The use of e-learning can provide flexibility, improve contact between teacher and pupil, allow students to discuss things and enrich courses at all levels. With this in mind, the University of Sheffield School of Education is about to extend its e-learning into a range of courses. The “e-learning group” is doing this with enthusiasm - but it may be useful to inject a note of healthy scepticism into things before we boldly go too far. So here goes...
* The currency myth - all the information will be current and up-to-date as it is online. Not so. Information from the Net is only current if it is updated regularly or accurate if it is checked, vetted and refereed.
* The immediate and easy access myth - learners can access instantaneously all they need at the click of a mouse from the comfort of their armchair. As ifI the Net is rarely immediate and, for some, access to a phone line and PC at the same time is usually denied by the teenage offspring. Also, electronic journals are not as accessible as they might be.
* The anytime, anyplace myth - similar to above, but with additional hype about 247 thrown in. Not in real life - 24-hour access is anti-social for those who live in families, for example, or for those who have no home computer. Anyplace? Fine if you have a portable with a decent battery life and are not sitting next to someone on the bus or train who is either a computer fanatic or who has not seen a laptop before.
* The immediate response myth - online learning gives students immediate access to their tutor at all times and queries will receive immediate responses. Oh yes? Can you imagine this? Tutors might perhaps have other fish to fry - they also sleep, go to the toilet and have holidays. Sad as they are, some tutors even have social lives. Seriously, the limiting factor in response times is not the technology but the energy, time and commitment of the course tutor.
* The happy family myth - all the learners in an online group form one big, happy family; gender, cultural and other barriers are transcended by the technology. In this virtual family all participants have equal worth and all join in; no one dominates or is rude, scathing, patronising or abusive to members... Does anyone really believe this? People in online groups can get away with murder (virtually, anyway) if you let them. In cyberspace, there is no nodding, head shaking, dirty looks, yawning, posture etc - how do you know if anyone is actually listening to you? Conversely, how does anyone know if you are listening if you don’t “talk”? And what do you do about the “long monologue” person who will virtually never shut up?
* The motivation myth - all students are turned on by e-learning. Really? Is there any evidence for this? Surely some are motivated by it, some aren’t?
* The affordability myth - e-learning will be cheaper, more affordable and therefore more accessible. Get real! This is part of the “transformed university myth”. In reality, universities have to make a profit. E-learning could be a good way for universities to increase profits (and there’s no such thing as a free phone call or a free Internet service provider - is there?).
* The open community myth - e-learning creates an open learning community in which students can engage in dialogues with their tutors and professors with no boundaries. Yes - if the latter group has the time, energy or inclination to talk online.
* The final myth about e-learning is that it saves staff time. Anyone know any more?
Jerry Wellington is a professor at the School of Education, University of Sheffield
