Elearning dates back to the early 1960s when Stanford University psychology professors Patrick Suppes experimented with using computers to teach math. As early as 1997 William D. Graziadei published an article which described developing an overall strategy for technologybased course development and management for an educational system. Today people are using many technologies in elearning, blogs and virtual classrooms included.
There are different types of e璴earning that are available. Some educational experts suggest that different ty pes or forms of elearning can be considered as a continuum, from no elearning, i.e. no use of computers or the Internet for teaching and learning, through classroom aids, such as making classroom lecture Powerpoint slides available to students and through a course website, to laptop programs, where students are required to bring laptops to class and use them as part of a face璽o璮ace class, e to mixed learning, where classroom time is reduced but not eliminated, with more time devoted to online learning, to fully online learning, which is a form of distance education.
Due to the effectiveness of e璴earning methods, this type of learning methocdology is rapidly becoming popular among schools. By 2006, 3.5 million students had participated in learning courses through the Internet at institutions of higher education in the United States. Alien and Seamen claim that almost a quarter of all students in postsecondary education were taking fully online courses in 2008, and a report by Ambient Insight Research suggests that in 2009, 44 per cent of post璼econdary students in the USA were taking some or all of their courses online, and some professors pr edicted that this figure would have been doubled by 2014. Thus it can be seen that elearning is moving rapidly from the margins to being a predominant form of postsecondary education.
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