AbstractThe successful implementation of an e-learning system in a higher education environment requires proper infrastructure and facilities. Most of the time the word "infrastructure" referes to hardware or equipment, but here it embraces all of necessary elements for an e-learning system including related professions and techniques. The Iranian higher education community needs a comprehensive plan for e-learning courses and this requires the identification of current burdens as the first step. Without having a clear view of preventing factors we may never become succeeded in deploying a successful e-learning program. It may seem as putting new wine into old bottles! Our study aims at identifying these barriers and provides a preliminary theoretical framework for e-learning systems developers to align their idealistic objectives with current situation of higher education in Iran in a realistic manner. The study is done based upon local observations and experience of its conductors within Iranian higher education communities. The result of this study may be used for establishing e-learning systems in Iran.
Keywords
E-learning Systems- E-learning Barriers- Higher Education –Information Technology
1. Introduction
E-Learning usually refers to "learning that is delivered or enabled via electronic technology" (Sun Microsystems, 2002). It encompasses learning delivered via a range of technologies such as the internet, television, videotape, intelligent tutoring systems, and computer-based training.
E-Learning is a subset of the larger worlds of both “information technology” and “education and training”. It can be valuable when used as a part of a well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces or renders obsolete existing pedagogical theories and approaches.
Many learning and technology professionals believe that e-learning will have “arrived” when we stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
Recent advances in the availability and speed of Internet access and in the power and availability of personal computing platforms have dramatically increased the opportunities for the use of collaborative environments and other distributed learning technologies. As a result, a wide range of new products are being developed and many new companies have entered the learning technology market.
New categories of products continue to emerge, some providing new capabilities and others combining existing functionality into new product configurations. It can be a challenge to determine how these systems relate to each other and how they fit into a complete e-learning environment. The emergence of e-learning does not mean that existing software applications are obsolete. Systems such as Student Administration, Human Resources, and Library Management provide critical components of e-learning environments. The challenge is to implement these systems in unprepared learning environments.
This should be done through observing current problems and burdens. The remaining question is: "How can we implement e-learning systems in Iran?" Sometimes, adding new contents or services to a learning system may answer this question; but, current barriers make the job harder and require enough flexibility of e-learning systems both in nature and usage.
We have made an effort in this study to identify those burdens which may prevent sound working of e-learning systems and to provide a theoretical framework for e-learning systems developers alligning their objectives with real situation of higher education in Iran.
2. Barriers of E-learning in Iran
In 1992, Peter Drucker predicted that in the next 50 years, “schools and universities will change more drastically than they have since they assumed their present form 300 years ago when they organized themselves around the printed book” (Drucker, 1992, p. 97), but what about developing countries? Can be it true again for such states?
The history of e-learning in Iran at present time did not exceed than 5 years, yet from a realistic point of view we might say that e-based learning in Iran has had a 3 year experience and even younger.
The process of changing traditional education into a modern one in the Iranian society involves many critical problems which can be summarized as following according to recent studies (Dilmaghani, Noori and et al 2003):
- Lack of realistic comprehension concerning the process of learning [1]
- Ambiguous understanding about students' educational needs in different levels [1]
- Defective implementation of computer hardware and software [1]
- Weak IT education [1]
- Faint IT infrastructure [2, 3]
- Few experienced IT professionals [1]
- No realistic point of view or strategic program for higher education [3]
- Budget and equipment shortages [3]
- Fragile learning stimulus [1]
- No preparedness for an active information society and fear of new technology [4]
- Influential atmosphere of political, social and economic situations [3]
- Incompatible educational resources for e-leaning [3]
- Lack of information literacy [3]
We may categorize the barriers which prevent progress of e-learning in Iran in four main classes including: Social & Cultural, Economic, Technological and finally, Academic. All of these categories have their own burdens and obstacles slowing the flow of e-learning promotion.
E-learning Systems- E-learning Barriers- Higher Education –Information Technology
1. Introduction
E-Learning usually refers to "learning that is delivered or enabled via electronic technology" (Sun Microsystems, 2002). It encompasses learning delivered via a range of technologies such as the internet, television, videotape, intelligent tutoring systems, and computer-based training.
E-Learning is a subset of the larger worlds of both “information technology” and “education and training”. It can be valuable when used as a part of a well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces or renders obsolete existing pedagogical theories and approaches.
Many learning and technology professionals believe that e-learning will have “arrived” when we stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
Recent advances in the availability and speed of Internet access and in the power and availability of personal computing platforms have dramatically increased the opportunities for the use of collaborative environments and other distributed learning technologies. As a result, a wide range of new products are being developed and many new companies have entered the learning technology market.
New categories of products continue to emerge, some providing new capabilities and others combining existing functionality into new product configurations. It can be a challenge to determine how these systems relate to each other and how they fit into a complete e-learning environment. The emergence of e-learning does not mean that existing software applications are obsolete. Systems such as Student Administration, Human Resources, and Library Management provide critical components of e-learning environments. The challenge is to implement these systems in unprepared learning environments.
This should be done through observing current problems and burdens. The remaining question is: "How can we implement e-learning systems in Iran?" Sometimes, adding new contents or services to a learning system may answer this question; but, current barriers make the job harder and require enough flexibility of e-learning systems both in nature and usage.
We have made an effort in this study to identify those burdens which may prevent sound working of e-learning systems and to provide a theoretical framework for e-learning systems developers alligning their objectives with real situation of higher education in Iran.
2. Barriers of E-learning in Iran
In 1992, Peter Drucker predicted that in the next 50 years, “schools and universities will change more drastically than they have since they assumed their present form 300 years ago when they organized themselves around the printed book” (Drucker, 1992, p. 97), but what about developing countries? Can be it true again for such states?
The history of e-learning in Iran at present time did not exceed than 5 years, yet from a realistic point of view we might say that e-based learning in Iran has had a 3 year experience and even younger.
The process of changing traditional education into a modern one in the Iranian society involves many critical problems which can be summarized as following according to recent studies (Dilmaghani, Noori and et al 2003):
- Lack of realistic comprehension concerning the process of learning [1]
- Ambiguous understanding about students' educational needs in different levels [1]
- Defective implementation of computer hardware and software [1]
- Weak IT education [1]
- Faint IT infrastructure [2, 3]
- Few experienced IT professionals [1]
- No realistic point of view or strategic program for higher education [3]
- Budget and equipment shortages [3]
- Fragile learning stimulus [1]
- No preparedness for an active information society and fear of new technology [4]
- Influential atmosphere of political, social and economic situations [3]
- Incompatible educational resources for e-leaning [3]
- Lack of information literacy [3]
We may categorize the barriers which prevent progress of e-learning in Iran in four main classes including: Social & Cultural, Economic, Technological and finally, Academic. All of these categories have their own burdens and obstacles slowing the flow of e-learning promotion.
2-1. Social & Cultural
Considering traditional education in Iran reveals many problems embracing social and cultural dimensions. Increased traffic congestion, air pollution, and parking problems, coupled with many people’s desires to remain at home for their education are just some of general problems in big cities such as Tehran. In higher education communities these problems are more complex. One of the most important problems is traditional evaluation method currently used in the Iranian universities and colleges. In this method most of the qualification that a student may pass is limited to final exams usually conducted in written form. Unfortunately this is even seen in postgraduate levels. So the creativity of students never becomes activated for research or innovation. All the things they know are unique to what they have read in their textbooks or what they have written in their thesis.
On the other hand most of educational courses in Iran are endured to acquire an academic certificate useful for employment or other social opportunities. Since e-learning courses certificates do not have formal value for official positions, many neglect this kind of education for their academic progress. In fact, e-learning in Iran seems as a luxury method of learning. All together e-learning may not be proven as a successful way of education. Although many institutes are working to introduce the advantages of e-learning to public, there is no considerable interest in such educational methods in Iran.
Besides, IT-related courses currently formed in colleges or universities should be programed enough flexible to respond to changes in society, so that, in addition with college graduates, our society would be able to produce many advanced IT technical experts and researchers in accordance with social needs.
According to recent studies (Dilmaghani, Noori and et al 2003), the Iranian student's current needs in e-learning can be typified in 5 main types: Access to networked knowledge, managing produced data, online education evaluation, acquiring net skills, finding web-based employment opportunities.
Considering traditional education in Iran reveals many problems embracing social and cultural dimensions. Increased traffic congestion, air pollution, and parking problems, coupled with many people’s desires to remain at home for their education are just some of general problems in big cities such as Tehran. In higher education communities these problems are more complex. One of the most important problems is traditional evaluation method currently used in the Iranian universities and colleges. In this method most of the qualification that a student may pass is limited to final exams usually conducted in written form. Unfortunately this is even seen in postgraduate levels. So the creativity of students never becomes activated for research or innovation. All the things they know are unique to what they have read in their textbooks or what they have written in their thesis.
On the other hand most of educational courses in Iran are endured to acquire an academic certificate useful for employment or other social opportunities. Since e-learning courses certificates do not have formal value for official positions, many neglect this kind of education for their academic progress. In fact, e-learning in Iran seems as a luxury method of learning. All together e-learning may not be proven as a successful way of education. Although many institutes are working to introduce the advantages of e-learning to public, there is no considerable interest in such educational methods in Iran.
Besides, IT-related courses currently formed in colleges or universities should be programed enough flexible to respond to changes in society, so that, in addition with college graduates, our society would be able to produce many advanced IT technical experts and researchers in accordance with social needs.
According to recent studies (Dilmaghani, Noori and et al 2003), the Iranian student's current needs in e-learning can be typified in 5 main types: Access to networked knowledge, managing produced data, online education evaluation, acquiring net skills, finding web-based employment opportunities.
2-2. Economic
With the rising cost of higher education and institutions’ increasing dependence on students' tuitions to cover costs, students are relying more on government aid to meet their financial obligations. In fact, the government represents the largest single source of student aid in this country. Private institutions do not usually sponsor students as they are not sure of their return on investment in such areas.
On the other hand, universities and colleges educational board members usually suffer from economic problems. The economic situation in Iran has made every one to acquire more money for covering daily costs. So educational qualitative values are set aside automatically and money has become the first priority. Universities do not think of the quality of education they offer, rather they are concerned with the amount of money the can receive from their students as tuition. This is completely apparent in what are called Islamic Azad University and Scientific-Applied Colleges. Sometimes virtual or e-learning courses are more expensive than traditional courses! This may be converse in other parts of the world.
2-3. Technological
One of the main obstacles in Iran for e-learning is the lack of technical infrastructure. Since the main medium of e-learning is the Internet, having a proper connection is a crucial factor and this is seldom found in the Iranian higher education environments. Repeatedly disconnections or slowness of data transfer through current computer equipments are usual problems.
Some companies have began to install ADSL in Iran and it seems that the speed of the Internet connection may improve within next months, but until then e-learning centers have to offer their programs in the same slow form.
Remote access to learning opportunities across the country is the most urgent need felt in Iran at present time. As e-learning implementations will grow in size and complexity, the demands on underlying technology become more rigorous. The technology infrastructure must have the capacity to support the users and network load, it must be scalable to support growth, it must be stable to ensure a high level of availability for learners, it must provide an open environment to support interoperability between components, and it must provide security to protect distributed users and content.
One of the main obstacles in Iran for e-learning is the lack of technical infrastructure. Since the main medium of e-learning is the Internet, having a proper connection is a crucial factor and this is seldom found in the Iranian higher education environments. Repeatedly disconnections or slowness of data transfer through current computer equipments are usual problems.
Some companies have began to install ADSL in Iran and it seems that the speed of the Internet connection may improve within next months, but until then e-learning centers have to offer their programs in the same slow form.
Remote access to learning opportunities across the country is the most urgent need felt in Iran at present time. As e-learning implementations will grow in size and complexity, the demands on underlying technology become more rigorous. The technology infrastructure must have the capacity to support the users and network load, it must be scalable to support growth, it must be stable to ensure a high level of availability for learners, it must provide an open environment to support interoperability between components, and it must provide security to protect distributed users and content.
2-4. Academic
In recent years, faculty and institutional administrators have debated whether the scholarly works of faculty belong to the faculty member or the institution. This issue has become more relevant as faculty members and institutions view distance learning as a potential entrepreneurial venture and as a venue to distribute intellectual work. In the context of course materials and lectures created by faculty, the ownership of intellectual property should be governed by copyright law, which generally protects the author of a work from the unauthorized duplication, distribution, or alteration of “original works of authorship fixed in any tangible medium of expression,” including the Internet. The lack of compliance with copyright law in Iran has extended this problem vastly as there is no control over the right of produced works by faculty members.
Another problem lies in the poor knowledge of using computer and attending web-based programs. Setting a useful e-learning program requires available technical professionals for both the teacher and students. Many e-learning courses are left without reaching desired result just because of technical problems usually happening for students and teachers who do not know how to resolve them. An experienced IT professional plays a critical role in offering satisfactory e-learning services.
3. Conclusion
Deploying advanced higher education institutes and colleges equipped with modern e-learning facilities is one of today's urgent needs in developing countries like Iran. But the sustainability of such learning systems depends on making sound and realistic pedagogical strategies. New learning technologies need to be targeted so that they may develop applied learning skills in the students. Today the success of an educational program is highly tied to those web-based applications it may provide for its clients.
As the writers of this article have proposed, developing e-learning systems could be considered as a solution for the hazed situation of online higher education in Iran. E-learning courses should be developed based on students' real needs in an online environment. Using advanced countries' experience in the field of implementing e-learning systems may bring fruitful results for the Iranian higher education community such as: content management, developing IT-based skills, university-industry cooperation, educational competition, self-confidence, creativity and many other useful outcomes. The remaining point is the policy of Iranian higher education authorities toward the implementation of new learning technologies.
References
[1]. Noori, M. (2003). "Traditional Education or Learning with Computer", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[2]. Giveki, F. (2003). "Learning New Methods in Distance Higher Education", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[3]. Dilmaghani, M. (2003). "National Providence and Virtual Education Development Capabilities in Higher Education", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[4]. Momeni, N. (2003). "First Successful Experience of Distance Learning in Iran", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[5]. Drucker, P. (1992). Managing for the future: The 1990s and beyond. New York: Penguin.
[6]. Sun Microsystems white paper—“e-Learning Application Infrastructure”, January 2002
In recent years, faculty and institutional administrators have debated whether the scholarly works of faculty belong to the faculty member or the institution. This issue has become more relevant as faculty members and institutions view distance learning as a potential entrepreneurial venture and as a venue to distribute intellectual work. In the context of course materials and lectures created by faculty, the ownership of intellectual property should be governed by copyright law, which generally protects the author of a work from the unauthorized duplication, distribution, or alteration of “original works of authorship fixed in any tangible medium of expression,” including the Internet. The lack of compliance with copyright law in Iran has extended this problem vastly as there is no control over the right of produced works by faculty members.
Another problem lies in the poor knowledge of using computer and attending web-based programs. Setting a useful e-learning program requires available technical professionals for both the teacher and students. Many e-learning courses are left without reaching desired result just because of technical problems usually happening for students and teachers who do not know how to resolve them. An experienced IT professional plays a critical role in offering satisfactory e-learning services.
3. Conclusion
Deploying advanced higher education institutes and colleges equipped with modern e-learning facilities is one of today's urgent needs in developing countries like Iran. But the sustainability of such learning systems depends on making sound and realistic pedagogical strategies. New learning technologies need to be targeted so that they may develop applied learning skills in the students. Today the success of an educational program is highly tied to those web-based applications it may provide for its clients.
As the writers of this article have proposed, developing e-learning systems could be considered as a solution for the hazed situation of online higher education in Iran. E-learning courses should be developed based on students' real needs in an online environment. Using advanced countries' experience in the field of implementing e-learning systems may bring fruitful results for the Iranian higher education community such as: content management, developing IT-based skills, university-industry cooperation, educational competition, self-confidence, creativity and many other useful outcomes. The remaining point is the policy of Iranian higher education authorities toward the implementation of new learning technologies.
References
[1]. Noori, M. (2003). "Traditional Education or Learning with Computer", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[2]. Giveki, F. (2003). "Learning New Methods in Distance Higher Education", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[3]. Dilmaghani, M. (2003). "National Providence and Virtual Education Development Capabilities in Higher Education", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[4]. Momeni, N. (2003). "First Successful Experience of Distance Learning in Iran", Virtual University Conference at Kashan Payam-e Noor College: Conference Proceedings. Kashan: Payam-e Noor.
[5]. Drucker, P. (1992). Managing for the future: The 1990s and beyond. New York: Penguin.
[6]. Sun Microsystems white paper—“e-Learning Application Infrastructure”, January 2002
