology and services (marketing infrastructure etc) to meet student need.

Sarkshat Portal form MHRD is another well known E-learning initiative. Modelled on lines of MIT OCW it has been designed and developed by IGNOU for Ministry of HRD as a repository of eBooks e-Journals Digital Repository and other student-relevant information. Study material is classified into various topics.

Another related initiative again form IGNOU is e-Gyankosh-another digital repository for learning resources. It has been developed with the objective of long-term preservation of learning materials.

Some of the other lesser known E-learning initiatives/projects in India are -

1. Amrita Vishwa Vidyapeetham - This initiative launched in 2004 used satellite technology to connect 4 campuses of Amrita University located in 4 cities of south India. There is a collaboration with US universities also the project was expected to expand to 200 universities. It was based on technological support form ISRO.

43 INTRODUCTION

2. BITS Pilani - It has established a virtual university with DIT sponsorship. BITS has been one of the pioneers in distance education. BITS has been providing courses for working professionals in distance education mode leveraging technology54.

3. Jabalpur University - It started a new interdisciplinary “Masters in Multimedia Development” course in 2000-01 as a distance education course using print material CD ROM and web-based learning environment. Technology was provide by CDAC Kolkata and CMC.

4. Aligarh Muslim University - It worked on a project in 2006 -2007 to take its distance education programme online, starting with a few courses which are industry- relevant.

5. Central Institute of English and Foreign Language Hyderabad - It had a project for online learning software set-up and usage in 200655.

6. Others - Many other university and colleges had small projects/ initiatives where they bought software & hardware technology products got content development done for E-learning launch. It included the likes of Hyderabad University Kerala University, Terna College Mumbai MDI Gurgaon, etc.

1.20 DELHI UNIVERSITY LIBRARY SYSTEM: A PROFILE 1.20.1 UNIVERSITY OF DELHI

The University of Delhi is the premier university of the country and is known for its high standards in teaching and research and attracts eminent scholars to its faculty. It was established in 1922 as a unitary, teaching and residential university by an Act of the then Central Legislative Assembly. The President of India is the Visitor, the Vice President is the Chancellor and the Chief Justice of the Supreme Court of India is the Pro- Chancellor of the University.

Ever since its inception, a strong commitment to excellence in teaching and research has made the University of Delhi a role-model and path-setter for other universities in the country. Its rich academic tradition has always attracted the most talented students who later on went on to make important contributions to their society.

44 INTRODUCTION

The University has grown into one of the largest universities in India. At present, there are 18 faculties and 86 academic departments with 145335 regular students (UG: 124494, PG: 20841) and 266175 students (UG: 262837, PG: 3338) in non-formal education programme.

1.20.2 DELHI UNIVERSITY LIBRARY SYSTEM

Delhi University Library System (DULS) has more than 34 libraries in its fold. These libraries, spread throughout the university campus, meet the information requirements of various academic communities. Presently DULS hold 14.5. lakh documents, 1477 current periodicals 5 lakh bound volume of periodicals, 3000 CD ROMS, 670 valuable manuscripts, 20,000 M. Phil., Ph. D. dissertations and thesis. The traditional library services are provided to large user communities which consist of 5,700 P.G. Students, 1,100 faculty members, 4,100 researchers in different subject. However, access to electronic resources is provided to larger user communities, which also encompasses the colleges in addition to the university campus. In totality access to electronic resources is provided to 2,25,000 students, 7,000 faculty members, 4,100 researchers and having annual budget of more than 4 crores.

The e-resource subscription DULS is at par with any international university of repute. The university has advanced its web activity with the subscription of 40,000 E- journals through 64 high quality electronic databases being made available through campus network to teachers, students and research scholars 21 more databases are also accessible through UGC-INFONET Digital Library Consortium. Important open access e-resources are regularly culled out and listed on the DULS website for access56.

1.20.2.1 DULS E-RESOURCE PROMOTIONAL ACTIVITIES In view the large amount of information resources, especially the e-resources; the huge amount being spent on its subscription; the heterogeneous user community including the under graduate and post graduate students, researchers, scientists and faculty members; the wide geographical spread of users to the colleges, Delhi University Library System (DULS) has planned and regularly conducting various e-resource promotional activities under Information Literacy Program (ILP).

45 INTRODUCTION

The planning of ILP found various reasons that affect the use of e-resources in teaching learning and research. Surveys showed that lack of access, lack of knowledge of what is available, conservative attitudes and lack of computer skills, were often significant obstacles to the use of e-resources Adams and Bank (1995)57, Budd and Connaway (1997)58, Kaminer (1997)59, Zhang (2001)60. Similarly, Tenopiretal (2003)61 note, both the availability of full text e-journals and work is conducted in a specific scientific field affect use of e-journals.

The relevance criteria are also likely to influence information search strategies and e-journal use pattern. Studies show that topical relevance and paradigmatic relevance are two different relevance types. Topical relevance is usually the primary relevance criterion in the natural sciences where as paradigmatic relevance is usually the primary relevance criterion in the humanities. E-journals and databases are likely to be used more heavily in fields in which topical relevance is the primary relevance criterion and less in fields in which paradigmatic relevance is the primary relevance criterion.

1.20.2.2 INFORMATION LITERACY PROGRAM (ILP)

Information Literacy can be defined in terms of a set of competencies that an informed citizen of an information society ought to posses to participate actively and intelligently in that society. According to Jeremy Shapiro and Shelly Hughes Information Literacy is a new liberal art that extends from knowing how to use computers and access information to critical reflection on the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact62. Thus Information Literacy is not only knowing how t o use computers and access information but also evaluating the nature and impact of information in relation to its technical infrastructure and its social, cultural and philosophical context.

The American Library Association’s (ALA) Presidential Committee on Information Literacy, final Report defines Information Literacy, as, a “set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”63. In other words information literacy is a set of skills, which enables the individuals to recognize his/her

46 INTRODUCTION information need. In addition it also enables to locate, evaluate and use the needed information effectively.

An analysis of the above definitions and a review of the related literature reveal the following aspects of information literacy, which should be kept in mind while planning any information literacy programme. These aspects may be termed as components of a information literacy program. The very important aspect of information literacy is tool literacy. It is the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.

The resource literacy is another important aspect. It is an important aspect for conducting information literacy programs in academic institutions. It is the ability to understand the form, format, location and access methods of information resources. Research Literacy is another aspect. It is the ability to understand and use the IT based tools relevant to the work of today’s scholars and researchers. The other aspect of Information Literacy is Critical Literacy. It is the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.

Last but not the least aspect of information Literacy is regarding emerging technology. Technology never stands still, it always advances. This is the ability to adapt, understand, and evaluate the emerging technologies and make use of the continually emerging innovations in IT so as to make intelligent decisions about the adoption of new technology.

Information Literacy is basically a library instruction program. It focuses on content, communication, analysis, information searching and evaluation. In view of the contemporary environment of rapid technological change and proliferating information resources Information Literacy in libraries have become increasingly important.

1.20.2.3 E-RESOURCES ORIENTATION FOR P.G. STUDENTS

47 INTRODUCTION

DULS is regularly conducting e-resources orientation for the post Graduate students, in the class room environment. It is being conducted through high quality interactive power point presentations comprising of textual, audio and visual information. The presentations consist of defining information needs, various sources and formats of information available, advantages of e-resources over printed resources, searching techniques, various search options, and coverage, features and search strategy of each database concerned with the subject. Multimedia resources as images and videos on the concerned concepts are also explained to the audience. Besides, some important e- resources such as Subject Gateways, Electronic Journal, Electronic Books, and subject specific websites from public domain covering the subject, which are regularly culled out and listed on the DULS website, is also being explained in each department.

1.20.2.4 E-RESOURCE ORIENTATION FOR FACULTY MEMBERS

In addition to its vast university campus, University of Delhi has also got large number of constituent colleges in different locations spread over throughout the Delhi. All the e-resources are also available to the information users of these colleges. It was again inevitable on the part of DULS to orient the users of these colleges to all the available e-resources. For the purpose four power point presentations on DULS subscribed databases, UGC Infonet databases and open access e-resources available in public domain are prepared explaining the scope, coverage, features, and search methods for all the databases. A presentation on Online Search Techniques is also prepared explaining the various search techniques, limiting or expanding search, common search platforms etc. Each of the search technique is supported by the live example on particular database.

Initiation of e-resources orientation program for college teachers, all the colleges have been grouped into six zones. DULS, on the basis of availability of infrastructure, schedules the program in one of the colleges in a zone and faculty members from other colleges in the same vicinity are invited to attend to the college hosting the program. This is quite a popular program among the college faculty members.

1.20.2.5 WORKSHOP ON E-RESOURCE AND BIBLIOGRAPHICAL CITATIONS

48 INTRODUCTION

On completion of the first phase of ILP in different departments for post graduate students and college faculty members, as a next step, DULS has started conducting one day ‘Workshop on E-Resources and Bibliographical Citations’ for Social Science Research Scholars with the financial support from NASSDOC, Indian Council of Social Science Research, New Delhi. Two such programs has already been organized in the year 2006 and 2008.

A total of 200-250 P.G. Students and Research Scholars have attended the program each time. The workshop emphasized on IPR issues; plagiarism, how to avoid it; standard citation of references using Chicago Manual of Style; evaluation of electronic resources etc in addition to the areas covered in the presentations for PG Students.

1.20.2.6 HANDS ON TRAINING PROGRAMMES

The e-resource orientation programs at colleges received over whelming response and as an extension to the orientation programs receiving regular requests from most of the colleges for hands on training to the faculty members for effective utilization of e- resources in teaching and research.

Responding to the demands DULS has started providing hands on training to the faculty members in the colleges. For the purpose, depending upon the availability of computer terminals, the faculty members are divided into groups. Each group consists of faculty members from the same subject group or related subject group. Each group attends the training for two days, first day for DULS subscribed databases and second day from UGC Infonet databases.

1.20.2.7 DULS WEBSITE

The DULS website is created as tool to serve the user community. It serves as a channel of communication for various activities of the library. It works as a knowledge portal to all the library users. Along with the electronic recourses it enlists various other activities related to the library. The website is updated at regular intervals. It is suitably linked with the University of Delhi website. It provides up to date information on library collection, library rules and regulations, online services, links to the major libraries of

49 INTRODUCTION

DULS, e-journal databases, publications of library professionals, link to other central Universities in India. It also serves as a gateway to announce new initiatives and activities.

As far as electronic resources are concerned, DULS website enlists all the resources on a single web page termed as ‘Online Services’. It further provides links to subscribed databases, UGC-Infonet databases, public domain databases, OPAC, DELNET, JCCC@UGC-Infonet, popular magazines, etc. Through the ‘Online Service’ webpage users get access to all e-resources, which are further listed on separate page with a brief description. A screen shot of the DULS website is given. The URL address of the DULS website is http://crl.du.ac.in/

1.20.2.8 E-MAIL ALERTS

DULS is regularly updating for the availability, subject coverage, and search techniques, common search platform and various other features of e-resources to the faculty members. Periodically complete information of an individual database is created with all possible hyperlinks and the same is mailed to the faculty members. E-mail keeps the user up-to-date as far as the databases are concerned. Once the users are aware of the availability they will use it. Besides, they provide e-referencing services. Users send their queries through e-mails regarding various library services and especially for e-resources. The queries are promptly responded by the reference staff.

1.20.2.9 BROCHURES AND PAMPHLETS

Product brochures, pamphlets, book marks etc. are regularly displayed and distributed among the academic community of the University. These brochures and pamphlets provide a fair idea of a specific database, its subject coverage, searching features etc.

50 INTRODUCTION

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