There has been rapid expansion of the use of technology in education since the turn of the century. A myriad of new tools enable novel teaching strategies that have changed the face of classrooms around the globe. Teachers who adopt e-learning into their courses have been criticised for valuing the use of technology over learning outcomes. In this age of information, the appropriate use of technology for improving the learning environment is an essential aspect of instructional design. How e-learning systems fit into the curriculum and their effects on in-class and online pedagogy are topics that require careful consideration. This presentation will showcase several examples of e-learning integration with an analysis of their student engagement and pedagogy. This will be followed by a discussion of the roles of the classroom, students, teachers, and online learning environments and how these fit into the curriculum as elements of instructional design. Finally, we will examine some of the pedagogical reasons given by educators who refuse to adopt e-learning into their courses, and consider the merits of their arguments.
Adam Jenkins is a lecturer at the Shizuoka Institute of Science and Technology where he created and administers the iLearn@SIST e-learning system based on Moodle. In his role as system administrator, Adam oversees nearly 200 online courses taught by more than 30 professors and delivered to over 1,000 students university-wide.