Integrating E-Learning into Higher Education

Abstract

The paradigm shift from teaching to learning is rapidly gaining force and credibility, thus leaving prominent international institutions of higher education worldwide with no choice but to meet the challenge by integrating online learning within their curriculum. This strategic move towards e-learning has been largely facilitated by the rapid expansion of information technology namely, the power of the Web and the increasing access to the Internet. The implications of the online learning for students, faculty and institutions are profound and are affecting the fundamental educational values. Online learning is transforming the conceptual as well as the physical dimensions of the learning equation and creating new realities within the landscape of the teaching/learning milieu. This new learning environment requires new attitudes, new terminology, new methods of delivery, and new means of assessment supported by congruent and accommodating technological infrastructure that enables e-learning to fulfil its potential and make it possible for universities and institutions of higher education to assume their leading role in the post ‘chalk and talk’ era.

In addition to an extensive review of relevant literature, this exploratory study draws on the personal experience of its author with e-learning while teaching at one of the pioneer universities in the field of distance learning. The paper argues that the time has come to embark on a major shift in focus aimed at developing and implementing a more practical and coherent e-learning environment in our universities and institutions of higher education. The need for such a shift in focus becomes more imperative in light of the new perception of e-learning as an instrument of reform intended to develop independent and resolute individuals capable of dealing with uncertainty, and using acquired knowledge in a constructive manner that goes beyond scoring high marks on quizzes and passing school examinations.