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INTRODUCTION
CHAPTER - I
INTRODUCTION
Development is a continuous process. Each new development of larger social
relevance brings new opportunities to the respective field. The field of education has no
exception to this. To provide and get education is one of the characteristic that
differentiate human beings from other living things, and for better education human
beings are continuously improving their teaching-learning tools and techniques.
Revolution of the human society had its impact on education. The development of
information and communication technology (ICT) have brought psychological,
sociological as well as technological changes in the field of education. The present boon
of ICT has its own very special impact on education. This impact of ICT is noticeable in
formal and informal education, traditional and professional education as well as at all
levels of education. The most recent influence of the ICT in the field of education is
recognized as e-learning. E-learning has many other nomenclatures such as computer
assisted instruction, computer-based training, online education, web-based training, etc.
E-learning is therefore quite some time new. It has brought new opportunities to
education in all ways including libraries.
1.1 E-LEARNING
E-learning is commonly referred to the international use of networked information
and communication technology in teaching and learning. The number of other terms are
also used to describe this mode of teaching and learning. These include online learning
virtual learning, distributed learning network and web-based learning. Fundamentally, all
these referred to educational processes which utilize information and communication
technology to mediate asynchronous as well as synchronous learning and teaching
activities. On closer scrutiny, however, it will be clear that these labels refer to slightly
different educational processes and as such they cannot be used synonymously with the
term e-learning. These comprise lot more than online learning virtual learning, distributed
learning, networked or web-based learning. As the letter “e” in e-learning stands for the
word “electronic”, e-learning would incorporate all educational activities that are carried
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out by individuals or groups working online or offline and synchronously or
asynchronously via network or standalone computer and other electronic devices1.
Individualized self-paced e-learning online refers to situations where an
individual learner is accessing learning resources such as database or course content
online via an Intranet or the Internet. A typical example of this is a learner studying alone
or conducting some research on the Internet or a local network. Individualized self-paced
e-learning offline refers to situations where an individual learner is using learning
resources such as a database or a computer assisted learning package offline (i.e. while
not connected to an Intranet or the Internet). An example of this is a learner working
alone off a hard drive, a CD or DVD.
Group-based e-learning synchronously refers to situations where groups of
learners are working together in real time via an Intranet or the Internet. It may include
text-based conferencing and one or two-way audio and videoconferencing. Examples of
this include learners engaged in a real time chat or an audio-videoconference. Group-
based e-learning asynchronously refers to situations where groups of learners are working
over an Internet or the Internet where exchange among participants occurs with a time
delay (i.e., not in real time)2. Typical examples of this kind of activity include online
discussions via electronic mailing lists and text-based conferencing within learning
management systems.
In the present age of information technology, the learning sector has not remained
untouched. With the use of ICT, E-learning has placed into academic system. E-learning
has been accepted by corporate sectors as corporate E-learning is faster growing.
E-learning is making similar impact in education also. E-mail is popularly accepted by
the users similarly E-banking, E-commerce, E-business, E-trading and providing new
dimension in technology while E-learning is newly coined terms.
There may be separate e-learning for distance education, which includes text,
based material as well as electronic media.
Certain important aspects to be considered are:
E-learning is broader than on-line.
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Distance learning is broader than E-learning
Electronic media represents CD-ROM and DVD (off-line media)
Non-electronic media represent print media.
E-learning through electronic media (CD-ROM and DVD)
Distance learning through electronic and non-electronic media. (CD-ROM +
DVD + Print Media)
According to UNESCO, e-learning is described as “The tool and the processes to
access, retrieve, store, organize, manipulate, produce, present and exchange information
by electronic and other automated means. These include hardware, digital cameras,
phones, faxes, modems, CD and DVD players and recorders, digitized video/radio and
T.V. programs database programs and multimedia programmes”.
E-learning can be defined as instruction delivered via a computer that is intended
to promote learning3. This definition can be broken down into the what, how and why of
e-learning:
What. Instruction refers to content (e.g., words and pictures describing how
lighting storms develop) and instructional methods (e.g., presenting words in spoken
form rather than printed form). E-learning depends on instructional material being
presented using effective instructional methods.
How. Delivered via a computer refers to presenting material via a computer by
way of internet, intranet, CDROM, or related means. Instructional output includes images
and printed words that appear on a screen and sounds and spoken words from a speaker
or headphones; learner input includes spoken words through a microphone, characters
entered on a keyboard and screen items clicked with a mouse. Thus, e-learning uses the
output and input channels of computers and their peripheral devices.
Why. Intended to promote learning refers to the goal of helping to foster changes
in learners’ knowledge, which is reflected in changes in their performance. Thus, e-
learning is intended to help people achieve learning objectives.
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1.2 EVOLUTION OF E-LEARNING
The higher education sector is in the midst of fundamental change. Never before
has there been such intense public debate about the place of the university and its role in
society. During the 1980s and 1990 there was significant growth in the number of student
studying part–time and through distance learning. There has also been a dramatic growth
in no-traditional learners, beyond the typical 18-24 year old mainstay of university
demand. The growth in and essential of lifelong learning women returning to the
workforce after child rearing a burgeoning retirement age population together have
dramatically shifted the demographic reality of tertiary education4. It is not surprising
then that flexible delivery has become something of mantra for tertiary students while
also tapping into new national and global opportunities. This appropriate delivery trend
has accentuated since the turn of the century with the emergence of new forms of
distance delivery that draw upon advances in the various information and communication
technologies (ICTs). Internet based delivery of education and no longer be regarded as a
fad or the realm of the nerd. It is a vital tool in the quest of universities to face their new
learner demographic5.
The renewed commitment to learners and learning and the possibilities that new
and emerging ICT’s are creating. Such technology facilitated liberation of tertiary
education and the opportunities it presently is exciting and on the way to transforming the
learning landscapes. Particularly exciting is the increasingly sophisticated pedagogy these
ICT support a pedagogy that is interactive engaging and capable of producing deep
learning outcomes for a greatly expanded population of learners locally, nationally and
increasingly globally6.
The single most dramatic effect of paradigm shift is learner sovereignty. The
teacher role at least as defined by the instructivists now belongs to a bygone era. Students
have much greater autonomy over their learning, in terms of when, where and how they
learn. Interaction with fellow students and faculty are literally (and metaphorically) at
their fingertips. An asynchronous discussion boards as the modus operandi, learner
interaction is heightened. E-learning is very inclusive and democratic in this sense, in that
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everyone has an equally loud voice. Meanwhile, course materials are varied in format,
media rich and constructivist in instructional design.
The harnessing power of ICTs, assessment tasks can be real world, authentic and
engaging. Since content is developed in advance, faculty has more time to devote to
individual students permitting shorter turnaround times on feedback. Importantly, as less
time is spent in didactic content transmission, there is more time for reflection and critical
analysis – important lifelong learning skills. Finally, learning online provides students
with an opportunity to be part of a strong learning community7. This is the surprise
package for some, although maybe not for those benefiting from the very successful
online dating industry.
The failure of major universities around the world to suitably address the needs of
learners, especially undergraduate learners, has been well documented8. In the absence of
meaningful competitive pressure, universities have simply not changed significantly in
meeting the changing and growing demands of their increasingly diverse learners.
Advances and experience in the e-learning space, along with the growing ubiquity of
access to greater bandwidth, are highly likely to change this. A growing optimism,
tempered by a decade of experience and disappointments, is creating diverse e-learning
environments and learning experiences that are likely to shake the foundations of
teaching and bring on a new era of and commitment to learners and learning.
1.3 NEED OF E-LEARNING
The need for e-learning has as many different answers as the number of different
perspectives that people have. E-learning is seen as desirable form of perspectives. The
specific need relate to, quite significantly determines approach to e-learning. It is,
therefore, important to carefully analyze these and choose a position. Outline some of
these below:
Teacher’s shortage: In many disciplines, shortage of qualified teachers is a problem
plaguing most educational institutions. The quality of the available teaches is another
major concern. Given the financially attractive opportunities in the industry and poor
academic environment that is seen in most of the educational institutions, teaching jot
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is among the lowest in the preference list for many. While hardly anyone looks at e-
learning as an alternative to traditional teaching, in this context. It is seen to expand
the reach of the available teachers.
A3 (any time, any place, any pace) learning9: As mentioned earlier, for the need to
come together at a fixed place at a fixed time is a major constraint. This is particularly
true for those pursuing courses in part time mode, the just-in-time learners, adult
learners, etc. the freedom to connect to the course setup at any time of once choice
and from any place is a major incentive for e-learning. It also enables learners to take
to studying when feels is the best time for them to study and hence provides for
adapting the TLP to the learner’s individual characteristics.
Enhanced learning experience: This is very important, but often ignored and under-
explored aspect. When exploited effectively, e-learning enables a high degree of
personalization and a wide range of instructional methods. Powerful simulation
environments, multimedia capability and high-end visualization support enables a
learner to relate to the subject much more deeply and hence understand well.
Content creation: India, despite her IT prowess, is still a poor contributor of content
in the Web. Part of the reason is that very few of our teachers are online. While one
ones use online courseware from sources such as MIT Open Course Ware (OCW),
one rarely consider contributing work to share with the world. Adopting e-learning
enables and encourages one to do this naturally, some once work is already online,
perhaps with a limited reach and once are comfortable with this, it is a small step to
reach out to the world.
Enhancing quality of teaching: When one gets into practicing e-learning to any
significant degree, one will be creating much of the course material electronically.
These are a lot more reusable compared to written notes, used otherwise. These can
also be shared with other teachers, can be improved over the years using user
feedback and hence results in better quality of material10.
More systematic feedback and evaluation: Bringing assessment and other activities
under e-learning enables to gather much more detailed feedback on various aspects of
the course. These include quality of questions, quality of content, qualitative
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judgment on students’ performance etc. these can be used to enhance the quality of
instruction at an institutional level11.
Learning Environments: An effective deployment of e-learning would address
many concerns including content creation, content delivery, assessment, collaboration
and communication between faculty and students and among students etc. in addition,
support for online assessment would need mechanisms to keep track of marks per
student per assessment and also computing suitable weighted total. A learning
management system, LMS, is an integrated application that provides all these and
more under one umbrella. With one login, one can see and access all relevant aspects
of a course12. From an administrative perspective, one would need mechanisms to
control access to the course allowing valid students and faculty. In general, a person
can be a student of some subject and a faculty in another. Thus most LMSs today
provide a user login mechanisms supporting role based access control.
1.4 E-LEARNING AS A PRODUCT IN A CONTEXT
There is an increasing recognition that successful learning required not just
quality instructional content but an appropriate context that includes facilitation and an
understanding of the learner. The teacher, who supervises the successful deployment an
integration of the content into the teaching and learning environment, facilitates this
context. The teacher’s role is to find, adapt and deliver knowledge using a variety of
techniques appropriate to knowledge domain and the needs of the learner. In terms of e-
learning, this suggests more away from self-paced instruction and fully online
implementation models, toward what is being termed a blended learning approach.
E-learning should not be viewed as just a product, an identifiable artifact of
learning objectives, content and interactions. E-learning as a product is a uncertain value
until it is deployed in a context that includes its users, technical and organizational
attributes the artifact itself has a limited shelf-life and needs to be modifiable, or it will
succumb to the pressures of new curricula, changing demographics and favored learning
styles and be discarded or completely reworked13. The implications for the concept of
repository of learning object are that the database will need constant renewal.
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The fact that learning content is almost certain to be used in very different ways
and even modified by teachers underscores the importance of flexibility in its design.
New authoring tools that allow teaching practitioners to modify selected materials and
sequence these materials are becoming increasingly important. New series of Toolboxes
recognize the need for custom disability that is growing along with teachers’ expertise to
optimize it.
1.5 CONCEPT OF E-LEARNING
E-learning is defined as an interactive learning in which the learning content is
available on-line and provides automatic feedback to the students learning activities. E-
learning covers a wide set of applications and processes, such as, web-based learning,
computer based learning, virtual class rooms, and digital collaboration. It includes the
delivery of content via Internet, intranet/extranet, satellite broadcast, interactive
Television, CD-ROM, DVD, audio and videotape, etc14. E-learning can be defined as
instructional content or learning experiences delivered or enabled by electronic
technology. It is a structured, interactive approach to educating and informing the
students, employees, etc.
In 1980s, when computers were not in wide use, instructor led training was the
primary training method, which allowed the students to interact with their teacher and
classmates. It was costly and time bound training of traditional method of learning. As a
result of technological advancement, by 1995 WINDOWS, CD-ROMs, power point,
DVD came into use. The educational institutions and business organizations tried to
make training more transportable and visually engaging via CD-ROMs and DVDs and
anytime, anywhere usable training helped to support the traditional teaching methods.
First phase of e-learning 1994 – 1999: the advent of Internet and web browsers, E
–mail, HTML, media players led to the development of e-learning with multimedia
support. Intranet made easy the transmission of graphics & text, and image information
across the world at a low cost and proved to be beneficial for companies and
organizations, with a rapid speed of information transfer.
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Second Phase 2000 onwards: During this period, with the access of high
bandwidth and improved website designs live instructor led education through online in
multidimensional environment has emerged, which is more cost effective and enhanced
the learning with up to date interactive mode technology.
1.5.1 DELIVERY OF E-LEARNING
E-learning may be considered as a backbone for all educational programs, which
can be delivered in two platforms. These are:
Scheduled Delivery Platform – Scheduled delivery technology is provided
through multicasts, like video broadcast over the network, remote laboratories
access, virtual class rooms (live web based classes, access to practical in the labs)
etc., can be accessed through a network. Though this method of e-learning creates
interaction between the teacher and student, it is restricted by time and place
requirements.
On Demand Delivery Platform – The information is provided round the clock
and at any place. It includes web based training classes, information resources and
interactive CD-ROM services on demand. E-learning can be accessed by a
browsing software on any operating system like, WINDOWS, UNIX, MAC,
AMIGA etc., over Internet or Intranet environment, by downloading the free web
browser software’s like Netscape, Telnet etc.
1.6 CHALLENGES FACED BY THE E-LEARNERS
The development of E-learning has thrown up new problems focused on the
copyright and intellectual property rights implications of electronic text. Students,
researchers, staff, employees and other end users affiliated with virtual university or
digital libraries should be allowed to print-on-paper excerpts of digitally available works
on the same conditions according to which they may make photocopies of print material.
The library authority has to discuss seriously with publishers on this aspect in order to
evolve some mechanism profitable to users, publishers as well as authors. Users may be
charged for each access, downloading from servers and/or each kind of digital library
collection15. This would provide a reverse for publishers, authors and libraries.
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Security aspect is the most pressing challenge of digital affairs. The Piracies of
database, viral invasions, and parallel satellite networking stress are some of the issues
for digital libraries are confronted as a way of routine.
Other major challenges are:
There is no mechanism available to establish standards for internet materials,
instruction, design and quality of interaction.
Study materials are accessible only by specified students; licensing problems are
unlikely to be serious barrier.
Since course materials are instructionally designed, it hardly provides for
individual variations and further revision.
Dangers of increased learner isolation as students learn from the screen, and not
through much interaction with their peers and teachers.
Crossing national boundaries creates logistical and organizational problems of
distance teaching institutions. The facilities available and aptitude level of
European students and developing countries are different.
Operating overseas can also expose one to the all problems of any international
business, exchange rate fluctuations, restriction on foreign exchange, and the
export of money from the country of operation to pay for services, sources from
another jurisdiction, political turmoil, civil unrest and war etc.
Information providers are more interested in profit than quality services.
Lack of organization of information on Internet.
Not all sites are updated regularly.
Absence of monitoring mechanism to evaluate the course ware.
Lack of awareness about the use of electronic equipment.
Lack of human interaction, it is difficult to judge how much a student understood
a particular topic. In teacher student face-to-face interaction, the teacher can know
the level of understanding of each student and accordingly he can try to explain
the problem with suitable examples. At present the interactivity in learning is not
very much developed.
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Lack of expertise not to many vendors/experts is available in the country and
abroad as well. Overseas vendors charge too much and also reluctant to import
techniques/technology.
Access to Internet in developing countries including India, may not be easy or
widespread, in comparison to the developed countries.
Lack of motivation, in a classroom instruction the teacher and students interact in
discussing and understanding the subject spontaneously, which creates motivation
among the students towards learning. In e-learning, due to lack of motivation
sometimes it may appear dull16.
1.7 OPPORTUNITIES AND AFFORDANCES OF E-LEARNING
A growing body of literature, learning and teaching is suggesting that learning is
greatly enhanced when it is anchored or situated in meaningful and authentic problem-
solving activities. This approach to learning and teaching is founded on the principles of
learning by donning and experiencing. It places or confronts learners with authentic
situations and scenarios which are motivating and which require learners to carry out
tasks or solve problems and reflect upon their actions. While such learning designs are
suited for any learning and teaching context of media, their effectiveness and efficiency
can be somewhat constrained by the fixed time, space and pace limitations of learning
and teaching in conventional campus-based classrooms setting. Similarly, printed by their
inability to capture and carry much else other than text, picture and illustrations.
Information and communications technologies, on the other hand, afford wide
range of opportunities to compute, store and distribute information and resources of all
types and formats17. Along with text, pictures and illustrations, these include multimedia-
based simulations of complex processes from all sorts of domains such as the biological
and medical sciences, agriculture, engineering and educational practice which are not
easily or cheaply accessible in real time and settings.
E-learning can manifest itself in four different ways: I individualize self-paced e-
learning online, II individualized self-paced e-learning off-line, III group-based e-
learning synchronously and IV Group-based e-learning asynchronously.
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E-learning may also comprise combinations of the foregoing types of activities.
E-learning is growing in popularity in all areas and levels of education and training.
The critical attributes of e-learning include flexibility of time, place and pace of
study.
E-learning affords opportunities to design learning environments that are
authentic, situated in the learning context and also problem based in order to provide
students with “learning by doing” experiences18.
1.8 STEPS OF E-LEARNING
University of Bristol advisors described 5 steps that lead to e-learning:19
1.8.1 NEED
First step is to identify the need for e-learning and then working out a strategic
plan for the software development and e-learning implementation. Things that needs to
be answered are:
Who will be the prospective users of e-learning?
What are their knowledge needs?
What does their IT understand level for the technology that one may use in our e-
learning modules? For example, technology understanding of a school kid differs
from that of a science scholar.
1.8.2 PEDAGOGY
This is the time to reflect upon the pedagogy involved, and to re-evaluate and
identify the specific learning objectives of the users' learning. Pedagogy is the art or
science of teaching. Pedagogy is also sometimes referred to as the correct use of teaching
strategies.
1.8.3 RESOURCES
Identify the resources required, both hardware and software. Review the tools
available. Calculate the budget for the overall project and the initial capital outlay.
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1.8.4 CREATION
This is the main stage of the whole project which involves designing and
development. Obtain training and support. Acquire resources to support e-Learning
(digital images, video, sound files etc) and finally, effective users induction/training in
how to access and use the e-Learning.
1.8.5 EVALUATE
Evaluate the efficacy of the e-learning by staff and users feedback and, if
possible, evaluation by a external examiner
1.9 ADVANTAGE & DISADVANTAGE OF E-LEARNING
1.9.1 ADVANTAGES OF E-LEARNING
E-learning is beneficial to education, corporations and to all types of learners. It is
affordable, saves time, and produces measurable results. E-learning is more cost effective
than traditional learning because less time and money is spent traveling. Since e-learning
can be done in any geographic location and there are no travel expenses, this type of
learning is much less costly than doing learning at a traditional institute.
Flexibility is a major benefit of e-learning. E-learning has the advantage of taking
class anytime anywhere. Education is available when and where it is needed. E-learning
can be done at the office, at home, on the road, 24 hours a day, and seven days a week. E-
learning also has measurable assessments which can be created so the both the instructors
and students will know what the students have learned, when they've completed courses,
and how they have performed.
Students like e-learning because it accommodates different types of learning
styles. Students have the advantage of learning at their own pace. Students can also learn
through a variety of activities that apply to many different learning styles learners have.
Learners can fit e-learning into their busy schedule. If they hold a job, they can still be
working with e-learning20. If the learner needs to do the learning at night, then this option
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is available. Learners can sit in their home in their pajamas and do the learning if they
desire.
E-learning encourages students to peruse through information by using hyperlinks
and sites on the worldwide Web. Students are able to find information relevant to their
personal situations and interest. E-learning allows students to select learning materials
that meet their level of knowledge, interest and what they need to know to perform more
effectively in an activity. E-learning is more focused on the learner and it is more
interesting for the learner because it is information that they want to learn. E-learning is
flexible and can be customized to meet the individual needs of the learners21.
E-learning helps students develop knowledge of the Internet. This knowledge will
help learners throughout their careers. E-learning encourages students to take personal
responsibility for their own learning. When learners succeed, it builds self-knowledge
and self-confidence in them. Some other major advantages are:
(a) Self paced
(b) Time and location flexible
(c) Cost effective22
(d) Global teaching phenomenon
(e) Large knowledge domain to choose
(f) Life time learning options
(g) More streamlined and focused
(h) Diversified field to select from
(i) Sharing of knowledge is easier
(j) Labour savings: Save in training salaries
(k) Access to large amounts of information can be obtained at low incremental cost
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(l) Enhance academic productivity
(m) Systematic.
1.9.2 DISADVANTAGES OF E-LEARNING
One disadvantage of e-learning is that learners need to have access to a computer
as well as the Internet. They also need to have computer skills with programs such as
word processing, Internet browsers, and e-mail. Without these skills and software it is not
possible for the student to succeed in e-learning. E-learners need to be very comfortable
using a computer. Slow Internet connections or older computers may make accessing
course materials difficult. This may cause the learners to get frustrated and give up.
Another disadvantage of e-learning is managing computer files and online learning
software. For learners with beginner-level computer skills it can sometimes seem
complex to keep their computer files organized. Without good computer organizational
skills learners may lose or misplace reports causing them to be late in submitting
assignments. Some of the students also may have trouble installing software that is
required for the class.
E-learning also requires just as much time for attending class and completing
assignments as any traditional classroom course. This means that students have to be
highly motivated and responsible because all the work they do is on their own. Learners
with low motivation or bad study habits may fall behind. Another disadvantage of e-
learning is that without the routine structures of a traditional class, students may get lost
or confused about course activities and deadlines causing the student to fail or do poorly.
Another disadvantage of e-learning is that students may feel isolated from the
instructor. Instructions are not always available to help the learner so learners need to
have discipline to work independently without the instructor's assistance23. E-learners also
need to have good writing and communication skills. When instructors and other learners
aren't meeting face-to-face it is possible to misinterpret what was meant. Some other
major disadvantages are:
(a) Not immediate feedback.
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(b) More load for faculty to prepare instructions.
(c) Infrastructure requirements.
(d) More confusion due to lack of direct interaction.24
(e) Requires more maturity and self discipline.
(f) Dropout rates are more; a lonely way to study.
(g) Not all aspects of training can be covered using e-learning techniques, e.g.
Disciplines.
(h) Lack of social impact of peer group in learning and personal development.
1.10 E-LEARNING TOOLS AND TECHNOLOGY
The Framework identifies flexible learning as a learner entered and client-focused
approach that makes use of delivery methods most useful to clients. It includes but is not
confined to online learning. E-learning as a component of flexible learning is a wide set
of applications and processes which use all available electronic media to deliver
vocational education and training. It includes computer-based learning education and
training. It includes computer-based learning web- based learning virtual classrooms and
digital collaboration and uses.
Online or web-based learning (learning via the internet intranets and extranets) is
increasingly understood to be a subset of e-learning (technology supported learning).
Over the past few years the VET community has developed a mush sharper
understanding of how online learning fits into the wider flexible learning strategy. For
this reason the Framework documents distinguish between the umbrella term e-learning
and the more specific terms online learning so as to capture better the general intent of
the framework to support a range of electronic media (Internet intranets extranets satellite
broadcast audio/video tape interactive TV and CD-ROM) to make vocational learning
more flexible for clients.
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E-learning is discussed with particular emphasis and relevance to online learning and
web-based technologies as these represent the area where most of the effort and data is
available. This includes the use of ICT to support face to face delivery blended learning
and fully online implementations and covers a variety of technologies form e-mail to
integrated learning systems (ILS) stand alone or networked.
Most developers still use HTML, Java script, Flash and other such standard tools
for e-learning software. But all e-learning developers don’t have access to programming
support, or they don’t want to be restricted to simple HTML. This need has given rise to a
varied number of commercial as well as open-source software products that could be
used as specialist e-learning authoring tools25. Literally speaking, these tools lead to the
creation of Digital Learning Environment.
1.10.1 BLOGGING TOOLS
Blogging tools let one create and write to a web-log.26
• Big Blog Tool -http://www.bigblogtool.com/
• Blogger -http://www.blogger.com/start
1.10.2 COLLABORATION TOOLS
Collaboration tools27 can be categorized to following types:
1. Application sharing-let the presenter share the programs, windows, or the entire
screen with participants.
• Exchange Conferencing Server -www.mi crosoft.com/ exchange
2. Audio Conferencing-let the participants talk with each another.
• Exchange Conferencing Server -www.mi crosoft.com/ exchange
• Robust Audio Tool-www.mice.cs.ucl.ac.uk/multimedia/software/rat/
3. Chat, Instant Messaging and E-mail-Enable text-based conversation in real time and
exchange of messages with other e-mail clients using Internet.
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• Exchange Conferencing Server -www.mi crosoft.com/ exchange
• Squirrel Mail -www.squirrelmail.org
• Chat Space Community Server -www.akiva.com
4. Online discussion, Video Conferencing-Online discussion allow users to post
messages to a known location where other participants can read and respond to
them, while video conferencing tools let the users see and hear one another.
Examples:
• Discussion App-www.server.com
• List Manager-www.lyris.com
• VIC (Video Conferencing tool)-www-nrg.ee.lbl.gov/vic/
5. Web Touring Tool-allow participants in a collaborative activity to browse web
pages together.
• Multicity Valur Package-www.multicity.com
6. Whiteboard-A whiteboard simulates the communication that occurs when the
instructor draws on a wall-mounted whiteboard and then invites a student to
contribute to the drawing.
• Group board-www.groupboard.com
1.10.3 CONTENT CONVERTERS
File format converters can convert multiple files from one file format to another.
• Batch Converter -www.sonicfoundry.com
• Quick Time Player Pro -www.apple.com/quicktime/
1.10.4 CONTENT MANAGEMENT SYSTEMS
These tools do the task of managing and reusing all types of informational content.
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• Author IT -www.authorIT.com
• User land Frontier -http://frontier.userland.com/
1.10.5 COURSE AUTHORING TOOLS
Special purpose tools for creating e-learning courses.
• Author ware -www.macromedia.com
• Trainer soft -www.outstart.com
• Web Course Builder -www.readygo.com
• Tool book Assistant -www.click2learn.com
• Quest -www.allencomm.com
• Dazzler Max -www.maxit.com
1.10.6 HELP AUTHORING TOOLS
Special purpose tools for creating online help files.
Author IT -www.authorIT.com
Robohelp -www.ehelp.com
1.10.7 LEARNING MANAGEMENT SYSTEMS
Simplify the process of administering education and training28. Their primary
function is to offer a collection of courses and track what courses learners have taken.
• Digital Think Learning Management -www.digitalthink.com
• Active Learner -www.resourcedev.com
• View Central: e-Learning -www.viewcentral.com
• Virtual Training Assistant -www.risc-inc.com
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INTRODUCTION
• Oracle iLearning -www.oracle.com/ilearning
• Knowledge Hub -www.elementk.com
1.10.8 WEBSITE AUTHORING TOOLS
To build and link individual web pages to create an interactive website.
• Amaya -www.w3c.org/amaya
• Dreamweaver -www.macromedia.com/dreamweaver
• Go Live -www.adobe.com/golive
• Netscape Composer -www.netscape.com
1.11 ESSENTIALS FOR E-LEARNING
1.11.1 INTERACTIVITY AND PARTICIPATION
The most important thing in e-learning is to ensure that there should be a high
degree of interactivity and participation. That means designing and conducting learning
activities in such a way that it should result in engagement with the subject matter and
fellow students. Coursework should focus on assignments and projects that are relevant
and realistic in nature29. It should involve plenty of opportunities for input from the
instructor and fellow students.
The factor that strongly affects the amount of student interaction and participation
is the level of instructor involvement. If the instructor regularly posts messages in the
discussion forum or provides comments to students via email, this increases student
involvement and participation in a course. So a cardinal rule of good online teaching is
that the instructor must participate to get students to do likewise.
1.11.2 MODERATING AND FACILITATING
E-learning requires good moderating and facilitation skills. Moderating involves
encouraging students to participate in discussion forums and conferences, ensuring that
certain students don't dominate, keeping discussions focused on the topic at hand, and
20
INTRODUCTION
summarizing/ synthesizing the highlights of discussions. Facilitation means providing
information that will help students to complete their assignments, suggesting ideas or
strategies for them to pursue in their course work, and getting students to reflect on their
responses and work30.
1.11.3 FACULTY COLLABORATION
E-learning offers many opportunities for student interaction and it also provided
many possibilities for collaboration among teachers and students. Basically the following
kinds of collaborations can be thought of:
• Teacher to teacher collaboration
• Teacher to student collaboration
• Student to student collaboration
There is no face-to-face interaction like traditional classroom hence nobody feels
ashamed or hesitation to present his/her opinion31. It helps to modify or correct once fault.
1.11.4 STUDENT EVALUATION
One aspect of e-learning process that often generates considerable concern for
teachers is evaluation of student performance. They worry that they will not be able to
assess student understanding or participation properly. But this is a myth. Actually
student evaluation can be done far more effectively online than in a traditional classroom
setting because of the ease of creating online tests and other forms of assessment32.
Online tests can successfully hide students’ as well as teachers’ identity. So the biasness
or personal inclination factors can be reduced to a great extent.
1.12 E-LEARNING: AN EMERGING PEDAGOGICAL APPROACH
E-learning refers to learning that is facilitated using digital tools and contents. It
involves some form of interactivity, which may include online interaction between the
learner and their teacher or peers. According to Kaplan-Leiserson33 e-learning covers
wide set of applications and processes such as web-based learning, computer-based
21
INTRODUCTION
learning, virtual classrooms, and electronic collaboration. It includes the delivery of
content via Internet, Intranet/Extranet (LAN/ WAN), audio- and videotape, satellite
broadcast, interactive TV, and CD-ROM. In other words, e-learning is concerned with
learning facilitated and supported through the use of information and communications
technology (ICT). It can cover a spectrum of activities from supported learning, to
blended learning (the traditional and e-learning practices), to learning that is entirely
online. Whatever the technology, however, learning is the vital element. E-learning is no
longer simply associated with distance or remote learning, but forms part of a conscious
choice of best and most appropriate ways of promoting effective learning.
1.13 NEW GROUND IN E-LEARNING PARADIGM
The library is a hub of any institute or organisation. A hub in a digital network has
lots of significance. In that sense, the conventional library should go through some major
transformations in terms of its knowledge sources, knowhow of delivery management,
and connecting all the above elements with strong bonds. Library is often referred as a
heart of the institute of higher learning catering information needs of all the people
associated with the institute. As yet, libraries used to furnish the information needs of
users by means of their vast print sources. However, now due to the impact of ICTs, this
arena is changing rapidly. The new electronic era, having Internet in the forefront, is
pushing libraries towards the digital environment. This led libraries to acquire, organise
and provide access to electronic resources required for their users. It has made it
mandatory for these to have both print and non print collections. Non-print collections
include CD-ROM/ DVD databases, online full text electronic journals, databases, e-
books, etc. ICT applications have helped libraries in terms of space, time, and cost. In
addition to these resources libraries have started using ICT in managing various
housekeeping activities of the library, thereby reducing the repetitive processes involved
in acquisition, cataloguing and circulation of resources, and time of the users and staff. It
is the transformation of the libraries and librarians in terms of their tools, media and the
modus operandi in knowledge exploration and management.
22
INTRODUCTION
Figure 1. Transformation of libraries and librarians with knowledge explosion.
This has been further complimented by new e-learning environment being
introduced in higher education system, where various courses are being offered through
Internet, allowing students do away with visiting the universities or colleges. The
enhancement of traditional classroom activities with electronic initiatives such as course
management system is changing the way of faculty and students access, create, and use
information. It is providing new opportunities for libraries to design and to disseminate
new services. In other words, e-learning integration offers libraries a powerful medium
for reaching faculty and students directly as they engage in teaching, learning, and
research. In turn, the integration will enrich services to academic community using
traditional library services and offers an opportunity to reach those faculty and students
23
Information Explosion
Websites
Traditional Libraries E-journals
Electronic Information Sources
Subject Databases
Information RobotsDigitization,
Metadata Generation
Digital Libraries Federated SearchLibrarian Playing Key Role in
Information Discovery, Management and Customized User interface
Information Repackaging and Delivery
IPod Webcasting Mobiles Email Forums Blogs, Wikis
INTRODUCTION
who have began to ignore the library and go directly to the web for their information
needs. In other words, libraries have to find strategies for making their resources and
services readily available in the environments faculty and students prefer and use,
otherwise their existence will be at stake. Libraries in the e-learning environment have
already made some progress by providing access to their catalogues, databases, electronic
journals, Internet resources, etc. to the user’s community on the Intranet or Internet.
However, libraries are still capable of providing many more value-added services, if the
following issues are addressed amicably.
1.13.1 PERSPECTIVE OF LIBRARY & INFORMATION SCIENCE (LIS)
The issue needs to be resolved for building the bridge between e-learning and LIS
profession are:
1.13.1.1 STANDARDS
The standards need to be taken into consideration for effective utilization of
library resources in the e-learning environment. Firstly, the interpretability standard for
exchange of metadata and digital objects between different systems must need to be in
place. The standards such as Dublin Core for exchange of metadata need to exist.
Secondly, standard for seamless resource discovery mechanisms and scalable solutions
are required for effective integration of services.
1.13.1.2 COLLABORATIONS
The faculty, library, IT, and instructional design departments need to collaborate
in developing sustainable and seamless infrastructure. However, very few institutions
systemically attain such a coherent strategic approach. Efforts need to be made in
undertaking collaborative work from the beginning to provide effective services. Here
library can take a lead in bringing together different coherent groups to maximize the best
use of library resources and services. In other words, libraries have to deploy their
services in a new learning environment using a technology outside their control.
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INTRODUCTION
1.13.1.3 COST CONTROL
E-learning environment ensures cost control in the dissemination of information.
Even though initial cost of converting resources and services will be higher to suit to e-
learning environment, but over a period of time, this will come down, as only
maintenance of services will be required in later years. This will have a greater benefit for
libraries, as administrators always consider them as spending institutions. Hence,
authorities may sanction appropriate budget for libraries to provide access to e-resources
and services in the e-learning environment.
1.13.1.4 RESOURCES AND SERVICES IN E-LEARNING ENVIRONMENT
In order to support access to crucial electronic resources, libraries organise online
tools to provide metadata for online materials, link online index entries to individual
journal articles and provide mechanisms for requesting printed articles. Some of the
areas, which libraries can provide access to initiate measures to implement are:
1.13.1.5 ELECTRONIC RESOURCES
Electronic resources are available in various forms such as databases, journals,
pre-print archives, working papers, etc. Some of these are priced but many of them are
available free of cost on the Internet. Libraries have to devise a mechanism to identifying
the resources required for their users and provide access to them through their website or
portal on Intranet or Internet. This will enable users to access these resources remotely
from their offices or homes, which is a preferred mode of users in the present e-learning
environment. This will also enable distant learners to get benefit of such services. Low
and MacColl have shown that the resource discovery has been overlooked as a function
of virtual learning environments (VLEs) by vendors34. Recent digital library work based
on open architectures and web services has allowed the initially closed environments of
VLEs to be opened in order to allow library resources to be searched dynamically with
result sets made consistent through metadata mapping and capable of being displayed in a
variety of portal interfaces. In this way, library services have been proactively developed
in order to be flexibly retrofitted to learning environments. The value of the service
oriented approach has been proved, and user studies have encouraged further
25
INTRODUCTION
development, which is likely to include enrichment of discovered resources with user
annotation and other useful information, as well as putting resources into appropriate use
such as reading lists.
1.13.1.6 CONTENT MANAGEMENT SYSTEM
In today’s era content management has become absolute necessity. Managing the
scattered online information resources, which is growing at phenomenal rate, has now
become vital. The user desires to have all information in electronic form from a single
point of access. The access point is usually a library website, which provides access to all
types of local and remote electronic resources. Hence, libraries have to gear up and
establish content management systems using open sources or commercial software such
as my library or place to provide customized services to the users.
1.13.1.7 DIGITAL LIBRARY/INSTITUTIONAL REPOSITORY
The Internet era has caused proliferation of electronic documents in all the
subjects and also forcing institutions to bring out their publications in electronic format
for wider publicity, and distribution. The number of such documents has been increasing
steadily at a phenomenal rate thus causing problem of managing these resources. The
libraries attached to institutions need to develop digital libraries to have a control and
provide access to documents, which are of interest to institute’s employees. Libraries can
also develop an institutional repository for providing wider access to their institute’s
publications. Libraries can develop such digital library systems using any open source
software such as Greenstone, D Space, etc.
1.13.1.8 COURSEWARE
Enhancement of classroom activities, beyond the four walls, with electronic
documents resulted in rise of course management systems either developed within the
institute or by an outside agency. The courseware enables students to have access to
resources, including those offered by libraries from a single web space. This makes the
most effective and cost-efficient use of institutional resources bringing the library’s
traditional role as resource-sharer into the world of digital objects and environments. The
26
INTRODUCTION
courseware environment provides an opportunity for libraries to take their services
directly to the students. Libraries can offer access to courseware from their website or
portal.
1.13.1.9 DIGITAL/VIRTUAL REFERENCE SERVICE
A digital/virtual reference service is a service requested and provided over the
Internet usually through e-mail and instant messaging (chatting) by the library staff
responsible for providing reference service to the users. This service is a new way of
answering users’ reference queries without them visiting the library. This service is
provided using e-mail answering queries over a period of time or through real-time chat
messaging services35. Users’ get connected to this service through library website by
clicking on a link ‘Ask a Librarian’ or ‘Live Chat Reference Services’. This enables
libraries to meet users’ expectations in the web-centric environment without wasting their
valuable time.
1.13.1.10 ELECTRONIC DISCUSSION FORUMS
Electronic discussion forum is a special usage of email that allows for widespread
distribution of information to Internet users on a given topic. Many times it brings in
interesting discussion on the topic among the registered members and also helps in
bringing consensus on the topic. Various web service providers such as Google, Yahoo
and MSN provide this service free of cost to members in the form of groups. Through
these lists, researchers in various subject fields, exchange views, expertise, and
information on the current topics. In the present environment, it acts as an important tool
to keep library members informed about new library collection, services, updates, and
upcoming events.
1.14 ACADEMIC LIBRARIES AND E-LEARNING
The majority of the modern academic libraries are digital and e-learning can
effectively take place in such kind of environment. Academic libraries apply appropriate
communication technologies in support of e-learning and e-research by providing
seamless access to electronic resources and services36. Electronic resources include online
27
INTRODUCTION
catalogues, databases, multimedia, online journals, digital repositories, electronic books,
electronic archives and online/electronic services. The utilization of cutting edge
technologies by academic libraries to provide access to resources and services in support
of learning. Teaching and research has benefited both on-campus, part time as well as
distance learners. Both students and teachers can undertake learning and research without
being in the library. An academic library managing e-learning, may use appropriate
technologies to facilitate learning and access to resources and services. It is quite
understandable that an e-learning environment can provide both students and faculty with
a sustainable infrastructure and seamless access to knowledge, course content,
information resources and services, all from integrated service point.
Though not everywhere, yet e-learning has been integrated in the curriculum of
most of the universities by different faculties. From the library point of view, it has been
a great opportunity to integrate the library resources and services in support of learning,
research and outreach. During recent years several bold steps have been taken to integrate
e-learning with the academic work.
The initiative which should be taken by the academic libraries, should establish an
e-learning support centre which is capable training of the academic staff in integrating the
educational technology into the curriculum to provide access to the content. As a part of
this initiatives an Educational Technology unit will develop e-learning smart classrooms,
along with video conferencing and assignment tools enabling flexible learning and
teaching with the students studying at their own place. The academic library must have a
holistic approach in e-learning whereby different traditional and digital methods and
media are integrated in learning and teaching. As faculty and instructors have begun to
adopt e-learning strategies as a part of their teaching repertoire, libraries are playing a key
role, helping to find and organize resources to complement programmes and courses
making use of e-learning in order to provide support to students working through their
assignments37.
OCLC (Online Computer Library Center) has suggested that resources must be
integrated for academic libraries at the point of need to make these more effective. The
28
INTRODUCTION
role of the academic library for e-teaching and e-learning process can be carried out if the
library has two types of requirements filled up:
i) Technical and Functional requirements
ii) Technical and Cultural requirements38
1.14.1 TECHNICAL AND FUNCTIONAL REQUIREMENTS
a) Display and integrate a variety of information windows as part of a learning
activity
b) Aggregate access (discovery and exchange) to content in any given learning
context
c) Provide bibliographical tools that permits easy searching and reference
completions
d) Provide access to tools that render and present content in user customized formats
e) Integrate plagiarism software into course management systems to encourage good
practice and to assess reliability of content.
1.14.2 TECHNICAL AND CULTURAL REQUIREMENTS
a) Embed library resources in course management systems
b) Integrate third party commercial information services
c) Customize portal facilities for storing personal preferences
d) Provide easy access to virtual reference services at the point of need.
e) Embed training modules to assist in information seeking.
As a part of e-learning an academic library must provide the services to its
students and staff from remote access which includes:
i) New acquisitions to indicate newly acquired materials for each department.
29
INTRODUCTION
ii) View the patron record to see material borrowed by an individual customer with
an option to renew the borrowed material without visiting the library.
iii) Request for material that are borrowed by another user. On return of the material,
communication is sent to the user who made the request to come and borrow the
material.
iv) Users can suggest additional items that the library should acquire based on their
need. The request can be made online.
v) Material placed on reserve by lecturers for specific courses.
vi) E-mail communication is provided through the system to enable a two way
communication between the user and the library.
vii) Online charges and fines are made available to users.
viii) Searching for past examination papers by faculty, department and course numbers
providing access to full text.39
1.15 ROLE OF LIBRARIANS IN E-LEARNING
Academic librarians generally serve the subject academicians by providing
information regarding teaching, learning and research. Now a days academic librarians
are a part of e-learning process and are actively participating by providing online and in
person modules, guides, subject and class based lists, as well as reference (synchronous
and e-mail). The librarians offer classes and courses on research strategies, help students
in determining useful scholarly resources, work with the faculty in planning and
developing distance education courses (in particular online courses) to integrate concepts
of information literacy throughout the curriculum. Faculty need support in these activities
because the ability to articulate information needs, find appropriate information resources
and critically assess the results of an online search are key to success in e-learning and
this leaves the faculty to focus on course content40. In the case of libraries what is good
for the online student is also useful for the campus based student. The librarians
30
INTRODUCTION
facilitating the e-learning are establishing a positive relationship between the academic
achievement and use of open shelf library books.
The librarians should play a dedicated role in supporting instructors and
administrators to realize the potential of e-learning through the provision of service
models unique to libraries. Librarians somewhere have found to develop web based
modules to support course integrated instruction session, encourage students to actively
follow the librarians’ presentation using their own topics for selected searches. Students
receive Immediate feedback on search strategies during the session can return at any time
to refresh their skills for subsequent assignments. Reference staff uses the material to
guide students in using information resources specific to their assignments at the
reference desk. This blended approach to information literacy offers students and
instructors with an ability to address diverse learning styles and encourage active
participation along the presentation to a 24/7 access that may foster increased student
contact with the librarians. Many librarians especially university librarians are working
with online course developers as well as instructors in traditional courses to provide
online guides and help for library research; these include modules that introduce students
not only to specific resources but to critical evaluation of resources, specific about thesis
preparation and the like. As with face to face library connection, these modules are very
effective when integrated into course and research material provided by the instructor.
The requirements on the part of the librarian to be a part of e-learning are:
i) Must be proactive in questioning the selection of learning management systems
and complementary e-learning tools by faculty and departments.
ii) Actively seek representation through appointments to committees that deal with
selection, management and governance of online instructions systems on their
campus.
1.16 IMPACT OF WEB-BASED E-LEARNING SYSTEMS
The emergence of web-based e-learning systems through Internet facility has
great impact on every facet of library activities and information services. Library and
31
INTRODUCTION
information professional of the future academic libraries face the following paradigm
shifts due to the rapid developments in the ICT and WWW technologies:
Transition from procuring and managing print media to electronic media
Changes from passive user to active user in the e-literacy environment
Concept of web-based networked environment
Disseminating information on demand to proactive digital information services
Providing information service to facilitating access to e-information service
Transition of developing the normal collection to e-resources (e-books and e-
journals)
Individual works to team works.
1.17 ROLE OF DIGITAL LIBRARY IN E-LEARNING
Libraries are not the mere store house of books, the modern library with the
explosion of information technology has led to a paperless society, digital and virtual
libraries the www (World Wide Web) has opened up electronic information and the users
want that information in a refined manner. The traditional libraries occupy more space,
but the documents are being digitized so, it occupies less space. The main features of
digital library are as follows:
• Information is stored in digital form;
• Information sources are amenable for computer access;
• Facility for multi-user search;
• Offers network accessibility
• Provides user-friendly interface;
• Facility to browse, selects, retrieve, and download in the user computer;
• Facility to have any number of copies, if required;
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INTRODUCTION
• Sometimes, rare and expensive material is available.
Digital libraries are set of electronic resources and associated technical
capabilities of creating, storing, searching and dissemination of information. Digital
libraries are playing a vital role in online learning education system. Most of the digital
libraries are dedicated to supporting higher education and research and they justify their
investment in digital development as a powerful means of realizing the larger institutional
goals of the academic community they serve41.
One reason for using digital libraries in E-learning is that it can store and manage
large amounts of digital content such as full text, course materials, bibliographic
databases, library catalogues, image and audio clips etc. Thus it provides an environment
to bring together collections, services and people in support of the full life cycle of
creation, dissemination and preservation of data, information and knowledge42. Another
reason to use digital libraries is that using various electronic tools, learners can search
text materials and images easily and quickly, which can be applied broadly across all
kinds of institutions. Advance intercommunication technology, sophisticated search
engines, and affordable cost, large storage of digital content are the other reasons to
implement a digital library in modern education43. Other advantages of digital libraries in
E-learning are:
• The library would allow learner to use electronic resources from anywhere, without
even knowing where it is stored geographically.
• One copy of the documents could be viewed by any number of users simultaneously.
• It can be used for increasing course delivery for a large number of clients at a
particular point of time.
• Study materials need never go out of print, and new editions can easily be created.
One can carry several titles at once on a portable reader and, over time, build a
personal library.
• It would be easy for non-specialist to use due to the simplicity of operation.
33
INTRODUCTION
• Links to publisher’s sites for full text journals.
• It provides and facilitate online and on demand enrolment, study and examinations,
• Search result will be delivered to an e-mail box to the user’s choice.
• Protecting rare books that are rapidly deteriorating due to over use and poor storage
conditions.
• It is cost – effective and cost-efficient for its ability of reuse.
• It provides faster learning, increased access, clear accountability and equal education
for everybody; the web is available on the desktop.
• It provides current information and helps in research work. To cope up with the
advancements in technology, production of information in multidimensional forms, it
became essential for a person to pursue additional knowledge at all times to keep
him/her up-to-date in his/her field of interest. These factors are directing to the
learning. The virtual conferences, collaborative work on projects, which are shared
among institutions, exchange of useful material and experience among teachers
provide up to date information for the research.
1.18 FUTURE OF ACADEMIC LIBRARY PROFESSIONALS IN E-LEARNING
The changing role of library professional implies a set of updated skills needed
for facing the challenges created by the latest web technologies in the e-learning
environment. The emphasis will shift from technical skills in the library to
communication, facilitation, training and management skills. Although technology
presents the librarian with ethical challenges, the librarian is to be ready for the role of
information professional in the connected networked world and they have to acquire
skills that can be contributed to success in their new roles.
1.18.1 LEADERSHIP ROLE
One primary role of librarians is to provide leadership and expertise in the design,
development, and ethical management of knowledge-based information systems in order
34
INTRODUCTION
to meet the information needs and obligations of the patron or academic institution. In the
future, as now, one can expect the virtual library to be the organization that identifies,
selects, negotiates for, and provides access to an incredible range of information
resources on our behalf. At present, lot of virtual libraries have been created and managed
by various institutions and organizations for e-learning and teaching professional44.
Hence library professional should enrich their management skills to play leadership role
in the digital future, for organizing, managing and disseminating e-literacy to users.
1.18.2 PROACTIVE INFORMATION PROFESSIONAL ROLE
The modern trend is for the role of the librarian to move from that of a passive
intermediary role responsible for guiding patrons to appropriate information resources,
towards that of a much more proactive professional role which includes analyzing and
repackaging information, content information management systems and institute digital
repository management systems.
1.18.3 ROLE OF LIBRARIANS AS MASTERS OF WEB
To face the challenges of the virtual learning environment in educational
institutions, librarians are becoming masters of the Web. Librarians create powerful web
sites such as the National Library of Medicine’s PubMed database. They create their own
website as an easier way to share with others what they know. They gather electronic
information and create electronic pathfinders and front-end search tools to help users for
accessing the required information45. Academic Library professionals create online
tutorials and instructional web pages to help patrons for performing the best searches.
They provide links to websites on specific topics and lead patrons to these evaluated sites
as a starting point for retrieving related and relevant information.
1.18.4 ROLE OF INFORMATION SCIENTISTS IN DIGITAL LIBRARIES AND
E-LITERACY
Librarians have to change their role in the e-learning environment by participating
in e-learning experiments and becoming involved in universities’ e-learning centers.
They should invest in procuring e-learning tools and software and should develop their e-
35
INTRODUCTION
learning and ICT skills. Hans Roes46 addressed changes in education in general, and then
focused on strategic opportunities in education for libraries. The opportunities for
libraries, he mentioned, included:
• Developing digital libraries as natural complements to digital learning environments
to support educators with respect to the selection of adequate resources for a given
course;
• Managing and indexing digital student portfolios and integrating them with other
information resources offered by the library;
• Teaching information literacy to educate future knowledge workers, in traditional
ways or via Internet-based instruction modules;
• Collaborating as part of multidisciplinary teams of experts to design courses;
• Providing a learning center to serve as a physical learning environment suitable for
more active learning styles.
1.18.5 ROLE OF DIGITAL SPACE MANAGER OF ACADEMIC INSTITUTIONS
The librarian has an important role in making digital space accessible to members
of an academic community on campus and beyond, in addition to providing physical
space for assembling communities of interest. A number of faculty members have data
sets that they may wish to post for review and comment by colleagues on or off campus.
Some academic and research libraries have expanded the concept of providing access to
scholarly work by becoming electronic publishers of faculty projects and by providing
institutional repositories, where faculty can store their scholarly work under the
stewardship of the library. Librarians also can participate in the institution’s e-portfolio
program, in particular, by providing advice and expertise on information policy issues
and preservation strategies.
1.18.6 ROLE OF E-RESOURCE MANAGERS
Academic and research libraries have a major role in ensuring that they and their
home institutions remain vital players in the changing terrain of information and
36
INTRODUCTION
education. Faculty may not aware of copyright issues and do not know what material is
electronically available or licensed by the library. Virtual learning systems can be
connected to library systems, through the integration of library systems at the back end
via the technology components, and through the close liaison and involvement of library
staff in VLE development, i.e. the human component. MacColl47 says that: “VLEs are
changing the way learning and teaching is delivered and will soon be ubiquitous.
Libraries must assert their traditional role as resource managers in this new environment
of web-based courses”.
1.18.7 VISION OF THE FUTURE ACADEMIC LIBRARY PROFESSIONAL
Technology will continue to change, and libraries and librarians have to use the
changing technology to provide the best access and service to their patrons. Electronic
information creates challenges for the library community at its very foundation, moving it
away from the traditional paper-and-print format to an ethereal world of circuits and
connectivity. The library is no longer defined simply as a building or a physical
repository that houses information.
So the essential future vision of the academic library professional to achieve the
necessary information-transformation and to face the digital information needs of the user
should concentrate on the following:
• The vision of the future academic library professional must be to create a World Class
Networked Global Library and Information Centre to provide web based quality
information service to the user in time in the e-learning environment.
• The librarians must change the library environment as pathways to high quality
information in a variety of electronic media and information sources48.
• Library professional must assert their evolving roles in more pro-active ways, both in
the context of their academic institutions and in the context of increasing competitive
markets for information dissemination and retrieval.
• The vision for the 21st Century librarians must offer electronic teaching and learning
both to guide and beckon the library profession as education leaders. They should
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INTRODUCTION
shape the library programme and serve as a tool for library media specialists to use to
shape the learning of students in the academic institutions49.
1.18.8 E-LITERACY LEARNING ENVIRONMENTS AND DIGITAL FUTURE
OF THE ACADEMIC LIBRARIES
E-learning is a means of becoming literate, involving new mechanisms for
communication, such as: computer networks, multimedia, content portals, search engines,
electronic libraries, distance learning, and web-enabled classrooms. Different web based
applications such as email, real-time conference; Web Cam, etc. are being used as
important tools in the process of e-learning.
Technological innovations have brought tremendous changes in the whole
education process and have led to a paradigm shift from teacher based education to a
learner based education system. Developments in the electronic networking frontier have
changed the whole dimension of the education system. This has brought a shift from the
‘just in cast education’ to ‘just in time education’ system. Internet, another cost-effective
solution of reaching out to the learners at a distance, is gaining ground throughout the
world. It is acting as a catalyst for change in the education process. It has taken education
beyond the classroom and lecture hall into a new era of networked and collaborative
learning.
Since the aim of e-learning environment in education is to enhance students’
learning opportunities by enabling them to partake in global, team based educational
projects, in which they directly experience different cultural contexts and access a variety
of digital information sources via a range of appropriate Information and communication
technology, the future academic library professional should change their role by
developing new standards and skills accordingly to meet the future digital information
needs of the users.
Today almost all the academic institutions, universities and college libraries have
been automated by library software and have become connected with Internet, intranet
and extranet facilities and through which they are providing access to relevant e-journals
and e-books by proxy-server based networks50. So the future of the academic library
38
INTRODUCTION
services may be changed accordingly to fulfill the needs of the patrons in the e-learning
environment.
Libraries have an outstanding potential as the third place, after home and work
with learning, inspiration and entertainment. Hence it is very essential to change the
environment, structure and interiors of the academic libraries according to the digital
information needs of the user and the future library should not have collection storage as
its main function. E-learning opportunities must be enabled by the library professionals to
the user in global level to access a variety of digital information sources via a range of
appropriate World Wide Web technology.
E-Learning is a catch-all term that covers a wide range of instructional material
that can be delivered on a CD-ROM or DVD, over a local area network (LAN), or on the
Internet. It includes Computer-Based Training (CBT), Web-Based Training (WBT),
Electronic Performance Support Systems (EPSS), distance or online learning and online
tutorials. The major advantage to students is its easy access. So, providing access to
online e-journals and e-books through networks will enhance the self-learning knowledge
of the user.
1.19 E-LEARNING FOR INDIAN HIGHER EDUCATION
E-learning refers to the use of Information and Communications technology to
enhance and/or support learning. It covers a wide range of tools and technologies
including e-mail, internet, video streaming and virtual classrooms. E-learning in context
of a student connecting to a network and accessing course material, getting his queries
answered and collaborating with teacher and/or include asynchronous tools like usage of
course management system or learning management system and synchronous tools like
video streaming and virtual classrooms. The student has option to select what he wants to
do, within the broad profile of his study plan.
1.19.1 E-LEARNING INITIATIVES IN INDIA
E-learning is a new technology in the field of education. At present it can support
the traditional teaching and learning but it cannot be recognized and accredited.
39
INTRODUCTION
E-learning will suit a country like India which is spread over a vast geographical area.
E-learning with its wide accessibility can reach the learners, having a telephone line, a
modem, a Net connection and a machine, who are dispersed over a large area51. It is sure
e-learning is the only way by which one can make India, a knowledge based society.
In 1984, the Government of India started a project called CLASS (computer
Literacy and Studies on Schools). As a result of this project; computer literacy is
made compulsory for classes XI and XII. The infrastructure for the computer
science teaching, like computers, electricity and other fittings were brought by the
respective state governments. In the 7th five year plan 2598 schools & in the 8th
five year plan 2371 schools started computer literacy, laying foundation step
towards E-learning in India.
Under the Education Technology Scheme 1987, Audio-software (cassettes) and
videocassettes were provided to the schools for training the students. Bihar, U.P,
Orissa, Maharashtra, Gujarat, Kerala and Andhra Pradesh started broad casting
educational programs through radio and Doordarshan. By the year 1999 the state
governments for the primary schools sanctioned 75,903-color televisions. At
present, in India, many schools-both private and government aided-started
computer science as a subject and the schools have augmented the infrastructure
with Television, audiocassettes and videocassettes, CD-ROMs etc. In Indian
schools, the future development can be attributed to E-training.
During the year 2003, Indian Government launched an ambitious project of
E-learning and E-governance and planned to spend $2660 million in the next four
years. The main aim of this project is to take E-learning to schools in every
district across the country. This project, will ultimately cover 6,00,000 schools in
India. Karnataka State Government launched another major E-learning project in
2003. The Government of Karnataka and IBM India signed a Memorandum of
Understanding to promote E-learning within the state. Under the project, IBM
will develop an E-learning platform for BITES (Board for IT Education
Standards) for higher technical educational institutions in Karnataka. The
E-learning platform with the Government of Karnataka will create one such eco-
system and develop educational institutions in the state as Centers of Excellence.
40
INTRODUCTION
Next few years will determine whether or not the dream of making E-learning
available to our billion strong populations becomes a reality.
A number of private companies and institutes such as NIIT, APTECH, Institute of
Management Technology, Ghaziabad, Gurukul Online Learning Solutions started
offering E-learning programmes in various disciplines including computer science
and information technology.
University Grants Commission Higher Education Project-UGC with collaboration
of INSAT, started COUNTRY WIDE CLASS ROOMS on 15th August 1984, to
upgrade and enrich the quality of education, while extending their reach. In inter
university consortium for education communication (CEC) along with a chain of
about 20 audio-visual media. Mass Communication Research centers were set up
by UGC at different institutions of the countries.
IGNOU Doordarshan Telecast-Indira Gandhi National Open University started
telecasting educational programs from 1991, for distance learners. Now five days
a week is telecasted on Doordarshan channel.
GYANDARSHAN Educational Channel-Ministry of Human Resources
Development, Information and Broadcasting Prasar Bharati and IGNOU launched
GYANDARSHAN jointly on 26th Jan 2000. It is an exclusive educational TV
channel in India; working jointly with SIET, NOS, DST, NCST etc. and at present
it transmits educational programs round the clock. The programs from partner
institutions are telecast for 23 hours a day and foreign programs for 1 hour a day.
The programs of IGNOU, CIET-NCERT are telecast for 4 hours, each, IIT
programs for 3 hours, each, CEC-UGC programs for two and half hours and one
hour each for IIIT and Adult education52.
EDUSAT provides education to millions of people at their doorstep. It is the
world’s first educational satellite in India launched in 20th September 2004. It
enables information to be broadcast in local languages and devoted to long
distance learning in India53.
1.19.2 E-LEARNING PROJECTS IN INDIA
41
INTRODUCTION
Indian E-learning project is the NPTEL project. NPTEL (National Programme on
Technology Enhanced Learning) was conceived in 1999 and funded by MHRD (Ministry
of Human Resource and Development). Under the project 7 NTs ( Indian Institutes of
Technology) and M. Sc. (Indian Institute of Science) Bangalore worked on the Rs 20.5
crore project from 2003 to 2006 to create 112 video courses and 116 web courses. All
these courses are on undergraduate engineering topics and made to meet most of the
requirements of an engineering undergraduate program (at any Indian university). These
causes are available to student working professionals and colleges (both government-
aided and private) at virtually no cost or very low cost.
One of the observation is there is lot of interest (more so during initial launch
period) but it is not getting converted into results. The students institution still need to be
able to coverts this into a usable experience and improve their learning.
Another commercially successful initiative is MBA Programmes being conducted
for working professionals using satellite Video technology by institutions like
IIM-Calcutta, IIM-Calicut, IIT-Delhi, IIFT, IIT Bombay etc. This was done by these
institutions using services provides by companies like Hughes Net (formerly Hughes
Direcway). The author could not find reliable information on number of students using
these programmes but it is estimated at close to 10,000 annually. Hughes Net itself has
2000 such centers in India. This is a successful example in the sense that is met the
demand for quality education for working professionals in the city where they are
located. It has been an economically viable model for the institutes the technology
providers as well as the students. It will do well to enlist what made this a success-
1. Premier institutes like IIMs, IITs, XLRI etc. provide faculty who take the classes, run
the programme ensure quality and institutes provide certificates to students. Institutes
spent valuable faculty time and effort in creating and upgrading courseware
specifically foot these programmes during the last 10 years or so.
2. The vendor companies opened centers across India, for students to come in and view
lectures and attend classes.
3. Satellite-based video technology is used to beam live lectures form the institute studio
to the centuries Learning Management System software is used to supplement this for
42
INTRODUCTION
giving assignments reading material and collaboration among student and faculty.
The companies also set–up studios in partner institutes to enable lecture beaming.
It was a comprehensive solution encompassing quality content great technology
and services (marketing infrastructure etc) to meet student need.
Sarkshat Portal form MHRD is another well known E-learning initiative.
Modelled on lines of MIT OCW it has been designed and developed by IGNOU for
Ministry of HRD as a repository of eBooks e-Journals Digital Repository and other
student-relevant information. Study material is classified into various topics.
Another related initiative again form IGNOU is e-Gyankosh-another digital
repository for learning resources. It has been developed with the objective of long-term
preservation of learning materials.
Some of the other lesser known E-learning initiatives/projects in India are -
1. Amrita Vishwa Vidyapeetham - This initiative launched in 2004 used satellite
technology to connect 4 campuses of Amrita University located in 4 cities of south
India. There is a collaboration with US universities also the project was expected to
expand to 200 universities. It was based on technological support form ISRO.
2. BITS Pilani - It has established a virtual university with DIT sponsorship. BITS has
been one of the pioneers in distance education. BITS has been providing courses for
working professionals in distance education mode leveraging technology54.
3. Jabalpur University - It started a new interdisciplinary “Masters in Multimedia
Development” course in 2000-01 as a distance education course using print material
CD ROM and web-based learning environment. Technology was provide by CDAC
Kolkata and CMC.
4. Aligarh Muslim University - It worked on a project in 2006 -2007 to take its
distance education programme online, starting with a few courses which are industry-
relevant.
5. Central Institute of English and Foreign Language Hyderabad - It had a project
for online learning software set-up and usage in 200655.
43
INTRODUCTION
6. Others - Many other university and colleges had small projects/ initiatives where
they bought software & hardware technology products got content development done
for E-learning launch. It included the likes of Hyderabad University Kerala
University, Terna College Mumbai MDI Gurgaon, etc.
1.20 DELHI UNIVERSITY LIBRARY SYSTEM: A PROFILE
1.20.1 UNIVERSITY OF DELHI
The University of Delhi is the premier university of the country and is known for
its high standards in teaching and research and attracts eminent scholars to its faculty. It
was established in 1922 as a unitary, teaching and residential university by an Act of the
then Central Legislative Assembly. The President of India is the Visitor, the Vice
President is the Chancellor and the Chief Justice of the Supreme Court of India is the Pro-
Chancellor of the University.
Ever since its inception, a strong commitment to excellence in teaching and
research has made the University of Delhi a role-model and path-setter for other
universities in the country. Its rich academic tradition has always attracted the most
talented students who later on went on to make important contributions to their society.
The University has grown into one of the largest universities in India. At present, there
are 18 faculties and 86 academic departments with 145335 regular students (UG: 124494,
PG: 20841) and 266175 students (UG: 262837, PG: 3338) in non-formal education
programme.
1.20.2 DELHI UNIVERSITY LIBRARY SYSTEM
Delhi University Library System (DULS) has more than 34 libraries in its fold.
These libraries, spread throughout the university campus, meet the information
requirements of various academic communities. Presently DULS hold 14.5. lakh
documents, 1477 current periodicals 5 lakh bound volume of periodicals, 3000 CD
ROMS, 670 valuable manuscripts, 20,000 M. Phil., Ph. D. dissertations and thesis. The
traditional library services are provided to large user communities which consist of 5,700
P.G. Students, 1,100 faculty members, 4,100 researchers in different subject. However,
access to electronic resources is provided to larger user communities, which also
44
INTRODUCTION
encompasses the colleges in addition to the university campus. In totality access to
electronic resources is provided to 2,25,000 students, 7,000 faculty members, 4,100
researchers and having annual budget of more than 4 crores.
The e-resource subscription DULS is at par with any international university of
repute. The university has advanced its web activity with the subscription of 40,000 E-
journals through 64 high quality electronic databases being made available through
campus network to teachers, students and research scholars 21 more databases are also
accessible through UGC-INFONET Digital Library Consortium. Important open access
e-resources are regularly culled out and listed on the DULS website for access56.
1.20.2.1 DULS E-RESOURCE PROMOTIONAL ACTIVITIES
In view the large amount of information resources, especially the e-resources; the
huge amount being spent on its subscription; the heterogeneous user community
including the under graduate and post graduate students, researchers, scientists and
faculty members; the wide geographical spread of users to the colleges, Delhi University
Library System (DULS) has planned and regularly conducting various e-resource
promotional activities under Information Literacy Program (ILP).
The planning of ILP found various reasons that affect the use of e-resources in
teaching learning and research. Surveys showed that lack of access, lack of knowledge of
what is available, conservative attitudes and lack of computer skills, were often
significant obstacles to the use of e-resources Adams and Bank (1995)57, Budd and
Connaway (1997)58, Kaminer (1997)59, Zhang (2001)60. Similarly, Tenopiretal (2003)61
note, both the availability of full text e-journals and work is conducted in a specific
scientific field affect use of e-journals.
The relevance criteria are also likely to influence information search strategies
and e-journal use pattern. Studies show that topical relevance and paradigmatic relevance
are two different relevance types. Topical relevance is usually the primary relevance
criterion in the natural sciences where as paradigmatic relevance is usually the primary
relevance criterion in the humanities. E-journals and databases are likely to be used more
45
INTRODUCTION
heavily in fields in which topical relevance is the primary relevance criterion and less in
fields in which paradigmatic relevance is the primary relevance criterion.
1.20.2.2 INFORMATION LITERACY PROGRAM (ILP)
Information Literacy can be defined in terms of a set of competencies that an
informed citizen of an information society ought to posses to participate actively and
intelligently in that society. According to Jeremy Shapiro and Shelly Hughes Information
Literacy is a new liberal art that extends from knowing how to use computers and access
information to critical reflection on the nature of information itself, its technical
infrastructure and its social, cultural, and philosophical context and impact62. Thus
Information Literacy is not only knowing how t o use computers and access information
but also evaluating the nature and impact of information in relation to its technical
infrastructure and its social, cultural and philosophical context.
The American Library Association’s (ALA) Presidential Committee on
Information Literacy, final Report defines Information Literacy, as, a “set of abilities
requiring individuals to recognize when information is needed and have the ability to
locate, evaluate, and use effectively the needed information”63. In other words
information literacy is a set of skills, which enables the individuals to recognize his/her
information need. In addition it also enables to locate, evaluate and use the needed
information effectively.
An analysis of the above definitions and a review of the related literature reveal
the following aspects of information literacy, which should be kept in mind while
planning any information literacy programme. These aspects may be termed as
components of a information literacy program. The very important aspect of information
literacy is tool literacy. It is the ability to understand and use the practical and conceptual
tools of current information technology relevant to education and the areas of work and
professional life that the individual expects to inhabit.
The resource literacy is another important aspect. It is an important aspect for
conducting information literacy programs in academic institutions. It is the ability to
understand the form, format, location and access methods of information resources.
46
INTRODUCTION
Research Literacy is another aspect. It is the ability to understand and use the IT based
tools relevant to the work of today’s scholars and researchers. The other aspect of
Information Literacy is Critical Literacy. It is the ability to evaluate critically the
intellectual, human and social strengths and weaknesses, potentials and limits, benefits
and costs of information technologies.
Last but not the least aspect of information Literacy is regarding emerging
technology. Technology never stands still, it always advances. This is the ability to
adapt, understand, and evaluate the emerging technologies and make use of the
continually emerging innovations in IT so as to make intelligent decisions about the
adoption of new technology.
Information Literacy is basically a library instruction program. It focuses on
content, communication, analysis, information searching and evaluation. In view of the
contemporary environment of rapid technological change and proliferating information
resources Information Literacy in libraries have become increasingly important.
1.20.2.3 E-RESOURCES ORIENTATION FOR P.G. STUDENTS
DULS is regularly conducting e-resources orientation for the post Graduate
students, in the class room environment. It is being conducted through high quality
interactive power point presentations comprising of textual, audio and visual information.
The presentations consist of defining information needs, various sources and formats of
information available, advantages of e-resources over printed resources, searching
techniques, various search options, and coverage, features and search strategy of each
database concerned with the subject. Multimedia resources as images and videos on the
concerned concepts are also explained to the audience. Besides, some important e-
resources such as Subject Gateways, Electronic Journal, Electronic Books, and subject
specific websites from public domain covering the subject, which are regularly culled
out and listed on the DULS website, is also being explained in each department.
1.20.2.4 E-RESOURCE ORIENTATION FOR FACULTY MEMBERS
47
INTRODUCTION
In addition to its vast university campus, University of Delhi has also got large
number of constituent colleges in different locations spread over throughout the Delhi.
All the e-resources are also available to the information users of these colleges. It was
again inevitable on the part of DULS to orient the users of these colleges to all the
available e-resources. For the purpose four power point presentations on DULS
subscribed databases, UGC Infonet databases and open access e-resources available in
public domain are prepared explaining the scope, coverage, features, and search methods
for all the databases. A presentation on Online Search Techniques is also prepared
explaining the various search techniques, limiting or expanding search, common search
platforms etc. Each of the search technique is supported by the live example on particular
database.
Initiation of e-resources orientation program for college teachers, all the colleges
have been grouped into six zones. DULS, on the basis of availability of infrastructure,
schedules the program in one of the colleges in a zone and faculty members from other
colleges in the same vicinity are invited to attend to the college hosting the program. This
is quite a popular program among the college faculty members.
1.20.2.5 WORKSHOP ON E-RESOURCE AND BIBLIOGRAPHICAL CITATIONS
On completion of the first phase of ILP in different departments for post graduate
students and college faculty members, as a next step, DULS has started conducting one
day ‘Workshop on E-Resources and Bibliographical Citations’ for Social Science
Research Scholars with the financial support from NASSDOC, Indian Council of Social
Science Research, New Delhi. Two such programs has already been organized in the year
2006 and 2008.
A total of 200-250 P.G. Students and Research Scholars have attended the
program each time. The workshop emphasized on IPR issues; plagiarism, how to avoid it;
standard citation of references using Chicago Manual of Style; evaluation of electronic
resources etc in addition to the areas covered in the presentations for PG Students.
1.20.2.6 HANDS ON TRAINING PROGRAMMES
48
INTRODUCTION
The e-resource orientation programs at colleges received over whelming response
and as an extension to the orientation programs receiving regular requests from most of
the colleges for hands on training to the faculty members for effective utilization of e-
resources in teaching and research.
Responding to the demands DULS has started providing hands on training to the
faculty members in the colleges. For the purpose, depending upon the availability of
computer terminals, the faculty members are divided into groups. Each group consists of
faculty members from the same subject group or related subject group. Each group
attends the training for two days, first day for DULS subscribed databases and second
day from UGC Infonet databases.
1.20.2.7 DULS WEBSITE
The DULS website is created as tool to serve the user community. It serves as a
channel of communication for various activities of the library. It works as a knowledge
portal to all the library users. Along with the electronic recourses it enlists various other
activities related to the library. The website is updated at regular intervals. It is suitably
linked with the University of Delhi website. It provides up to date information on library
collection, library rules and regulations, online services, links to the major libraries of
DULS, e-journal databases, publications of library professionals, link to other central
Universities in India. It also serves as a gateway to announce new initiatives and
activities.
As far as electronic resources are concerned, DULS website enlists all the
resources on a single web page termed as ‘Online Services’. It further provides links to
subscribed databases, UGC-Infonet databases, public domain databases, OPAC,
DELNET, JCCC@UGC-Infonet, popular magazines, etc. Through the ‘Online Service’
webpage users get access to all e-resources, which are further listed on separate page with
a brief description. A screen shot of the DULS website is given. The URL address of the
DULS website is http://crl.du.ac.in/
1.20.2.8 E-MAIL ALERTS
49
INTRODUCTION
DULS is regularly updating for the availability, subject coverage, and search
techniques, common search platform and various other features of e-resources to the
faculty members. Periodically complete information of an individual database is created
with all possible hyperlinks and the same is mailed to the faculty members. E-mail keeps
the user up-to-date as far as the databases are concerned. Once the users are aware of the
availability they will use it. Besides, they provide e-referencing services. Users send their
queries through e-mails regarding various library services and especially for e-resources.
The queries are promptly responded by the reference staff.
1.20.2.9 BROCHURES AND PAMPHLETS
Product brochures, pamphlets, book marks etc. are regularly displayed and
distributed among the academic community of the University. These brochures and
pamphlets provide a fair idea of a specific database, its subject coverage, searching
features etc.
50
INTRODUCTION
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