E-Blended Learning Using Web Technology

ISSN 2394-3777 (Print)
ISSN 2394-3785 (Online)

Available online at www.ijartet.com
International Journal of Advanced Research Trends in Engineering and Technology (IJARTET)

Vol. 3, Issue 12, December 2016
E-Blended Learning Using Web Technology

Ms.I.Sundari, Ms.M.Swathika, Ms.V.Nivetha, Ms.L.Megala
UG Student, 2UG student, 3UG student, 4Assisstant Professor
Department of Electronics and Communication engineering, V.R.S. College of engineering and Technology, Arasur,
Villupuram, INDIA
1
Abstract-This paper discusses the programs design and structure, considers the programs impact on academic capacity in
Blended learning within the institution, and reflects on future directions for the program and emerging insights into blended
learning and participant engagement for both staff and students. E-blended learning is specifically to provide outstanding
learning environments and programs that lead to excellent outcomes for graduates, enabling them to work in and guide a
diverse and complex world characterized by increasing change.
Index Terms-Self paced learning, web browser, web museum thematic models.
I. INTRODUCTION
Blended learning means different things
different people. This may appear to be an academic
point but in reality these definitions illustrate the
untapped potential of blended learning. The first
generation of e-learning or web learning programs
focused on presenting physical classroom based
instructional content over the Internet. Furthermore, first
generation E-learning programs tended to be a repetition
or compilation of online version of classroom-based
courses. The experience gained from the first generation
of E-learning. Often riddled with long sequences of
page turner content and point and click quizzes is
giving rise to the realization that a sufficient choices,
engagement Social contact, relevance and contact needed
to facilitate successful learning and performance.
In the second wave of E-learning, increasing
numbers of learning designers are experimenting myth
blended learning models that combine various delivery
models.
A. Blended Learning
Learning requirements and preferences of each
learner tend to be different. Organizations must use a
blended of learning approaches in their strategies to get
the right content in the right format to the right people at
the right time. Blended learning combines multiple
delivery media that are designed to complement each
other and promote learning and application-learned
behaviour. Blended learning mixes various event-based

activities, including face to false classrooms, live elearning and self-paced learning.
B. Benefits Of Blending
Blended learning is not new. However in the
past, blended learning was comprised of physical
classroom formats, such as lectures, labs, or handouts.
Today Organizations have a myriad of learning
approaches and choices. The concept of blended learning
is rooted in the idea that learning is not just a one-time
event-learning is a continuous process.
C. Internet Tools And Browser
Internet related technological terms and tools
need to be understood well before applying them in
education.
Web browser
If we consider literal meaning of the two terms,
web implies Network and Browser means look
through. In this context, web Browser together implies
looking through the network of something. This meaning
if applied in the concept of internet, then it roughly
implies looking through the network of the information
pages on available internet. A browser is an application
that provides a way to look at and interact with all the
information on the word.
D. Real Time Online Learning
All Rights Reserved 2016 IJARTET
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There are many educational sites which

offer online courses or other educational activities to be
carried out on the spot. Students not only can learn
information from others but also can share their ideas
with other learners. They can learn about other schools
learning styles and study Programmes on the www. This
has resulted in the creation of Global education and
students are fast becoming the global learners having
fellow students from different parts of nation and also
from different countries. There are many sites having
educational games in different subjects. Students can
learn the desired content by playing these games.
For social studies students, there are sites like
Web museum which provide multimedia view and allow
the students for virtual visits to different historically or
geographically important places. E.g. Net logo is one
software that allows students to work on various thematic
models by playing with the variables. Mathematics and
sciences students can carry out virtual experimentations
provided in different educational sites. E.g. www allows
students to free download the Geiger software which
provides them the platform to practically learn different
geographic concepts and constructions. This article has
two objectives:
1. To provide a comprehensive view of blended
Learning and discuss possible dimensions and
Ingredients (learning delivery methods) of blended
Learning programs.
2. To provide a model to create the appropriate blend
By ensuring that each ingredient, individually and
Collectively, adds to a meaningful learning
Experience.
Badu Khans blended e-learning framework,
referred to here as Khans Octagonal Framework
enables one to select appropriate ingredients
(http://BooksToRead.com/framework).
Khans
framework serves as a guide to plan, develop, deliver,
manage, and evaluate blended learning programs.
Organizations exploring strategies for effective learning
and performance have to consider a variety of issues to
ensure effective delivery of learning and
thus a high return on investment.
Introduction to Khans Octagonal Framework

A variety of factors are required to be addressed
to create a meaningful learning environment. Many of
these factors are interrelated and interdependent. A
systemic understanding of these factors can enable
designers to create meaningful distributed learning
environments. These factors comprise the Octagonal
Framework. The framework has eight dimensions:
institutional, pedagogical, technological, interface
design, evaluation, management, resource support,
and ethical.
Each dimension in the framework represents
category Of issues that need to be addressed. These
issues help Organize thinking, and ensure that the
resulting learning program creates a meaningful learning
experience. Institutional The Institutional dimension
addresses
issues
concerning
organizational,
administrative, academic affairs, and student services.
Personnel involved in the planning of a learning program
could ask questions related to the preparedness of the
organization, availability of content and infrastructure,
and learners needs. Can the organization manage
offering each trainee the learning delivery mode
independently as well as in a blended program? Has the
needs analysis been performed in order to understand all
learners needs?
Pedagogical The Pedagogical dimension is
concerned with the combination of content that has to be
delivered (content analysis), the learner needs (audience
analysis), and learning objectives (goal analysis). The
pedagogical dimension also encompasses the design and
strategy aspect of e-learning. This dimension addresses a
scenario where all learning goals in a given program are
listed and then the most appropriate delivery method is
chosen. For example, if a learner is expected to
demonstrate a product (in sales training), then using
57


product simulation as part of the blend is appropriate. If a

learner is expected to come up with a new price model
for a product, then using a discussion as one of the
elements in the blend would be an appropriate choice.
Technological
Once we have identified the delivery methods
that are going to be a part of the blend, the Technology
issues need to be addressed. Issues include creating a
learning environment and the tools to deliver the learning
program. This dimension addresses the need for the most
suitable learning management system (LMS) that would
manage multiple delivery types and a learning content
management system (LCMS) that catalogues the actual
content (online content modules) for the learning
program. Technical requirements, such as the server that
supports the learning program, access to the server,
bandwidth and
Accessibility, security, and other hardware,
software, and infrastructure issues are addressed.
Interface Design
The Interface Design dimension addresses
factors related to the user interface of each element in the
blended learning program. The interface has to be
sophisticated enough to integrate the different elements
of the blend. This will enable the learner to use each
delivery type and switch between the different types. The
usability of the user interface will need to be analysed.
Issues like content structure, navigation, graphics, and
help also can be addressed in this dimension. For
example, in a higher education course, students may
study online and then attend a lecture with the professor.
The blended learning course should allow students to
Assimilate both the online learning and the lecture
equally well.
Evaluation
The Evaluation dimension is concerned with the
usability of a blended learning program. The program
should have the capability to evaluate how effective a
learning program has been as well as evaluating the
performance of each learner. In a blended learning
program, the appropriate evaluation method should be
used for each delivery type.
Management
The Management dimension deals with issues
related to the management of a blended learning
program, such as Infrastructure and logistics to manage

multiple delivery types. Delivering a blended learning
program is more work than delivering the entire course
in one delivery type. The management dimension also
addresses issues like registration and notification, and
scheduling of the different elements of the blend
Resource Support
The Resource Support dimension deals with
making different types of resources (offline and online)
available for learners as well as organizing them.
Resource support could also be a counsellor/tutor always
available in person, via e-mail, or on a chat system.
Ethical
The Ethical dimension identifies the ethical
issues that need to be addressed when developing a
blended learning program. Issues such as equal
opportunity, cultural diversity, and nationality should be
addressed.
II. CONCLUSION
While learning technologies and delivery media
continue to evolve and progress, one thing is certain
organizations (Corporate, Government, and Academic)
favour blended learning models over single delivery
mode programs.
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Ms.E.Nivedha is a U.G. student in Electronics &

Communication Engineering of V.R.S.College of
Engineering and technology, Arasur, Villupuram
District. My area of interest is Image Processing.
Ms.L.Megala is an Assistant professor of ECE in

V.R.S college of Engineering & Technology. She
completed her B.E/ECE in Idhaya Engineering
College for women, Chinnasalem in the year
2008. She completed her M.E in the field of
Applied Electronics in S.K.P Engineering
College, Thiruvannamalai the year 2011. She has
raph
attended 6 national conferences and 3
international conference. She is the life time member of ISTE. She has
a teaching experience of 6 years. At present, she is going to have a
research work in the field of Digital Image Processing.
raph
[13]. Queensland University of Technology (2010). QUT Manual of

Policies and Procedures. Brisbane [QLD]: Queensland University
of Technology. http://www.mopp.qut.edu.au/ [viewed June 12,
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York: Simon & Schuster.
[15]. Sharpe, R. (2006). Institutional rationales for blended e-learning
(White paper). The Higher Education Academy. Oxford [UK]:
Oxford Brookes University.
BIOGRAPHY
Ms.I.Sundari is a U.G. student in Electronics &
Communication Engineering of V.R.S.College of
Engineering and technology, Arasur, Villupuram
District. My area of interest is Signal Processing.
raph
Ms.M.Swathika is a U.G. student in Electronics

&
Communication
Engineering
of
V.R.S.College of Engineering and technology,
Arasur, Villupuram District. My area of interest
is Signal Processing.
raph
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ISSN 2394-3777 (Print)

ISSN 2394-3785 (Online)

International Journal of Advanced Research Trends in Engineering and Technology (IJARTET)