Computerized Learning And Teaching Management System
[A CASE STUDY OF COMPUTER SCIENCE DEPARTMENT]

2.4.1    COMPUTER-BASED LEARNING
Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used nfor teaching purposes.
Cassandra B. Whyte researched about the ever increasing role that computers would play in higher education. This evolution, to include computer-supported collaborative learning, in addition to data management, has been realized. The type of computers have changed over the years from cumbersome, slow devices taking up much space in the classroom, home, and office to laptops and handheld devices that are more portable in form and size and this minimalization of technology devices will continue.
2.4.2    COMPUTER-BASED TRAINING
Computer-Based Trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, much like reading an online book or manual. For this reason they are often used to teach static processes, such as using software or completing mathematical equations. The term Computer-Based Training is often used interchangeably with Web-based training (WBT) with the primary difference being the delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the Internet using a web browser. Assessing learning in a CBT usually comes in the form of multiple choice questions, or other assessments that can be easily scored by a computer such as drag-and- drop, radial button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates. CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom- based instruction. For example, CBTs offer user-friendly solutions for satisfying continuing education requirements. Instead of limiting students to attending courses or reading printed manuals, students are able to acquire knowledge and skills through methods that are much more conducive to individual learning preferences. For example, CBTs offer visual learning benefits through animation or video, not typically offered by any other means.
2.4.3    COMPUTER-SUPPORTED COLLABORATIVE LEARNING (CSCL)
Computer-Supported Collaborative Learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Most recent developments in CSCL have been called E-Learning 2.0, but the concept of collaborative or group learning whereby instructional methods are designed to encourage or require students to work together on learning tasks has existed much longer. It is widely agreed to distinguish collaborative learning from the traditional 'direct transfer' model in which the instructor is assumed to be the distributor of knowledge and skills, which is often given the neologism E-Learning 1.0, even though this direct transfer method most accurately reflects Computer-Based Learning systems (CBL). In Datacloud: Toward a New Theory of Online Work, Johndan Johnson-Eilola describes a specific computer-supported collaboration space: The Smart Board. According to Johnson-Eilola, a “Smart Board system provides a 72- inch, rear projection, touch screen, intelligent whiteboard surface for work”. In Datacloud, Johnson-Eilola asserts that “we are attempting to understand how users move within information spaces, how users can exist within information spaces rather than merely gaze at them, and how information spaces must be shared with others rather than being private, lived within rather than simply visited”. He explains how the Smart Board system offers an information space that allows his students to engage in active collaboration. He makes three distinct claims regarding the functionality of the technology:
1)    The Smart Board allows users to work with large amounts of information,
2)    It offers an information space that invites active collaboration,
3)    The    work    produced    is    often    “dynamic    and    contingent”. Moreover, this space allows for more than one user; essentially, it invites multiple users. When using smart boards information is able to be introduced to students in a new, fun, and engaging way. Teachers and/or students are able to draw on the board using different colours. This can help focus ones attention on particular areas of the screen. The marks made on the smart board are able to be erased. This makes it easy to show the information in its original form. When using smart boards teaching and learning become a more active experience for both the student and the teacher. Locus of Control remains an important consideration in successful engagement of E- learners whether using the Smart Board or another E-learning modality.
According to the work of Cassandra B. Whyte, the continuing attention to aspects of motivation and success in regard to E-learning should be kept in context and concert with other educational efforts. Information about motivational tendencies can help educators, psychologists, and technologists develop insights to help students perform better academically.
2.5    MODELS OF LEARNING
There are two models of e-Learning; synchronously and asynchronously:
1.    Synchronous e-Learning: means that all students and instructor are logged on at the same time and communicate directly and virtually with each other, “where all the students must be in the classroom at a certain time for the class to start. Synchronous eLearning events include live web-casts, chat rooms, application sharing, and whiteboard sessions.
2.    Asynchronous e-Learning: In this model, the communication between participants does not occur simultaneously. Where “the learning content or courseware is served from a Web server and delivered on demand to the learner's workstation, Learners can thus take courses at own pace. Courseware is normally available to learners 24 hours per day, 7 days per week”. Examples of this model includes; taking a self-paced course, posting messages to a discussion group. Sometimes it called "distributed learning” and it receives more attention because of its lower cost of development, reusable components, and convenience to the learner.
2.6    ATTRIBUTES OF E-LEARNING
We discuss only the critical and unique attributes of these technologies. These are:
(a)    The flexibility that e-learning technology affords: A key attribute of
information and communications technology is its ability to enable flexible access to information and resources. Flexible access refers to access and use of information and resources at a time, place and pace that are suitable and convenient to individual learners rather than the teacher and the educational organization. The concept of distance education was founded on the principles of flexible access (Willems, 2005). It aimed to allow distance learners, who were generally adult learners in full or part-time employment to be able to study at a time, place, and pace that suited their convenience. The goal of distance education was to free these learners from the constraints of conventional residential educational settings. They would not be required to live or attend lectures in locations away from where they may be living and working. The printed distance study materials, which each distance learner received, would carry the core subject matter content they would need including all their learning activities and assessment tasks. Students would be required to complete these tasks, submit their assignments and take their examinations within a set time frame. While these printed study materials allowed distance learners a great deal of freedom from time, place and pace of study, it had its limitations. For one thing, non- printed subject matter content and simulations etc. could not be easily represented in print form. Access to information and communications technology changed all that as it offered a range of possibilities for capturing and delivering all types of subject matter content to learners and teachers in distributed educational settings. This meant access to subject matter content and learning resources via networked information and communications technologies across a range of settings such as conventional classrooms, workplaces, homes, and various forms of community centers (Dede, 2000; 1996).