E-learning

New Media Technology and E-learning

Impact of New Media Technology on Learning and Teaching

Abstract

This article focuses on the impact of new media technology on learning and teaching in

general. New media technology has transformed the traditional classroom-based learning and

teaching with new borderless, anytime, enriched and high interactive solutions. This impact on

learning and teaching from new media technology is fundamental not just in the forms of

physical delivery, but also in the structural and strategic aspects of learning and teaching. The

article briefly looked back the history of e-learning. Then the discussion on the impact of

multimedia technology on learning and teaching was conducted in the aspects of learning

strategy, learning and teaching process, learning style, knowledge content and structures, and

global learning.

Author: Hong Li

George Mason University

Dr. Nada Dabbagh

April 10, 2006

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E-commerce, e-government, e-learning, e-everything, new media has transformed our

society in all aspects. The impact of new media on education is “revolutionary” as e-learning

advocator claimed. E-learning is the result of convergence of computer, telecommunication, new

media technology and education. It utilizes various new media and information technologies as

its primary medium. “It has become a pervasive, important, and complex educational

phenomenon in the 1990s and continues to be so in the new century” (eMarketer, 2003).

E-learning has become a profitable industry and grown fast with the mature and

improvement of information technology and telecommunication infrastructures. According to

eMarketer’s e-learning report, “comparative estimates for cohesiveness at around $6 billion to 7

billion in 2002” (emarkter, 2003). Cortona Consulting says the e-learning market could reach

$50 billion by 2010. “This will be fueled by the current generation that has grown up with the

Internet and video games. Though e-learning will never replace the classroom, these students

will respond particularly well to online educational opportunities. Over time, they’ll create new

opportunities for e-learning in the workforce and the public sector” (eMarketer, 2003).

According to US National Center for Education Statistics, the number of public schools

facilitated with Internet access in the US has grown significantly over the years. In 2001, 99%

public schools and 87% classrooms in the public schools have Internet access. The current and

new generations will dominate the trends of e-learning development. According to eMarkerter’s

e-learning report, the K-12 academic sector in the US was the largest in the e-learning market at

$1.8 billion; higher education will rise to the top with $23 billion in 2006 and $44 billion in

2011” (eMarketer, 2003).

E-learning is a trend in education industry due to the convergence of education, new

media and other information technologies. This article focuses on the impact of new media

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technology on learning and teaching in general. New media technology has transformed the

traditional classroom-based learning and teaching with new borderless, anytime, enriched and

high interactive solutions. This impact on learning and teaching from new media technology is

fundamental not just in the forms of physical delivery, but also in the structural and strategic

aspects of learning and teaching. The article briefly looked back the history of e-learning. Then

the discussion on the impact of multimedia technology on learning and teaching was conducted

in the aspects of instructional strategy, learning process, knowledge content, and structures.

The Definitions and The History

Before deliberation of the history of e-learning, it is necessary to clarify the definition of

relevant terms: new media, new media technology and e-learning.

New media and new media technology:

New media is different from traditional, analog communication forms such as speech, print

press, radio or TV broadcasting etc. There exist three communication medium forms,

interpersonal medium, mass medium and new medium. Interpersonal medium is one to one

communication; mass medium is one to many communication; new medium form or new media

includes one to one, one to many and many to may communications (Crosbie, 1998). In brief,

new media is “the integration of computers, computer networking, and multimedia”, and “refers

to all emerging communications media that combine text, graphics, sound, and video, using

computer, networking technology” (Thomson Learning, 2001).

These technological innovations converged to create a new communications medium. The

following are some of the technologies which contributed to the emergence of new media:

The invention of digital communications during the late 1940s;

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The invention of the Transport Control/Internet Protocol ((TCP/IP) in the late 1960s;

ARPANET's creation of the Internet during the early 1970s;

The invention of the personal computer in the late 1970s;

The invention of the HyperText Transport Protocol (HTTP) in the late 1980s;

The invention of the Mosaic browser software in 1992;

The hallmark characteristics of new media are:

“individualized messages can simultaneously be delivered to an infinite number of people”

(Crosbie, 1998).

“each of the people involved shares reciprocal control over that content” (Crosbie, 1998).

Based on the explanation of new media, new media technology is about the technologies

involving in the creating and carrying out new communication medium. In specific, it includes

the following:

Web sites

chat rooms

e-mail

streaming audio and video

mailing lists

DVD and CD-ROM media

virtual reality environments /simulation

Internet telephony

digital cameras

mobile communication technology

Instant massaging

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Videoconferencing

Webconferencing

New media technology has and will broaden and richen the ways by which we

communicate. More and more new media technologies will emerge in the future

E-learning:

There is no standardized definition to deliberate e-learning. Basically, e-learning refers to

education via the Internet, network, or standalone computer. “E-learning is an approach to

facilitate and enhance learning through, and based on, both computer and communications

technology. Such devices can include personal computers, CD-ROMs, Digital Television, PDAs

and Mobile Phones. Communications technology enables the use of the Internet, emails,

discussion forums, collaborative software, learning management software and team learning

system” (Wikipedia, 2006).

Although some scholars think that e-learning emerged in 1960s-1970s, most people agree

on that the convergence of computer, new media technology, and education started from 1980s

when multimedia technology such as CD-ROM and authoring software came into market. “With

Internet coming into public use in 1990s, e-learning, online learning or web-based learning

emerged and grew very fast. It have been over emphasized in its early development stage and

been criticized after IT bubble burst in 2000-2001. After such early teething problems, the e-

learning market is growing fast” (Anderson, 2004).

E-learning has gone through the development stages with the convergence of education,

new media and other information technologies. Before computers became mass products and

were widely available for general use, instructor-led and classroom based learning and teaching

was the primary method. Educational psychology and instructional theories and technology were

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deliberated around instructor-led learning and teaching system. “Teacher-centered” instructional

design dominated the formal education. The delivery method of knowledge content was liner and

paper-based. Classrooms were the mainly places for instructors to deliver instructions to

students. During the early stage of e-learning, in an attempt to make learning content more

transportable and visually engaging, computer-based learning and training content was delivered

mainly via CD-ROMs. The benefits of using CD-ROMs are not only the accomplishment of

learning in anywhere and at anytime, but also cost-saving compared to instructor-led learning

and teaching method. But at this stage, the production quality and interaction level were lower.

Around 1994-1999 e-learning has gone through first wave of the development with the

web evolved, e-mail, chat room, HTML, web pages with text and graphics, media player, lower

quality streaming video and audio, Java etc. New media and information technologies became

the media carriers for delivering the instructional content. Some experts claimed that e-learning

was the educational revolution and would replace the traditional classroom in the future. At the

same time, scholars began to experiment and study e-learning in all aspects, “modified current

educational psychology and demonstrated new arguments to reflect the new learning system”

(Arshma, 2001).

From 2000 to present, with education delivered electronically, “enthusiasm was unbounded

and a rash of courses flooded the market. Every school was wired and 'e' was an obligatory

prefix to most courses. But once the honeymoon period was over, disenchantment quickly

followed. The quality of the material on offer was criticized, technology frequently did not match

expectations, software was found to be cumbersome and the promised rapid return on investment

failed to materialize” (Anderson, 2004). In the early days of e-learning there was far too much

hype, which delivers tailored learning solutions. “It (e-learning) was very much oversold,

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causing false and unrealistic assumptions”, “The hype was incorrect, but now we are past the

hype and into the mainstream learning," (Anderson, 2004). With the coming of broadband era,

the progression of new media technology and the expansion of capacity and the improvement of

multimedia performance on Pcs, e-learning has experienced much stronger impacts from new

media technologies than ever. At this period, more and more people have come to knowledge

that e-learning is not just as second best to the traditional face-to-face classroom-based learning.

E-learning has fundamentally transformed the current traditional learning and teaching system.

In corporate setting, e-learning has replaced classroom and become main channel to deliver

training content to workforce. At IBM, in 2002, by employing e-learning rather than more

traditional teaching methods which would include travel costs and living expenses, IBM saved

itself $ 350 million each year (MacEke, 2002). “Many larger companies would no longer wish

to, or feel able to, return to classroom training thanks to the flexibility, large-scale cost savings,

customized learning and return on investment, that e-learning offers” (Anderson, 2004). In all, e-

learning has been accepted widely, and established its reputation in corporate training and life

long learning. E-learning has gained momentum in both technical supports and market drive for

further fast growing.

Recently scholars and practitioners advanced the new term – m-learning (mobile learning),

which is constructed based on the mobile and wireless communication technologies, Personal

Digital Assistant (PDAs). Some people called m-learning as “in-your-packet learning”.

Practitioners have advertised m-learning products in the market and tested their potentials as an

effective learning system. The advantage of m-learning is the mobility of learning which is

effective for on-the-spot problem solving and just-in-time practical skills. The scholars stressed

that” the emerging technologies are leading to the development of many opportunities to guide

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and enhance learning that we have never imagined before” (Hanis, 2004).

The Impact of New Media on Learning and Teaching

New media have changed traditional educational models. The impact of new media on

learning and teaching system is not limited in physical delivery form, but also in fundamental

aspects of education: learning content and structure, the process of learning and teaching, the role

of instructors, and learning-style preferences, etc.

Before e-learning, instructor-led learning system dominated the public education and

corporate training. The Instructional psychology and technology focused on how to develop

classroom-based, effective teaching techniques and how to assess learners’ aptitudes and

progress. There are many different educational psychology and instructional theories, which

provide with systematic principles to design instructional materials and methods to achieve the

effective learning and teaching goals. Instructor-led learning system is constructed on the belief

of behavioral psychology. “Behavioral psychology states that behavior can change as a result of

extrinsic motivators such as incentives, rewards, and punishments. Behaviorists advocate

influencing behavior through systematic adjustments of stimulus-response reinforcements”

(Hanis, 2004). Behavioral instruction favors to the use of “observable, measurable, and

controllable objects”. Under behavioral instruction, an instructor determines the objectives the

learners should achieve and sets up drill and practice exercises to assess whether learners will be

able to meet the requirements for the learning objectives. In the learning process, the teacher will

tell learners what and how to learn by setting up performance objectives or learning objectives,

for example, at the end of the course, the learner will be able to identify definitions, terms or

concepts. Behavioral instruction-based and instructor-led learning approach “offers little

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opportunity for learners to develop independent thought. The learners are viewed as adapting to

the environment and learning is seen largely as a passive process because there is no explicit or

interest in mental processes. The learners merely respond to the demands of the environment”

(Hanis, 2004).

In the traditional learning and teaching process, knowledge content is delivery by printed

textbooks and the speech of lectures. Instruction happens in the classrooms or the labs.

Interaction between the instructor and learners is face-to-face. Learners have to finish their

assignments in printed form, which will be submitted for grading. Until now instructor-led

learning and teaching process still is the dominated instructional method in most of public

schools. Although new media technology has been exploited into the classroom, “audio-visual

media have been treated more as an icing-on-the-cake than as something at the very heart of

learning” (Arsham, 2003).

When the convergence of computers, new media technology and education began to

dominate corporate training, the advantages and the benefits of e-learning have been recognized

by formal educational system. More and more new media technologies have been implemented

into the classrooms to facilitate and enhance the traditional learning and teaching process. With

successful practices of e-learning, educators and scholars began to recognize the fundamental

changes happened in learning and teaching process impacted by convergence of computer, new

media and education.

1. Switch from instructor-led to learner-centered learning strategies:

In traditional instructor-led learning strategy, learners are treated as passive role in the

process of learning. Instructor decides what and how to learn. The behaviorists’ instructional

application has been “effective in learning how to train animals and helping human beings

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modify their behavior. It fell short of what is most important in education for most educators. To

educate, you must do more than modify behavior. To educate, you must help the students learn

how to develop strategies for learning. Cognitive psychology and constructivist psychology

began to replace the behaviorist psychology in the second half of the 20th century” (Hanis, 2004),

and implicated the their theories into classroom-based learning system. Cognitivists stated that

the metal process of the learner was the primary object of study and is part of learning process.

They are concerned with the study of individual’s perceptual processes, problem-solving

abilities, and reasoning abilities. Cognitivists "portrays learners as active processors of

information--a metaphor borrowed from the computer world--and assigns critical roles to the

knowledge and perspective students bring to their learning. What learners do to enrich

information, in the view of cognitive psychology, determines the level of understanding they

ultimately achieve” (Hofstetter, 1997).

The trend to teach from cognitive perspective is known as constructivist movement in

education. "The aim of teaching, from a constructivist perspective, is not so much to transmit

information, but rather to encourage knowledge formation and development of metacognitive

processes for judging, organizing, and acquiring new information” (Bruning, 1995).

Constructivists assert that social interaction with others also play an important role in the

construction process (Perkins, 1999). From cognitivist and constructivist perspective, instruction

should encourage students’ autonomy, address or even challenge students’ prior knowledge, and

facilitate student-to-student as well as student-to-instructor interactions. The constructivist

learning environments should “provide students with the opportunities to negotiate ideas,

conduct inquiry and reflect their thoughts, thus enhancing their cognitive and metacognitive

outcomes”( Perkins, 1999). In this way, learners are engaged in meaningful learning and higher-

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order thinking.

From cognitive and constructivist view, “students learn better when they can invent

knowledge through inquiry and experimentation instead of acquiring facts presented by a teacher

in class. It is difficult for a teacher to provide this kind of environment for each student in a

traditional classroom. And it is physically impossible for the teacher to support each student's

individual needs.”(Fred, 1999). New media technology and computers have the capabilities to

provide those kinds of powerful environments to achieve the goals of cognitive and constructive

movement in education. Learners as active units employ various tools facilitated by new media

technologies to search resources, create meanings, invent knowledge and develop the learning

strategies. Through advanced communication technologies, the students can interact with the

peers and the instructor anytime and anywhere, not just limited in the classroom-based face-to-

face interactions.

By this way, the role of the instructors switches from dominators of the classroom to

coaches, observers and facilitators. Various educational software and applications function as the

instructors or experts to provide learners with instructions and assistants, and to provide learners

with tools for searching references, forming knowledge and developing their critical thinking

abilities. New media technologies can’t replace instructors, instructors’ instruction still play

important roles in education. But new media technologies can do what the instructor can’t do, for

example, world-wide reference searching, computer gaming and simulation, etc. With the help of

new media technologies, learners become the center of the learning process. Learning process is

not a passive fact acquiring and memorizing process, but an active learning strategies developing

process. Learning is not just repetitive and isolated activities as that in traditional instructor-led

learning process, but a constructive and social interactive process. Learners decide what they

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should learn for developing learning strategy and abilities of problem solving and critical

thinking. This learner-centered method reflects the nature of learning and teaching. That is a

lifelong learning process to develop an educated, knowledgeable, capable and good human

being.

2. Personalize learning process.

Every learner has the learning preferences. Learning style is the area to study learning

preference and characteristics. Researchers have researched and pointed out learning models to

reflect the different learning preferences. Among them, the Felder-Silverman Leaning Style

Model has five dichotomous learning style dimensions: sensing to intuitive learners; visual to

verbal learners; inductive to deductive learners; active to reflective learners; and sequential to

global learners (Felder, 1996). Sensing learners favor information that comes through their

senses and intuitive learners favor information that comes from memory, reflection, and

imagination. Visual learners prefer information from visual images of charts, diagrams, pictures,

or demonstrations. Verbal learners prefer written words, spoken words, and mathematical

formulas. Inductive learners prefer to learn by seeing specific observations or results to learn

principles through inference. Deductive learners begin with general principles and deduce

consequences and application. Active learners learn while doing or working in groups; and

reflective learners prefer to think things through and to work alone or in pairs. Sequential

learners absorb information in small logically connected chunks, while global learners take

information in unconnected fragments and achieve understanding in large holistic leaps.

It is difficult to reflect learners’ learning style in learning process without help of

multimedia technology. Multimedia has the tremendous features to provide learners with video,

audio, graphic, text and the integration of them to match their learning style. In traditional

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learning methods, textbook with graphics and lab experiments are the main forms to learn. With

multimedia, same learning content can be presented in visual animation, video, audio, and text

with graphics. There are various e-learning courses available to match different learning style. If

you learn best by reading, you can choose e-books or other reading text delivered by multimedia

medium, CD or Internet. If you learn best by listening, choose audio lectures or streaming audio

lectures online or offline. If you learn best by seeing how things are done, e-learning courses

with video in CDs or DVDs, streaming video and graphic animations might be the best choice. If

you learn best by doing, simulation, game or quiz plus lab experiments can be helpful. If you

learn best by speaking and interaction, e-mail, chat room, message board, mailing list, instant

messenger with web camera and telephony can be used to meet your interactive needs without

space and timing limitations.

3. Enhance content of the knowledge.

It is widely recognized that the benefit of new media technology for learning and teaching

is to enhance the content of the knowledge and enhance the way to present the knowledge. New

media, such as web- and computer-based applications, have provided educators with unique

modes in which to present curriculum materials. In traditional learning environments,

instructional content is written in words to abstractly explain the concepts, procedures and results

etc. In new media enhanced learning environments, the concepts, procedures and results can be

presented to learners in many ways: audio, video, graphics or printing. It is an obvious fact that

learners can learn better in rich-media learning environments than by reading printed materials.

New media technology enhances the presentation of the knowledge in more effective and

efficient ways. Instructional content presented by multimedia can convey more information than

words, even tacit knowledge. The visual presentation can deliver more vivid and more effective

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message to learners. “With audio, learners’ brains can take in content of knowledge more

directly and more impressively, and produce longer span of memory” (Rossman, 2004).

4. Reconstruct the structure of knowledge – “learning object”.

New media demands different ways of thinking about structuring information and

curriculum materials. In traditional learning environment, learning content is arranged in liner

way for printing. But in new media learning environment, the content of knowledge can be

modulated as small unit cells called learning objects. A broad definition of educational objects is

provided by one of the leading education standards bodies, the IEEE Learning Technology

Standards Committee (LTSC). The LTSC defines an object as “any entity, digital or non-digital

which can be used, reused or referenced during technology supported learning. (LTSC, 2006)”

The LTSC provides examples of these objects including multimedia content, instructional

content, learning objectives, instructional software and software tools, and persons,

organizations, or events referenced during technology support learning. In many cases the term

object is defined much more narrowly through reference to object-oriented programming in

which the word has its origin, “reusable information” and “ learning object” (LTSC, 2006).

From LTSC learning object standards (IEEE LTSC, 2006), the characteristics of objects

are:

Reusable: learning objects must be reusable, which is necessary attributes of

educational objects.

Searchable: metadata is used to describe and categorize learning objects and make them

accessible, searchable.

Modularity: learning objects must be modular, “ free standing, non-sequential, coherent

and unitary”. The stand-alone learning objects are hidden from those that use the

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objects. Users don’t need to understand the inner complexity of the objects. The objects

can be used many times and in different ways.

Cross-platform: a learning object must be able to operate across a wide variety of

hardware, operating systems and web browsers.

In new media learning environment, the structure of the knowledge is not in liner and

sequential arrangement. Knowledge can be modulated as a digital or non-digital unit. The sub-

knowledge or the learning objects can be reconstructed in many times and in many different

ways.

5. Provide with more ways for interactive learning.

Communication and interaction among students and instructors are critical to the learning

process. Constructivists psychology stresses that “social interaction and interactive learning

strategies during learning process can contribute to developing higher order learning such as

analysis, synthesis, and problem solving” (Weston, 1986). Although webcast, web-conferencing

and video broadcasting via web etc. technologies have been improved in recent years, and have

been applied into learning process, current computer-mediated communication (CMC) can’t

deliver enough nonverbal cues to senders and receivers, compared to face-to-face

communication. However, experts argue that “interaction with technology can be as deeply

relational as face-to-face interactions, if sufficient time and messages are exchanged” (Walther,

1992). Technology-based interactive learning has its advantages. Technology-based interactive

learning can give learners more time to reconsider the questions and carefully construct ideas for

the answers. Learners don’t need react and give out responses immediately only after they read

other students’ comments and answers, and thoughtfully reflect the content and make

compositions. Chat room functions like face-to-face interaction. Instant messenger with

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webcamera has made up the insufficiency of nonverbal cues of instant interactive

communication based on technology compared to face-to-face interaction. No mater whether the

interactive communications are asynchronous or synchronous, technology-based communication

tools have added more efficient and the same effective methods for interactive learning at

anytime and anywhere without timing and location concern. Some research and experiments

conducted by higher educational institutes provided evidences to demonstrate that no “significant

distance” between face-to-face and online instruction (Dennis, 2001). Specially, in corporate

training environment, most of time, technology-based interactive learning is the only way to get

instruction and learn by peer-to-peer.

6. Provide with the most efficient methods to deliver and store learning content.

The revolutionary transformation of learning process triggered by new media technology is

electronic delivery of knowledge content to learners and electronic procession and storage of the

knowledge content. Based on the current technology, electronic delivery is the most efficient

way to transfer instructional content to the learners, and electronically processing and storing

learning content are the best ways to keep and sort information for later use, even forever.

E-learning is solely based on the communication technology to finish delivery of

instructional content to learners. The advantages of the delivery methods of e-learning are global

scope and instant modification. Internet connects the learners all over the world. Learners can

learn from anywhere and anytime. In traditional delivery of instructional content, the content in

printed materials is not easy to be updated once it is printed on the textbooks. It usually takes 2-3

years to publish the updated version materials. In electronic delivery, it is easy to update content

at anytime with less labor cost. Since the instructional content of e-leaning is modulated in a

non-liner way electronically, instructor can modify any part of out-of-date content, even

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restructure the order of lectures, add charts and graphics, or apply video clips to enhance the

instructional content.

The characteristics of electronic delivery make e-learning more open and more flexible for

learning process. E-learning provides with not just specific learning content, but also with the

links to extensive references and tools to support self-learning. New media technology make

learners more relay on their own abilities to achieve their learning goals. Learners have to learn

how to use the search tools, how to analyze and sort the large amount of information, digest them

and extract the essence from them. “Learning process becomes the kind of self-mind-grown

process. This is the goal of public education which educators strived for and dreamed of”

(Arshma, 2004).

The delivery of learning content facilitated by wireless and mobile technology pushed

learning process into mobile era. M-learning is new learning system which provide learners more

control and freedom to learn on demand. The workforce has the tremendous needs for on-spot-

learning facilities. M-learning make it possible.

By broadband technology, the delivery of learning content now is much faster than ever.

More and more enhanced learning content with rich media have been delivered online.

Broadband infrastructure and networks became the transmission high way for delivery

multimedia facilitated e-learning system and provided with the efficient medium for

collaborations of research and learning all over the world.

7. Make global learning possible

There have been many proposals and experiments for global learning after World War II.

The Europeans on Oct. 21, 2000 took a first step towards “a multi-campus virtual university as a

network for lifelong learning. “ In March 2001 the British Council held a conference to establish

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the British e-university, a step beyond the British Open University. In April 2002 plans were

underway to create a virtual university for thirty nations – with population under two million –

that were too small to have a separate university adequate for the coming age” (Rossman, 2004).

In 1990s, the World Bank creates a Global Distance Learning Network. “By 1997 the bank

network operated in 75 countries, harnessing Internet video, satellite wireless connections,

electronic classrooms and more --- with the goal of closing the technology gap and educational

opportunity gap between the rich and poor in the world.” “The global Electronic learning

Conference, held August 9-13, 1999, in Finland brainstormed plans to establish an advanced

(wireless and satellite) broadband Internet system to provide electronic distance learning (EDL)

in major global regions (the pacific/Asia, North and South America, and Europe and Africa);

And to discuss the information infrastructure, contents and the institutionalization and funding of

a Global System that would link regional electronic system on each continent” (Rossman, 2004).

From those experiments and practices, telecommunication infrastructure and new media

technology have been the technical supports for making the global learning dream come true.

Technically, global learning doesn’t need a long way to reach. However, the gaps in technical

and financial supports and resources between rich and poor countries are the main obstacle to

overcome. Technology has provided us with the possibility to reach the dream of global learning.

The next step is depending on if we can overcome the division in the culture, race and religions.

8. Make lifelong time learning possible.

In information era, formal learning happens not just in the school year and classroom

during people’s learning life. Learning is a job coming along with people during their lifelong

time. What makes the lifelong time learning possible is not the traditional learning model, but the

e-learning. Adult education and training supported by e-learning have become the main form for

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most of work force. People don’t need to come back to school as a full-time or part-time

students, they can take advantages of e-learning to acquire training to keep updating their skills

and refresh their capabilities to catch up the needs of work force markets. E-learning become the

most convenient, efficient and effective way for adults to achieve their lifelong time learning

goals.

Conclusion

The impact of new media technology on learning and teaching has been recognized by

formal educational system. The impact on traditional learning and teaching system is

fundamental. New media technology has transformed the classroom-based and instructor-led

learning and teaching methods into boardless and learner-centered learning and teaching

approaches. Cognitive and constructivist advocated that learning process is the mental

development of human beings. It will involve people’s lifelong time to achieve. New media

technology makes new learning systems possible, such as e-learning and m-learning etc.

Although traditional learning and teaching models is still in domination in formal educational

environment and school systems, technology-based learning system have become a trend in

corporate training and adult learning environment. This trend also influenced formal educational

system. More and more schools blended traditional and technology–based learning approached

together to satisfy the learning needs of students. With the more and more new media

technologies come into schools and facilitate the instructional methods, learning and teaching

system are bound to be transformed into a more meaningful, more easier to use and learner-

centered model, with more choices for learners’ lifelong learning.

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