Underestimating the benefits that ICT Education and elearning bring to people is a big mistake but appreciating the endless possibilities is the best. As we identify the endless possibilities and benefits of elearning we prepare ourselves to fully utilize rather than abuse the independence offered by it. Unparalleled independence that traditional classroom education do not offer.
Personally, the issue of independence is true but I also believe that it is ambiguous. In the sense that if one is undertaking a course or programme via the internet, owning your own computer and internet service makes you independent.
On the other hand, using the interface to do assignments and other related tasks is partially independent. The reason to the latter is that elearning programmes must always go with a set of rules or instructions and therefore streamline the activities of the user on the internet or the interface. Which means the user or candidate depends highly on the examiner or sender and the content of the material and the 'how to' before any progress could be made. Otherwise it is not progressive. Therefore, independence that seem to be offered by elearning is partial not full.
We should be able to decipher independence from privacy. It is very critical because having your privacy does not mean 'independence'. The fact that you are not talking to a teacher in the classroom does not mean elearning provides full independence. Indirectly you have to depend on some other resources to get started and get finished. Which if you were in the classroom you would depend on or expect the teacher to provide.
The difference between privacy and independence is what presents the issue of abuse. Abuse is something we always have to deal with when it comes to elearning and the use of ICT devices. Because privacy can be abused and likewise independence. That is why internet security is always being upgraded and restrictions are becoming more rampant.
Freedom for students is relative. If teachers use elearning as a medium to enhance teaching and learning, then they have to streamline or control it by directing students to the exact websites or links, ensuring that the tasks will engage their mind to the extent that they will not have time to abuse/waste on other websites like pornography, music videos etc. But if teachers do not control the the students then freedom will be abused.Partial independence and privacy will be abused.
Motivating yourself to use ICT devices and elearning interfaces is a very difficult thing. Self-initiative, self-discipline and expensive devices are real issues that students have to deal with. As a matter of fact, these attributes demand a lot from students especially in Africa. Devices are expensive and students find it difficult to buy. Using available devices at Laboratories and Internet cafes is normal but the drive to self-initiate is confronted or shared with other burdensome activities. Usually accessibility is not channeled into serious academic work but social interactions in web communities. I get worried when project students make statements like 'I have searched and search again but I could not find it'. This is a clear case of lack of initiative to use the right methods and dig deeper in internet research. Students get demoralized too quickly.
The work of teachers could not be too demanding. It depends on what the teacher wants to do and the volume of material that has to be presented within the lesson period. If a good lesson plan is followed there will be just enough to do and not too much. I think it rather makes teaching and learning interesting, interactive, and fun. Maybe, traditional classroom teaching will one day face out.
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