2.9 DISADVANTAGES OF E-LEARNING
- It requires technology infrastructure which may be not be available in some countries.
- Bandwidth limitation, or slow Internet connections, which can affect the ease of the learning process, because, it causes weak performance for multimedia: video, sound and graphics, as well as long waits for download.
- Increased costs for initial development, because the greater portion of the costs associated are start-up costs.
- Some students might feel lonely and isolated from their instructor and classmates
- Not all courses can be delivered online, while some others courses require a more personal touch so it is not delivered well by the computer.
- Lack of human contact or face-to-face (f2f) interaction with the instructor and other classmates.
- Some students may fail due to bad study habits or low motivation.
2.10 LIMITATIONS OF E-LEARNING
Arising from extensive literature review, e-learning limitations can be categorized as technological limitations, limitations compared to traditional campus, and personal issues. Limitations that do not fit into these categories are considered as other limitations.
i. Technological Limitations
Students need necessary hardware for e-learning such as desktop or notebook computers and printers (Hiltz, 1997; Kathawala et al. 2002). Therefore, one of the major technological limitations of e-learning is the necessity of computer hardware and relevant resources. Sambrook (2003) mentioned that the lack of hardware to support e-learning in organizations is one of the factors why Small and Medium Enterprises are not willing to engage in e-learning to educate its employees. Hardware and other ICT resources are necessary for e-learning implementation in institutions. The Vietnam government spent large sums of money in buying ICT hardware for a college that implemented e-learning (Materi et al. 2004). Kearsley (2000) explained that, in order to participate in online learning, both learners and staff need to have access to networked computers. From all the points listed, it is not surprising that Broadbent (2003) indicated that learners may need to buy or rent new computer equipment in order to learn. According to World Bank data, there were only about 3 million computers in Malaysia in 2003, for a total population of about 24 million (ICT at a glance Malaysia, 2003). As a result, e-learning may not be widespread in Malaysia yet. Although, e-learning comes with benefits such as unlimited access 24 hours, 7 days a week, this privilege does not seem to be feasible for some people in rural areas due to the inability to access Internet services (Kearsley et al. 2000). The Internet penetration rate in Malaysia is only 31.8 % (Phang, 2004). Bose (2003) mentioned that, while it is feasible to access to high-speed bandwidth within the university campus, it becomes a problem outside the campus, where Internet facilities are less sophisticated. Uys (2003) stated that limited telecommunication infrastructure and facilities are hindering the e-learning process.
In addition to the limited Internet coverage, technological barriers, such as limited bandwidth, are issues in e-learning today, even with fast DSL connections introduced to replace outdated
14.4 Kbps bandwidth (Chadha et al. 2002). Roy (1996) provided another example of a slow connection when students in Rhode Island and Green Island could not provide answers for their instructor during an online discussion session. While e-learning is supposed to be a multimedia- rich learning environment, the limited bandwidth may hinder the learning process as the downloading of multimedia materials may take a longer time. Good examples of poor transfer rate that hinders the video streaming happened in Northern Arizona University and the National University of Singapore, where video frames transmitted via the Internet could freeze up and the audio could be interrupted at times (Lee et al. 2001; Collins, 2002). Pachnowski (2003) further mentioned the problems of video conferencing as listed above caused delay in class start time and some other additional complications like loss of audio. Baker (2003) even mentioned that video conferencing might not be feasible for learners who rely on the slow dial-up connection from their homes. Even though broadband service is available in the Klang Valley of Malaysia now, this service is limited to certain locations with higher population density. For example, even in a township like Kajang and Serdang (both in Klang Valley) broadband service is only provided to certain households with certain telephone numbers and the wireless broadband services is provided to even lesser locations such as cafes and shopping malls (Streamyx Service Area and Hotspot Service Area, 2004). As a result, it is not surprising that many e-learning courses are still text-based as the Internet bandwidth may still be limited.
ii. Personal Issues
Kember et al. (2001) mentioned that preparation is indeed needed for newcomers as they may think that non-traditional learning such as e-learning is the same as a traditional learning environment. Besides, Dearnley (2003) stated that newcomers to non-traditional learning may get lost because they do not know what to do as there is no detailed guidance from the teacher. Kember et al. (2001) stated that these newcomers need some orientation courses in order for them to get used to a non-traditional learning environment like e-learning. Therefore, it is not surprising to see newcomers needing to be psychologically prepared for the e-learning environment. Carr (1999) mentioned that the lack of ICT skills is one of the barriers in e-learning training. As e-learning is the product of the advanced technology, e-learners will have to learn new skills and responsibilities related to the technology (Angelina, 2002). E-learners should be Information & Communication Technology Hamid (2002) stated that technical skills could cause frustration to e-learning students due to the unconventional e-learning environment and isolation from others. Consequently, having to learn new technologies may be a barrier or disadvantage in e-learning for ICT novices. E-learning is not an easy task for many as it requires a lot of self discipline. As Kearsley (2000) stated, e-learning provides autonomy or freedom to learn, but the learners should have “initiative and self-discipline to study and complete assignmentsâ€. Schott et al. (2003) asserted that the e-learning success rate was very dependent on students’ abilities to be self-directed and internally motivated. It is therefore reasonable for Rivera and Rice (2002) to comment that learners who are not self-motivated will find web-based learning an unsatisfactory experience. Naturally, e-learning students have a higher dropout rate than their conventional counterparts (Abouchedid et al. 2004). E-learners need additional encouragement and support, to compensate for the isolation; motivation is the key for them to successfully complete the course. Laws et al. (2003) stated that students in an open learning environment like e-learning can start or stop the course at their convenience. Although this may seem like an advantage, this means that learners can stop even if their tuition fees have been fully paid. This may be a significant disadvantage for learners who are lacking self-discipline and motivation. Thus, it is common to see e-learning students leaving postsecondary education without a degree (Choy, 2002). Data has shown that more than 50 percent of highly non-traditional students leave their postsecondary education without associate or bachelor degrees (Choy, 2002). In addition, Yum et al. (2001) mentioned that part time students like e-learning students often find it hard to find time for their studies due to their existing commitments to work, family and other social activities. Tresman (2002) cited a research finding from the Open University of United Kingdom, where dropout students were lacking the necessary time to juggle between work and family obligations. Full time e-learning students may face similar problems due to a lack of necessary discipline for the e-learning environment. Both working adults and fulltime students may find it hard to manage their study time. Kearsley (2000) mentioned that e-learning provides autonomy to learn, but the learners should have “initiatives and self-discipline to study and complete assignments.â€
