William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Technology and e-Learning
The one thing that we can all agree on is that technology and e-learning definitely change the dynamic of the learning process. True to the nature of authentic learning, e-learning offers a platform where a learner is encouraged to think independently and discover different ways of receiving information. As indicated by Bill Cope and Mara Kalantzis, e-learning platforms offer a different dynamic to learning in the form of convenience and cost-effectiveness. They also cater to one’s learning preference by options such as games and simulations. And even though one may not be within the traditional setting of a physical classroom, one can still have support in the form of discussion forums with peers.
Paradoxically, in a world that favours advancement driven my technology, there will always the matter of those left behind due to its adverse effects. While technology brings about convenience, expedition and cost-effectiveness, acquiring the tools thereof may be costly. And what happens if the only platform available is online learning and one has no electricity? Benjamin
Bloom also refers to “mastery learning”, which refers to a child learning at their own pace and receiving “recursive feedback”. This system is one which cannot be afforded to those who do have access to technology.
For as long as we will have those who will be left behind, can we ever truly and fully declare that technology is for the benefit of society as a whole? Perhaps just like rice bags that are constantly thrown on the heads of the needy, technology should also be made part of the package-along with the support systems that keep it running.
https://cgscholar.com/community/community_profiles/new-learning/community_updates/44890
https://d1311w59cs7lwz.cloudfront.net/attachment/104715/d0dde9bad0121c2a40fa666bf1faea3646c7fa4d/1._20Conceptualizing_20e-Learning.pdf?Expires=1751022252&Signature=BZwBKnwSoERq3kEcw8GypLQAcRSVoHV8W0y~BKdWiylI0smoksUhRgVccKEeZObeTclm6tVCkmfHRop353PWLOBtaIECEguF5KjxEDrit-m~339XKsHwht8ywU0LlLuezlbzU~bKsbU0hsmE9yDlfug5lYqtdu8UIwYlJ9iJAF~JCIVorpYnFJYKbh1MYUlcebK4d6XpUI7zJtKSoI~OXTPZs20CEj4ULllplYViOY5N-YNQcZjKKYFrIP2-4O5P3Splehnrqo2VtaHZyHX-0sPalG8MEHbFJQNE5Lz1Wh-e4jQljzXI2nJjkjP8rBSnJwPWAVQGlC0rqBOQcbx15w__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA
I completely agree with your point of view, @Moroa.
For students living in areas without access to electricity, one practical suggestion would be to establish a designated community space or neighborhood hub where power is available. In this space, students with similar educational goals could come together to learn collaboratively. By setting up a projector or screen, educational content—whether live or recorded—can be shared and discussed in a group setting.
Interestingly, this method is already being informally used in many rural parts of Nigeria, particularly for watching football matches. People gather in centralized, powered locations to view games via satellite or projector, creating a shared experience. Adapting this same approach for education could be a powerful, low-cost solution to bridge the gap for students in underserved areas. It promotes peer learning, access to digital content, and a sense of community support that is vital for academic motivation and success.