Managing Some Institutional, Sociocultural and on-Screen Reading Challenges of Online Learning
Zsolt Tóth

Zsolt Tóth, Associate Professor, Department of DN-Oral Biology.
Manuscript received on 05 June 2019 | Revised Manuscript received on 30 June 2019 | Manuscript Published on 04 July 2019 | PP: 610-613 | Volume-8 Issue-1S4 June 2019 | Retrieval Number: A11120681S419/2019©BEIESP
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Abstract: The aim of this article is to summarize some of the factors that hinder the effectiveness of e-learning, which we have found in our research and practice. Our experience is based on the management of one of the oldest e-learning systems in Hungary and the experience of many international projects. We focus mainly on institutional, sociocultural and reading research experiences. According to our experience, e-learning development cannot cross linear education, process control, contact lessons, and uniformized curriculum within the framework of a traditional institutional system. Moreover, the efficiency of e-learning methodologies based on new constructivist and connectivist pedagogies is highly questionable even in the case of the removal of institutional constraints. Many sociocultural factors play a role in this. The results of on-screen reading research so far have further eroded our belief in digitized learning materials; on-screen reading efficiency seems surprisingly low. It is not real alternative to replacing long texts with shorter texts and animations. In our view, e-learning (blended learning) can play an important role in making communication related to education more effective, but the curriculum should be based on mainly (but not exclusively) printed notes and books.
Keywords: Blended Learning, E-Learning, Higher Education, Online Learning.
Scope of the Article: Online Learning Systems