Vol. 2, Issue 5 (2015)
Impact of e learning on teacher effectiveness
Author(s): M. Rajesh Kumar, R. Krishnakumar
Abstract: Education in the digital world of today can actually make a meaningful shift by ensuring that if students do not learn the way they are taught, they can be taught the way they learn. This pedagogical shift, when integrated into educational software and appropriate technology, can make learning exciting and enjoyable while securing successful learning outcomes in shorter time frames. Colleges and universities globally tend to use asynchronous or delayed technologies with an instructor as the basis of e-learning and thereby include tools like online discussion forums, electronic books, online examinations and grading, online mentoring, web-linked etc. As the 11th plan approach paper states: The 11th plan provides an opportunity to restructure policies to achieve a new vision of growth that will be much more broad based and inclusive, it recognizes that Information and Communication Technology (ICT) has a great potential for enhancing learning levels and improving quality of education. E-learning is the new wave in learning strategy. Through innovative use of modern technology, e-learning not only revolutionizes education and makes it more accessible, but also brings formidable challenges to the instructors and learners. (Shu-Sheng Liaw, 2007). E-learning environments increasingly serve as important infrastructural features of universities that enable teachers to provide students with different representations of knowledge and to enhance interaction between teachers and students and amongst student themselves. (Mahdizadeh. H et. al. 2007). In such a scenario there is need to find out the impact of E learning on Teacher Effectiveness. The study revealed that The teachers working in universities and colleges differ significantly with respect to teacher effectiveness as the mean difference of the teachers working in universities are more than the teachers working in colleges. Teachers, differing in their teacher effectiveness have been confirmed on those who have blogs and those who have no blogs. With the help of the mean difference it is understood that the teacher effectiveness, among the teachers who have their own blogs, is more than those who do not have their own blogs. The teachers, differing significantly, in their personal effectiveness have been classified as those who have their own blogs and those who have no blogs. The male and the female teachers differ significantly in their teaching skills. Teachers educational qualification causes the mean difference in teaching skill whereas the variable namely; the teachersâ€™ employment status, do not have any such influence on their teaching skill. The teachers with M.E degree differ significantly in their teaching skill with that of teachers with M.Phil degree and Ph.D. degree.