e-ECOSYSTEM DRIVEN e-LEARNING VS TECHNOLOGY
DRIVEN e-LEARNING
Atis Kapenieks, Bruno Zuga, Ginta Stale and Merija Jirgensons
Riga Technical University, Distance Education Study Centre, Azenes iela 12, Riga, LV1048, Latvia
Keywords: e-Learning, t-Learning, m-Learning, Next Generation Lifelong-learning, Anywhere, Anytime, By any
Preference Learning, Choice Learning Features/Design, Options.
Abstract: e-Ecosystem is an innovative cross-media learning approach that goes beyond traditional web-based
learning design strategies. The approach combines ready access to television and mobile technologies that
are an integral part of a wide capacity, flexible Internet based e-learning system. (The R&D projects are
identified under the acronyms ETM and eBig3). This integrated approach allows learners to use either a
single learning delivery system (depending on users’ available technology and personal preferences) or a
complementary combination of two or three of the delivery systems; thus, supporting the anywhere, anytime
— by any preference—learning paradigm. The innovative feature of the ETM/eBig3 learning solution is the
complimentary integration of the cross-media learning content delivery system. Moreover, the approach
incorporates pedagogical and usability principles based on studies of the target users learning needs and
contexts.
1 INTRODUCTION
As e-learning technologies continue to grow, they
have become more popular and more central to
teaching and learning in higher education as well as
lifelong learning programmes. Yet technology
enhanced learning initiatives often mimic traditional
education approaches where technology is regarded
as a way of delivering traditional learning content.
Individually, the available electronic learning
devices are still limited and cannot perform as
technologically enhanced learning promises.
As a solution, we are presenting a new trend in
eLearning development that builds on the concept e-
ecosystems. It is based on the integration of the three
major e-learning technologies: internet, television
and mobiles that we refer to as the eBig3. This
integrated approach eases the digital divide because
users usually feel comfortable with at least two of
the three technologies that make-up the system. A
number of factors still exacerbate the digital divide.
Yet the place to start to remedy the problem is with
the technologies that most engage the public that are
also the ones that make up our learning system. All
three technologies were initially designed for better
transfer of information and proved so popular with
the public that a demand was created that ensured
their rapid deployment in just a few decades.
Simultaneously, the increasing demand for lifelong
learning (LLL) access created by rising student
enrolments and needs of adult training programs
produced many technologically driven LLL
solutions.
The new technologically driven learning
approaches seemed to offer a solution to the
increased demand at comparatively low initial cost
and many countries supported a wide array of e-
learning solutions. Yet the impact of these e-learning
strategies was lower than expected because of a high
student drop-out rate. The cause for this
phenomenon was quite apparent: there was
insufficient learning support and a lack of
understanding of pedagogic usability principles as
applied to e-learning design.
2 OBJECTIVES
• To identify the key obstacles that impede the
effective delivery of the ETM/eBig3
technologies to support LLL in popular
media formats
436
Kapenieks A., Zuga B., Stale G. and Jirgensons M..
e-ECOSYSTEM DRIVEN e-LEARNING VS TECHNOLOGY DRIVEN e-LEARNING.
DOI: 10.5220/0003958604360439
In Proceedings of the 4th International Conference on Computer Supported Education (CSEDU-2012), pages 436-439
ISBN: 978-989-8565-07-5
Copyright
c
2012 SCITEPRESS (Science and Technology Publications, Lda.)
• To design a new LLL approach
(eBig3/ETM) based on integrated
applications of the three popular
technologies: Internet, TV and mobile
telephone for e-learning purposes;
• To design successful prototypes of the
eBig3/ETM e-courses.
3 METHODOLOGY
Our approach to e-learning is an inclusive next
generation e-ecosystem for LLL that integrates
ETM/eBig technology design concepts and provides
them with a wide-range of learning options in a
guided, step-by-step approach to effectively
exploiting available e-,t-, m-learning opportunities to
suit their needs and interests, anytime, anyplace with
any option. Our system proposes extending the
meaning of the familiar and the new as an
enlargement of the natural and logical knowledge
users already possess. We feel the approach will do
much to ease the digital divide.
The methodology of eBig3 approach is based on
accessing the strengths and weaknesses of e-, t-, and
m-technologies. In the following table we reviewed
our experience in the application of e-, t-, and m-
technologies as applied to LLL. The technologies
were evaluated in relation on their applicability to:
• Ease of joining the course;
• Content delivery;
• Study support technology;
• Effective organisation of face-to-face
seminars;
• Course completion awarded with a
certificate.
Often E-, T-, M- components have been studied
in isolation or as independent systems or joined
together “mechanically”, such as testing the
transmission potential of t-content over mobile
devices. Our approach, however, goes beyond these
isolated experiments and proposes to integrate the
eBig3/ETM popular technologies into a single
synergetic system so that users may operate these
applications interchangeably according to need and
convenience (Figure 1).
Table 1: Applicability of Internet eLearning, TV learning, and mobile learning for an integrated LLL approach.
Internet eLearning TV learning Mobile learning
ETM/eBig3
approach
Ease of
joining the
course
With university registrar
or through an open
courseware without
registration.
No need to sign-up,
just watch us on TV
learning channels
With university registrar
or through open
courseware without
registration
TV has central role
attracting to course –
viewers send SMS to
ETM/eBig3
management service
Content
delivery
Over PC learning portal Over TV channel With a mobile device
Mostly Over PC
learning portal
Learning
conditions
Individualized learning
with PC
In relaxing set-tings
among TV viewers
Small screen with
limited navigation
Individualized learning
with PC, limited
content delivery over
phone
Study support
availability
Possible over internet,
but limited to when the
computer is in use;
e-mail, skype, chat
Very limited on
broadcast TV;
available only in the
case of interactive
Television systems.
Over the phone, but
limited by a voice and
small screen
Over the phone, also
SMS, over internet,
Face-to-face-seminars
Face-to-face
seminars
2 to 3 course seminars
when following a
blended learning
approach
No place for
seminars for TV
watchers
Limited amount of
content does not require
face-to-face seminars
with mobile device
2 to 3 course seminars
when following a
blended learning
approach
Course
completion
certificate
For registered users
participating in face-to-
face seminars
Not possible for TV
viewers.
Limited amount of
content insufficient
certificate
For registered users
participating in face-
to-face seminars
e-ECOSYSTEMDRIVENe-LEARNINGVSTECHNOLOGYDRIVENe-LEARNING
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Figure 1: eBig3/ETM approach development.
4 CONCLUSIONS
1. The project ETM has created new
opportunities to design innovative, more
efficient approaches to e-learning for the
next generation Life Long Learners.
2. The new eBig3/ETM approach eases the
digital divide by extending the use of
familiar technologies and extending their use
by introducing new combinations.
3. The produced eBig3/ETM pilot courses
open new areas of research that combine
existing, familiar technologies and opens
new directions in the development of
integrated learning solutions.
ACKNOWLEDGEMENTS
This research has been supported by a grant from the
European Regional Structural Fund (ERSF), Project
No. 2DP/2.1.1.1.0/10/APIA/ VIAA/150 (RTU PVS
ID 1534).
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