Related Literature and Studies

E-learning is not a new teaching paradigm. In fact, this approach is here for decades and
is also a popular teaching strategy for educational institutions of different levels. E-learning refers
to the use of technology in the context of the teaching-learning process (Wilson, 2012). In
addition, e-learning refers to “hybrid or blended courses where face-to-face time is reduced and
replaced by online activities” in which case, the blended learning approach to teaching and
learning is followed (Nichols, 2008, in Wilson, 2012, p. 162). M. B. Nejad, et.al. (2012) studied the
different classifications and standards of e-learning, and they reported that e-learning is
characterized as the use of technology for learning and would include applications using the
computer and the Internet. Moreover, learning materials can be coursed through different
modes such as the internet, intra/extranet, audio tape, video tape, satellite, TV and CD-ROM. The
U.S. Department of Education, Office of Planning, Evaluation and Policy Development (2010)
defined online learning as “learning that takes place partially or entirely over the Internet” (p. 9).
With these definitions, e-learning could refer to the extent on how technology is used in the
teaching-learning process.

The U.S. Department of Education, Office of Planning, Evaluation and Policy Development
(2010) classified e-learning into three aspects, namely the learning goal or objective, experience
and online learning activities. The first aspect is the learning goal wherein the class is conducted
in a virtual class termed as replacement to the actual classroom teaching-learning, while the
second one is enhancement as to augment the activities done in the actual class. The second
aspect is the experience in learning divided into three types. The expository instruction is when
information is provided through different materials or media (i.e. lecture or handouts); active
learning is when the students use different activities for their learning such as online drills,
simulations, games, or microworlds, and interactive learning is where learners cooperate with
other learners and teachers through different technological means. The third aspect is the type
of e-learning activities conducted as synchronous, where learning takes place in the actual
classroom or a virtual class, and asynchronous, where learners access the learning niche in
different times providing inputs and outputs.

M. B. Nejad, et.al. (2012) classified e-learning into different models, namely: (a)
Synchronous Model refers to online learning wherein the members of a class participate in virtual
classrooms and conferencing simultaneously, (b) Asynchronous Model refers to offline learning
wherein members of the class access the materials from the Internet and do the tasks at their
own pace, (c) Computer-based Training Model refers to e-learning wherein the materials used
are stored in a software stored in CD, (d) Internet-based Training Model refers to e-learning
wherein the course contents are delivered through the internet and its network, and (e) Web-
based Training Model refers to e-learning wherein the course contents are delivered through the
Local Area Network (LAN) and the Internet. This classification of e-learning is based on the group
dynamics of teachers and students and the technology used in conducting the classes.

In terms of the use of e-learning and blended learning in ELT, Kim (2008) studied the
perception of ESL/EFL teachers regarding the use of computers in the classroom. Findings showed
that computers are used as a tool for learning. However, it should be noted that the findings
focused on the use of computers wherein it is teacher-centered, by having the computers as
supplemental tool in language learning. In another study, Ilter (2009) studied technology use and
its motivation of students in the classroom. The study used a questionnaire to collect data from
students in the Akdeniz University Preparatory Classes for academic year 2007-2008. The results
show that technology motivates students to learn language when technology is present in the
language learning process (Ilter, 2009, p.115).

Tanveer (2011) conducted a study regarding the different perceptions, challenges, and
strategies of students and teachers in the use of e-learning tools in language learning. The study
found out that “students most likely prefer to have technology in the teaching learning process”
(p.3). Meanwhile, the challenges faced by students and teachers are their current technological
knowledge and skills to use the digital devices and the resources of the educational institution as
to integrate e-learning in the curriculum. In another study, U.S. Department of Education, Office
of Planning, Evaluation and Policy Development (2010) conducted a meta-analysis of different
studies regarding online learning, the combined or blended learning and face-to-face instruction.
Results showed that students in online learning environment perform better than those who had
face-to-face or traditional learning.

Meanwhile, Kocuglu, et.al. (2011) did a study on the effects of blended learning for a
teacher training program on English Language teachers. Although the results showed that there
is not much difference between the blended learning approach and the traditional form of
teaching it terms of gaining knowledge, it also showed that learners tend to be more interested
in studying if technology is used in the teaching-learning process. This conclusion is further
supported by the study of Kaya, H. (2015), where it was found that integrating technology in
language teaching helps students become more active learners and encourage them to reflect
more on their own learning.

References:

Kaya, H. (2015). Blending Technology with Constructivism: Implications for an ELT Classroom.
The Journal of Teaching English with Technology, 15(1), 3-13,
https://www.ceeol.com/search/article-detail?id=166911 ON 11 July 2019.

Kim, H. K. (2008). Beyond motivation: ESL/EFL teachers’ perceptions of the role of computers.
CALICO Journal, 25(2), 241-259.
https://calico.org/memberBrowse.php?action=article&id=691 ON 11 May 2016.

Kocuglu, Z., Ozek, Y., & Kesli, Y. (2011). Blended Learning: Investigating Its Potential in an
English Language Teacher Training Program. Australasian Journal of Educational
Technology, 27(7), 1124-1134, https://doi.org/10.14742/ajet.908 ON 11 July 2019.
Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of
Distance Education-TOJDE, 10 (4).

Nejad, M. B., Nejad E. B., & SadeghiJoola, M. (2012). Overview on models and standard
classification in e-learning system. Journal of Basic and Applied Scientific Research,
2(10), 9784-9791.
http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202%2810
%299784-9791,%202012.pdf ON 28 may 2016.

Tanveer, M. (2011). Integrating e-learning in classroom-based language teaching: Perceptions,

U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2010).
Evaluation of evidence-based practices in online learning: A meta-analysis and review of
online learning studies. Washington, D.C.
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf ON
28 May 2016.

Wilson, A. D. (2012). Categorising e-learning. Journal of Open, Flexible and Distance learning,
16(1), 156-165.
http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/98/73 ON 20
October 2017.