week 7

the past few weeks have acquainted me with a myriad of different theories primarily focusing their efforts on providing a substantial and comprehensive framework for successful e-learning activities to take place. although i feel that, and i have mentioned this is my other post, e-learning frameworks and concept maps aid greatly in establishing a clear visual for the learning process, too much emphasis is placed on developing numerous theories of learning and not much is said about the role trainers, adopters and learners of e-learning tools are expected to play.

take for example, the adopting of e-learning tools in an educational setting - most learning programmes are either too simplistic and childish or too advanced and boring to garner and sustain interest among students. moreover, many e-learning programmes (at least, the ones i have come in contact with so far) strive to be all encompassing and comprehensive. unfortunately, such guides often come off as too complex to follow with vague instructions.

moreover, many educators treat e-learning tools as secondary to their primary education methods. as a result, such e-learning activities tend to be regarded as supplementary material to "tinker around" with. this mindset seriously undermines the full capacity of e-learning programmes in providing a practical viewpoint to learned theory.

much time and effort is invested in developing e-learning tools that can aid and enhance the learning process. however, if its users and adopters do not embrace these tools with the right mindset and continue to treat e-learning as a supplementary but not necessary aspect to learning, developers would ultimately fail in their mission to revolutionise learning in this digital age, and e-learning may never blossom into anything more than a academic past time loosely tied to syllabus.