Academic journal article International Journal of Communication Research

Technology Mediated Media Education: A Case Study of E-Learning Initiatives in India

Academic journal article International Journal of Communication Research

Technology Mediated Media Education: A Case Study of E-Learning Initiatives in India

Article excerpt


The term e-learning has been defined in various ways in several literatures so as to mean any of the following such as - web-based learning, computer-mediated communication, telematic environments, e-learning, virtual classrooms, online instruction, I-Campus, electronic communication, cyberspace learning environments, computer-driven interactive communication, distributed learning, borderless education, among others. In this paper, all forms of learning/teaching through ICT are referred to as 'e-learning'. It should be kept in mind not to confuse 'distance education' with 'e-learning', as many a times the terms are used interchangeably but they are in no way identical (Guri-Rosenblit, 2005). Simulated learning is not a new pedagogical methodology; this form of teaching also includes group discussions, debates, collaborative projects and internships. Simulations are best considered as those cases in which students are placed "within a reasonable representation of a real environment within which political or social interaction occur" (Krain & Shadle, 2006). In this paper, the author mainly focuses on the computer-generated simulation that can help learners to increase their comprehension of complex theoretical concepts in relation to modules that are taught solely with the traditional lecture/seminar format.

Efficiency in the classroom requires learners to access information faster and easier - and computers and their associated software can deliver instructional programmes in information fast, covering virtually any area of the curriculum and geared to any age or ability level (Westwood, 2008). The concept of e-learning has been widely accepted by the world-wide community, as evidenced by the widespread implementation of e-learning in educational institutions. The use of multimedia content can motivate the learners since its use in teaching creates fun in learning (Slameto, 2014).

It goes without saying that e-learning allows a new student-teacher relationship, it reveals the real commitment between them. A flexible learning environment allows the students and the teachers to explore the scope of non-formal learning by engaging themselves in online discussions and debates. It has helped to create fewer barriers and less distance than before. This paper does not compare online and traditional face-to-face instruction to prove which one is better, but rather tries to highlight some of the possible strengths of e-learning over traditional classroom teaching in this context (Adewayu, 2015).

A field experiment carried out by Hui et al. (2008) compares the effectiveness and satisfaction associated with technology-assisted learning with that of face-to-face learning. It showed that technology-assisted learning improves students' acquisition of the kind of knowledge which requires abstract conceptualization and reflective observation, but adversely affects students' ability to obtain knowledge which requires concrete experience. Technology-assisted learning is better for vocabulary learning than face-to-face learning, but it is comparatively less effective in developing listening and comprehension skills.


The growth of e-learning is perhaps increasing enormously since most of the universities are investing in modern forms of learning. Entrepreneurs in the field of education are interested in developing new forms of e-learning products (Rana & Rajiv Lal, 2014). Media educators should also venture into this change and explore the advantages of e-learning in media education.

Steps are being taken in India to encourage e-learning by launching e-content in multimedia format in web portals. Over the course of time, real time virtual classrooms and virtual laboratories have also come up with government and private initiatives. Among three-learning platforms which have been created so far, most of these mostly cater to the needs of learners in the discipline of Science and Technology where creators have developed online/offline computer-simulated laboratories as well. …

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