E-learning 2.0
e-learning, often known as online education, is an ever-evolving technology. This marvellous distance learning technology, which has the power to democratise and revolutionise teaching learning, has seen a remarkable transformation in the 20 years since it was first made available to the general public. Computer based training (CBT), which allowed students to access study materials saved on CD-ROMs, was the first teaching-learning breakthrough of the IT (information technology) sector to take off in the middle of the 1980s. Web-based training (WBT), which made use of digital content stored on CD-ROMs and massive servers, enabled interactive online learning as internet usage increased and broadband connectivity was developed at the turn of the century. 'E-learning 1.0' is an evolution of the first web-based training model.
The first Learning Management Systems(LMS)software was created to establish, design, and manage study programmes as well as to enable material distribution, user registration, monitoring, and certification. This was a game-changing development for the emerging online learning sector. Instead of learning, the LMS was more concerned with material delivery. There was little interaction and cooperation between teachers and students at this point. Teachers started recommending a more active role for students in the teaching learning process in the late 1990s, and they started using straightforward technologies like mailing lists and newsgroups to foster interaction. This was because the E-learning 1.0 architecture made very little provision for teacher learner interaction.
This sparked work on web conferencing technology development. The first Learning Management Systems (LMS) software was created to establish, design, and manage study programmes as well as to enable material distribution, user registration, monitoring, and certification. This was a game-changing development for the emerging online learning sector. Instead of learning, the LMS was more concerned with material delivery. There was little interaction and cooperation between teachers and students at this point. Teachers started recommending a more active role for students in the teaching learning process in the late 1990s, and they started using straight forward technologies like mailing lists and newsgroups to foster interaction. This was because the E-learning 1.0 architecture made very little provision for teacher-learner interaction. This sparked work on web conferencing technology development. The birth of these technologies has resulted in the availability of an array of interactive services, which can be collectively termed `E-learning 2.0'.
The first Learning Management Systems(LMS)software was created to establish, design, and manage study programmes as well as to enable material distribution, user registration, monitoring, and certification. This was a game-changing development for the emerging online learning sector. Instead of learning, the LMS was more concerned with material delivery. There was little interaction and cooperation between teachers and students at this point. Teachers started recommending a more active role for students in the teaching learning process in the late 1990s, and they started using straightforward technologies like mailing lists and newsgroups to foster interaction. This was because the E-learning 1.0 architecture made very little provision for teacher learner interaction.
This sparked work on web conferencing technology development. The first Learning Management Systems (LMS) software was created to establish, design, and manage study programmes as well as to enable material distribution, user registration, monitoring, and certification. This was a game-changing development for the emerging online learning sector. Instead of learning, the LMS was more concerned with material delivery. There was little interaction and cooperation between teachers and students at this point. Teachers started recommending a more active role for students in the teaching learning process in the late 1990s, and they started using straight forward technologies like mailing lists and newsgroups to foster interaction. This was because the E-learning 1.0 architecture made very little provision for teacher-learner interaction. This sparked work on web conferencing technology development. The birth of these technologies has resulted in the availability of an array of interactive services, which can be collectively termed `E-learning 2.0'.
