E-Learning Technologies and Its Application in Higher Education: A Descriptive Comparison of Germany, United Kingdom and United States

by

Martin Kwadwo Gyambrah

There is a general agreement that we have entered the information economy, that higher education is a critical element in this knowledge society. This has placed a new demand on its teaching and research functions, with growing emphasis on lifelong learning and more flexible forms of higher education delivery. Notwithstanding, there is also a widespread scepticism as to whether educational systems will be able to overcome their traditional inertia and respond to the challenge of the knowledge-based revolution.
Currently the prominence of ICT and other external influencing factors; economic, social, cultural and the changing role of governmental policy are driving the inner life of the higher education sector. In that respect many higher educational institutions are turning to e-learning technologies for improving the quality of learning by means of access to resources, services, long
distance collaborations and exchanges. However this transition has been characterized by a mixed sense of optimism, skeptism and a lack of “adequate benchmarks”. It is within this background that this explorative study sought to carry out a descriptive comparison between Germany, UK and the USA with the objective of identifying the current trends, establishing tendencies of differences or similarities and identifying future trends (next 5 years) across the three countries. This is directed at synthesising “best practices” which could facilitate international knowledge transfer and the future development of e-learning. In pursuance of these aims the study employed the use of both quantitative and qualitative data sources. In obtaining the quantitative data, national and international reports that detail out the activities of e-learning in higher educational institutions across the three countries were reviewed and relevant data filtered. Further explanations, clarifications as well as predictions of future trends were sought through expert interviews (n=30 experts). The findings indicate that: 1) The three countries did not exhibit much differences in terms of policy however they exhibited differences in terms of strategy and tactics in e-learning. 2) The three countries exhibited differences in terms of the prevalent e-learning technologies used as well as the application of such technologies. 3) In terms of didactical approaches and orientation to either local or international markets the three countries exhibited differences iv) In terms of impact and limiting factors the three countries exhibited differences in scale and proportion though qualitative impact was difficult to estimate. 5) In terms of future trends or scenarios different projections were made across the three countries. The implications of the findings are discussed and recommendations offered for further research.

THE RELATIONSHIP BETWEEN SECONDARY GENERAL EDUCATION TEACHERS SELF-EFFICACY AND ATTITUDES AS THEY RELATE TO TEACHING LEARNING DISABLED STUDENTS IN THE INCLUSIVE SETTING

By Margaret Jackson Barco

The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion. Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modifications for disabled students, whether part time or full time in the inclusive classroom setting. Responses to items concerning sufficient/insufficient training to teach disabled students brought about differences in responses from male and female participants. The female respondents were undecided as to whether or not they had sufficient training to teach learning disabled students in the inclusive classroom setting. The female respondents also were undecided as to whether or not more undergraduate classes would have given them more confidence working with learning disabled students in the inclusive classroom. As for efficacy, making adaptations, and training, female teachers tended to have a greater degree of confidence in teaching disabled students in the regular classroom setting in comparison to the male teachers whose confidence levels were lower than their female counterparts. The same can be seen with the rural and urban/suburban teacher groups in regards to adaptations and training. Both urban/ suburban teachers tended to project positive attitudes towards making accommodations and modifications for disabled students. They tended to respond in a positive manner when it came to modifying
teaching style and adapting the curriculum for disabled students in the inclusive classroom setting. Results from the telephone interview survey concluded that secondary teachers feel that inclusion works for some disabled students, but not others. Some respondents felt that inclusion is responsible for teachers “dummying down” lessons. The respondents also suggested that they have had positive, as well as, negative experiences with inclusion. The positive experiences included making methodological and curricular changes in teaching styles, employing best teaching practices, and reorienting the way assignments are given. The respondents found these changes to be positive for all students, which in turn, helped to change the mindset that lessons were being “dummied down.” Negative experiences included not having a voice in which students would benefit from the inclusion construct. This study concluded that inclusion does have its benefits, as well as it flaws, but
its success rests on the attitudes of the teachers in the classroom. The study also concluded that a relationship does exist between teacher self-efficacy and teacher attitudes as they relate to teaching learning disabled students in the inclusive setting.