To “E”, or Not to “E”; That is the Question

As a distance learner, accessibility to information and learning tools is an important aspect of learner development. In distance learning, multimedia and computer-based training offer the learner various means of connection to critical information and learning tools through audiovisual components, the internet, e-learning, and web-based training. Although Noe (2010) categorizes each of these technological methods as extensions of the other, each offers accessibility in various methods that can enable a learner to expand their knowledge. For instance, the internet serves as a launching pad for e-learning and web-based training, but as a standalone tool, the internet offers the ability for a learner to take a journey through search engines and hyperlinks. Overall each offers the ease in accessibility, flexibility and, at times, cost-efficiency necessary to introduce a subject matter to an individual or a global community.

Imaging the unmanageable schedule of juggling a family, fulltime employment, and a fulltime course load is off in distant memory. The introduction of “e” to learning has offered numerous opportunities to many regardless of race, gender, religion, class, or status. But when does the question come to mind: “e”, or not to “e”? The basis of distance learning is to drive learning through self-motivation, generate social interaction, and offer global expansion (Noe, 2010).

The concept of distance learning has brought a new frontier of innovation and the need to provide education on the go. So how can distance learning be achieved in a more flexible and accessible manner from a learner perspective? How about through e-readers?! The e-reader (e.g. iPad) is the latest innovative method of “e”ducation of the go! Created to be taken on the go like a good paperback novel, the e-reader was agreed to be lightweight, convenient, and portable; yet conversely, the lack of desktop publishing (i.e. note taking and/or highlighting) impacted many of the learners’ decisions regarding continued use of the device as a primary learning tool (Janssens, G. & Martin, H, 2009; Shurtz, S. & von Isenburg, 2011). Although there is still room for improvement, technology continues to grow and change. Through innovation, the e-reader can be enhanced to meet the desired needs of educators and learners at a global level bringing back the nostalgia of opening a book while considering global efficiencies through reducing waste and expanding the avenues of accessibility to the desired learning portal no matter where the learner is located. Now that’s something to ‘chat’ about!





References

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Janssens, G., & Martin, H. (2009). The Feasibility of E-Ink Readers in Distance Learning: A Field Study. International Journal of Interactive Mobile Technologies, 3(3), 38-46. doi:10.3991/ijim.v3i3.726

Shurtz, S., & von Isenburg, M. (2011). Exploring e-readers to support clinical medical education: two case studies. Journal of the Medical Library Association, 99(2), 110-3. doi:10.3163/1536-5050.99.2.002