Examining Setbacks Possible Effects on Australian University Students

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Table of Contents

Paper Overview
E-learning and Reading
E-learning and Evaluation of Students’ Success
E-learning and Family-Home Effects on University Students
Conclusion
References

Over the years, a number of measures have been developed to address various educational setbacks in universities across many countries such as Australia. In recent times, however, the roles of the Internet and e-learning models in education have generated more debates (Willis, 2012). To be sure, the Internet and computer-based technologies are some of the key technological innovations that have led to the many changes in educational processes in Australia (Siemens, 2005). While nearly all facets of human lives have been affected by the adoption of Internet and computer-based innovations, many analysts agree that its role in expanding educational opportunities is widely talked about (Arsham, 2002). For instance, the number of online courses offered by schools and universities in many countries, including Australia, has increased (Willis, 2012). Although concerns around the effectiveness and relevance of e-learning methods and e-courses have been raised in many educational initiatives, the effects that they have on students in Australian universities continue to create controversies (Siemens, 2005). In spite of the debates that they generate, online courses and e-learning methods have expanded educational opportunities for many students in Australian universities (Willis, 2012).

In a broader sense, e-learning is already facilitating easier ways of accessing information for many Australian university students (Siemens, 2005). In many ways, using the Internet to keep up with current affairs and exchange messages has been more widespread in education-based social interaction (Salmon, 2009). Increasingly, e-learning connectivity and the ability to master it are becoming essential parameters of learning and socio-economic successes in the twenty-first century (Arsham, 2002). The adoption of e-learning integrative programs, such as PC labs, Teacher PC programs, Classroom e-learning and One-to-One e-learning, is, increasingly, widening the scope of information sharing (Siemens, 2005). In a way, computer-based technologies that have revolutionized other facets of life are now transforming learning and teaching in universities and schools (Salmon, 2009). This is a prevailing reality because globalization and technology continue to facilitate faster and reliable ways of sharing helpful information. Seen this way, most of today’s data transmission methods, including the Internet, promote efficiency in students’ day-to-day activities. However, educational failures, just like breakthroughs, continue to be associated with e-learning measures and widespread Internet addictions (Ravenscroft, 2007).

Paper Overview

Various studies geared towards evaluating the potential and real effects of e-learning processes have shown a number of positive outcomes. When it is anchored together with relevant policies and professional considerations, e-learning can produce the desired results (Siemens, 2005). On the other hand, however, other research findings indicate that the adoption of e-learning strategies may compromise a learning culture intended to produce students with in-depth constructive and social skills (Arsham, 2002). An evaluation of what e-learning processes portend in Australian students’ learning processes reveals somewhat conflicting results (Brierley & Devonshire, 2002). In many different ways, e-learning methodologies enhance the motivation, attendance and engagement practices among university students in Australia (Salmon, 2009). To be specific, efficient e-learning applications may help university students in improving their performances in key technological and non-technological courses. This way, it helps in fostering their development of socio-technological skills required in today’s global economy (Ravenscroft, 2007).

Conversely, e-learning processes foster learning with minimized opportunities for developing social skills and the capabilities of being critical (Littlejohn & Pegler, 2007). In reviewing various research findings, key issues revolving around social isolation and unhealthy Internet addictions become important parameters to gauge the possible effects of e-learning among Australian university students (Brierley & Devonshire, 2002). In fact, learning processes that advocates for face-to-face interaction is not felt experienced with e-learning methodologies.

E-learning and Reading

The extent to which the emergence of online courses and e-learning processes continues to influence educational processes for Australian students is seen in the new measures adopted by many universities. Because the discovery of the Internet was hooked on the necessity to transmit information, improved standards of education, including in Australian universities, remain among its most useful outcomes (Arsham, 2002). In a recent book, Carr (2013) observes that the process of searching for useful information has become quicker for many university students. Progressively, it is becoming less necessary for university learners in Australia to visit ‘‘physical’’ libraries to look for published information for their course work assignments and reading needs. Today, students are able to get instant data on nearly all subjects through various search engines like ‘‘Google’’ and e-learning departmental programs (Arsham, 2002). Just like in many other parts of the world, the emergence of e-learning methods and courses has led to the formulation of various distance learning programs in many different universities across Australia (Brierley & Devonshire, 2002). To this end, the nature of universities and the scope of learning for many students continue to change. Unsurprisingly, too, a number of Australian universities have put together online tutorials which enable students to gain knowledge with more ease (Douglas, 2007).

Furthermore, the growing acceptance and adoption of e-learning processes and online courses have expanded the use of e-books in many different universities in Australia. One of the effects of the increased adoption of e-learning methods is seen in the appreciation of literature and languages. Apple (2011) argues that, while the reading of fiction and non-fiction books has been practiced by many people in different parts of the world, it is becoming more prevalent today. Conceivably, the rate at which Australian university students will read in the future could be heightened by the emergence of e-books and e-learning methods (Henke, 2012). Due to the increasing relevance of online courses and e-learning methods, various publishers predict a rise in the number of Australian university students that would have purchased e-books within the next one decade (Appel, 2011). Indeed, online courses and e-learning methods have necessitated the creation of ‘‘e-readers’’ that continue to influence the methods employed by the publishing industry as well as the number of students that read written literature (Henke, 2012). Although this change is a manifestation of freedom in reading and marketing, it has been more widespread due to the needs associated with the present-day universities in many countries (Henke, 2012). However, what is evident is that the availability of e-books is changing the mode of reading fiction and non-fiction literature, but not quality education offered by universities in Australia (Douglas, 2007).

The role of e-learning and online courses, in increasing the availability of reading materials to students, seems to be one of its most acknowledged impacts in university education in many countries such as Australia (Brierley & Devonshire, 2002). Because of online buying systems, many students access reading materials that they cannot otherwise purchase (Henke, 2012). For instance, there is a rise in the number of young people and students reading fiction and non-fiction literature in Australia (Freeman & Capper, 2009). According to Arsham (2002), an Internet-addicted student is more likely to ‘‘hop’’ from one e-book website to the other. While this ‘‘multi-screening’’ may be a crisis, it is a suitable way of reading diverse texts at the same time for students (Henke, 2012). In spite of how some commentators have argued against it, the practice of ‘‘multi-screen’’ reading seems to be an inescapable new learning method in most Australian universities. In any case, many new e-books are encouraging young readers and university students to delve into more published facts (Boud & Prosser, 2002).

In addition, the emergence and adoption of e-learning measures and online courses together with the ever-increasing use of e-books have encouraged confidential reading for many Australian students (Freeman & Capper, 2009). For a long time, it was uncommon to find a student reading a relationship ‘‘guide’’ or a sex-advisory book in public (Henke, 2012). Today, however, many Australian students are comfortable to read such materials on the Internet due to the level of confidentiality associated with online reading (Appel, 2011). In relation to the nature of Australian universities, this trend implies that there will be less printed fiction and non-fiction materials in the future for students. In fact, the preference for printed literature in various universities is diminishing mainly because of attitudes rooted in e-learning measures (Henke, 2012). Predictably, while the reading and buying of books have been a preserve of a few people even in the most-complex communities, the emergence of e-learning strategies has increased the number of active student book buyers and readers in Australia (Willis, 2012). Due to the pressures relating to today’s socio-economic demands, most people are forced to access information through reading what is accessible.

E-learning and Evaluation of Students’ Success

In a debatably influential article, Boud and Prosser (2002) agree that personal e-learning gadgets like computer laptops and other platforms have some essential advantages. While they limit meaningful evaluations of a student’s achievements, they make educational processes easily accessible (Littlejohn & Pegler, 2007). What remains contentious is the responsiveness of e-learning measures to the socio-economic needs that emphasize assessment-based learning and achievements. However, Ravenscroft (2007) suggests that, even when evaluated in that context, e-learning measures are more likely to enable instructors to make quick follow-ups on Australian university students. This way, they are able to gauge a student performance in instructional groups promptly and resolve when it is necessary to arrange for exceptional tuition or consultation (Littlejohn & Pegler, 2007). In this regard, e-learning measures could promote the realization of better academic answers more than the traditional methods predominantly employed by Australian universities. Besides, e-learning platforms address the challenge of scarce resources in many universities (Ravenscroft, 2009).

Even more interesting is that the widespread knowledge of computer technology and other e-learning educational methods has turned out to be a no-compromise requirement for a student to excel in some disciplines. In many of today’s Australian universities, the skill to incorporate features of networking lies at the heart of a journalism student’s ability to deliver on expectations (Boud & Prosser, 2002). Without a doubt, obtaining vital pieces of data by browsing pages of websites has become common in most media-based professions (Ravenscroft, 2009). Also, e-learning measures are enhancing success rates in the study of criminology. This is because security actions continue to be taken from current affairs which are available on the Internet. However, what clearly emerges is that Internet addictions and exclusive applications of e-learning methods may produce graduates with inadequate social skills (Henninger & Kutter, 2009).

Interestingly, some Australian educational stakeholders cannot comprehend why e-learning gadgets and methods are advocated for at the expense of ‘‘traditional’’ methods of learning. According to them, there is substantial research proof depicting the growing acceptance and adoption of e-learning methods as poorly interpreted educational structures (Littlejohn & Pegler, 2007). Perhaps, the fundamental argument resides on whether or not the strategy promotes successful learning that entail critical thinking, constructive criticism and student attentiveness in lecture theaters (Ravenscroft, 2009). In any case, the capability of both the student and instructors to use them effectively remains a vital question (Henninger & Kutter, 2009).

In addition, the role of e-learning methods, versus traditional measures, in promoting long-term intellectual culture among Australian university students ought to be questioned. Ravenscroft (2007) suggests that the use of e-learning measures alone can never be good enough to determine what decision is good for all students in universities. This notion is more ingrained in the belief that an exclusive use of e-learning strategies is poorly construed in as far as promoting long term reading culture and learning go (Henninger & Kutter, 2009). E-learning fosters an educational culture which is devoid of social, intellectual and emotional developmental aspects. In the long run, students who adopt e-learning methods in most of their academic work could be more inattentive during class lessons and may record poor academic performances in their course examinations (Ravenscroft, 2009).

E-learning and Family-Home Effects on University Students

Researches conducted on the outcomes of e-learning applications shows that parental involvement and other home impacts tend to be marginal in relation to the objectives of e-learning measures (Salmon, 2009). On the whole, e-learning outlines do produce positive outcomes to the home environment of most university students (Willis, 2012). Most Australian university students using home computers tend to perform better in technical-science-math subjects. Other researchers have focused on parental support on the use of e-learning technologies by students (Salmon, 2009). Although the meaning of parenting is not in contention, its relation to educational success of university students employing e-learning measures appears to be a no-stop debate issue for psychologists and educational stakeholders (Willis, 2012). It is hardly coincidental that there have been divergent views among developmental psychologists on the role of parenting in education (Salmon, 2009). For example, many forms of deviant behavior in universities are linked to inadequate parental guidance on the use of technology by university students. To this end, it is becoming a main factor accounting for the detailed studies on e-learning and parental support (Henninger & Kutter, 2009).

Somehow, various studies contradicting earlier assertions that the success of e-learners may not be based on the degree of support from parents have been challenged (Willis, 2012). Besides, the reasons for the heightened interests in studying educational successes, as partly influenced by parental support, have been affirmed by various commentators. In an influential research article, Siemens (2005) reports that two reasons have intensified debates on the relationship between e-learning methods and parental support. One is that there are many studies providing evidence that various developmental psychologists have yielded to the notion because of the available research proof. Two is the apparent belief that learning and thought processes are affected by how students feel about their parents’ acceptance of various learning methods. Founded on these justifications, Australian university students thought processes may soon be ‘‘propelled’’ by adequate parental support on the use of e-learning technologies (Henninger & Kutter, 2009).

In fact, there are clearer verifications that students’ concentration levels during lectures are influenced by the nature of moral support that they get from parents. In analyzing the relationship between parental support and the functioning of the brain, Salmon (2009) argues that proficiency in math-based subjects is often achieved when parents remind their children on how technology applications are important. In this regard, parent-induced attitudes that influence e-learning applications influence Australian university students’ learning choices. At any rate, the emergence of more science-oriented students in Australia has been linked to adequate parental support on the use of technology and e-learning applications such as computer laptops (Willis, 2012).

Just as important, also, the growth of behavioral patterns that control ‘‘cognitive’’ progressions in the use of computer technology is to some extent, managed, by parental attitudes (Salmon, 2009). Although parental attitude towards a university teaching methods is not the only regulatory aspects that affect one’s thinking processes, some studies offer insights in relation to ‘‘further’’ development of the brain and student’s choice of subjects in the university. According to Barton and Maharg (2007), people who experience parental negligence are less likely to be successful in college education. In a way, most such people may record poor performances in e-learning tests that need detailed thinking (Salmon, 2009).

It then appears that the relationship between e-learning success and parental support is a growing area of research in relation to ‘‘cognition’’ not just in Australia but in many parts of the world. An individual’s thinking is influenced by a parent-guided relations and attitudes that may also regulate the functioning of the brain. Put baldly, the extent to which an Australian university student may succeed in school in relation to the role that parenting plays in thinking is becoming clearer to developmental psychologists than previously thought. Without a doubt, parental guidance and support are, to some degree, responsible for ‘‘cognition’’ and e-learning successes for many students.

Conclusion

On the account of the emerging issues, controversies and educational theories, one would conclude that e-learning, as an educational measure in Australian universities, may continue to stir debates. It is not necessarily a one-stop formula for improving educational standards among Australian university students. As things stand, it is only a workable intervention framework in improving accessibility of academic materials and not rational learning among students. At a minimum level only, it addresses integrative strategies that complement the use of various educational approaches.

On the other hand, however, the growing relevance of e-learning methods and online courses in many universities across Australia is unlikely to be reversed. The number of students learning by correspondence has increased because of the invention of various e-learning and reading platforms. The scope and demands of today’s lifestyles, which have been heightened by advanced information technology and the widespread use of the Internet, have made e-books and e-learning processes necessary for many students in Australia. Moreover, e-books are making the reading of fiction and non-fiction literature more common than was possible before. Based on the extent to which online courses are instrumental in today’s educational processes, their relevance in changing the role and ‘‘nature’’ of universities and students’ learning processes cannot be disregarded.

References

Appel, E. (2011). Internet searches for vetting, investigations, and open-source intelligence. Boca Raton: Taylor and Francis Group.

Arsham, H. (2002). Impact of the Internet on learning and teaching. USDLA Journal, 16 (3), 153-508.

Barton K., & Maharg, P. (2007). Authentic fictions: simulations, professionalism and legal learning. Clinical Law Review, 14 (1), 143-193.

Boud, D., & Prosser, M. (2002). Appraising new technologies for learning: A framework or evaluation and re-development. Educational Media International, 38 (1), 328-245.

Brierley, G., & Devonshire, E. (2002). Learning to participate: Responding to changes in Australian land and water management policy and practice. Australian Journal of Environmental Education, 18 (1), 7-13.

Carr, N. (2013). The shallows: How the Internet is changing the way we think, read and remember. London: Atlantic Books Limited.

Douglas, K. (2007). Mediator accreditation: Using online role-plays to teach theoretical issues. Australian Dispute Resolution Journal, 18 (2), 92-100.

Freeman, M., & Capper, J. (2009). Exploring the web for education: An anonymous asynchronous role in simulation. Australian Journal of Educational Technology, 15 (1), 95-116

Henke, H. (2012) Electronic books and e-publishing: A practical guide for authors. New York: Routledge.

Henninger, M., & Kutter, A. (2009). Integration of education and technology: A long term study about possibilities and the adequacy of a learning management system for education. New York: Cengage Learning.

Littlejohn, A., & Pegler, C. (2007). Preparing for blended e-learning. New York: Routledge

Ravenscroft, A. (2007). Promoting thinking and conceptual change with digital dialogue games. Journal of Computer Assisted Learning, 23 (2), 453-465.

Salmon, G. (2009). The future for life and learning. British Journal of Educational Technology, 40 (3), 526-538.

Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal of Instructional Technology, 2 (1), 67-92.

Willis, S. (2012). Role-based e-learning for university students: A comparison of Australian, American, British and Singapore designs. Journal of Comparative Education (JCE), 23 (2), 453-465.

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